2014 FCPS Music POS Revision GUITAR -- DRAFT Standard 1. MUSIC LITERACY. The student will develop and demonstrate the ability to read & notate music. MS & HS Guitar 3 MS & HS Guitar 3 MS & HS Guitar 2 MS & HS Guitar 2 MS & HS Guitar 1 MS & HS Guitar 1 Level 1 2 3 4 Critical Listening Skills Benchmark 1a: Develop aural discrimination skills Intonation Differentiate two pitches as higher, lower or the same and make adjustments using the 5th fret and electronic tuner methods Match pitches within his/her vocal range Identify the characteristic sound of the guitar Match pitches within his/her vocal range Identify the characteristic sound of the nylon string, acoustic steel string, and electric guitars to tune your instrument using 5th fret and electronic tuner methods Sing selected lines from materials being Identify the characteristic sound of the nylon string, acoustic steel string, and electric guitars to tune your instrument with and without an electronic tuner, including the harmonics method Sing his/her part while other students sing or play contrasting parts Identify the characteristic and expressive tone qualities for each guitar type, as appropriate for musical styles being performed to adjust pitch while performing Sing his/her part while other students sing or play contrasting parts Identify the variety of expressive tone qualities for each guitar type, as appropriate for musical styles being performed Identify basic I-IV-V chord progressions Identify and distinguish between the sound of the I, IV, and V chords in a major key Identify and distinguish between the sound of the i, iv, and V chords in a minor key Identify and transcribe I- IV-V chord progressions in major and minor keys Identify and transcribe I- IV-V chord progressions as they occur in recorded music or performance Hearing form and structure Identify when chords change in recorded music Melodic transcription Identify and transcribe short melodic phrases using the notes being Identify the structural aspects of binary form and 12-bar blues Identify and transcribe short melodic phrases using the notes being Identify structural aspects of ternary and strophic forms Identify and transcribe short melodic phrases using the pentatonic, major, and minor scales Identify structural points in recorded music, changes in mood and style, and dynamic and other expressive changes Identify and transcribe longer melodic phrases using the scales being Music Literacy Skills Benchmark 1b: Note Reading Read and write pitches Read and write in standard music monophonic, polyphonic notation and tablature and chordal music in the 1st position using and tablature Read and write chords in chord diagrams, tablature, and standard music notation Read and write open position chords using chord diagrams Read and write monophonic, polyphonic and chordal music in the 1st position using and tablature Read and write 6th and 5th string power chords, major and minor moveable E and A-type bar chords using chord diagrams, tablature and Read and write monophonic, polyphonic and chordal music in the 1st, 2nd and 5th positions using standard music notation and tablature Read and write dominant 7th and minor 7th moveable E and A-type bar chords using chord diagrams, tablature, and Read and write monophinic, polyphonic and chordal music in 1st through 9th positions using standard music notation or tablature Read and write chord voicings on the top four strings, inversions, and diminished and augmented chords, using chord diagrams, tablature and standard music notation
LH Fingerings Identify, read, and write LH fingerings for notes in the first position Transpose chord Transpose a basic chord progressions progression into a new (with/without capo) key using a capo Benchmark 1c: Meter & Rhythm Read and write meter and rhythm patterns Count, notate, and perform rhythms and including whole notes, half notes, quarter notes, eighth notes, dotted half notes, and corresponding rests using an established counting system Benchmark 1d: Scales & Key Signatures Read and write key signatures Identify the key signature in the literature being Read and write scales Read and write the pentatonic and C, G and D major scales using tablature, standard music notation and fretboard diagrams LH fingerings for notes in the first position Transpose a basic chord progression into a new key with and without a capo Count, notate, and perform rhythms and including dotted quarter notes, and corresponding rests using an established counting system Understand the function of sharps, flats and naturals; recognize and demonstrate whole and half step patterns Read and write the pentatonic and chromatic scales, A, E and F major scales, and A, D, E and B melodic minor scales using tablature, standard music notation and fretboard diagrams LH fingerings for notes in the 1st, 2nd, and 5th positions Transpose a chord progression to a new keys with and without a capo LH fingerings for notes in the 1st through 9th positions Transpose a chord progression to several keys without a capo Count, notate, and Count, notate, and perform rhythms and perform rhythms and including sixteenth notes, including triplets, dotted eighth notes, syncopations, and syncopations, and corresponding rests corresponding rests using an established using an established counting system counting system Differentiate between steps and skips, identify enharmonic tones and write key signatures Read and write C, G. D, A, E, F, Bb & Eb major & their relative melodic minor scales, and the dorian and mixolydian scales, using tablature, and fretboard diagrams Read and write all major and minor key signatures Read and write all major, melodic minor, pentatonic, chromatic, dorian and mixolydian scales using tablature, and fretboard diagrams Benchmark 1e: Music symbols and terminology Identify, define and interpret music notation symbols, including symbols articulation, dynamic, and markings, found in the Identify, define and interpret musical terms Guitar symbols and terminology terminology found in the Identify, recogize and apply terminology and symbols used to designate left hand fingers (1,2,3,4,), right hand fingers (p,i,m,a), and pick direction (up/down) Fretboard knowledge Identify left-hand position relative to position locations on the guitar symbols, including articulation, dynamic, and markings, found in the terminology found in the Identify, recogize and apply terminology and symbols used to designate left hand fingers (1,2,3,4,), right hand fingers (p,i,m,a), and pick direction (up/down) Identify half-steps and whole-steps in the first position and locations of chord roots symbols, including articulation, dynamic, and markings, found in the terminology found in the Identify, recogize and apply terminology and symbols used to designate left hand fingers (1,2,3,4,), right hand fingers (p,i,m,a), and pick direction (up/down) all possible locations of each pitch within the first twelve frets symbols, including articulation, dynamic, and markings, found in the terminology found in the Identify, recogize and apply terminology and symbols used to designate left hand fingers (1,2,3,4,), right hand fingers (p,i,m,a), and pick direction (up/down) all possible locations of each pitch on all frets and locate intervals with various string combinations
Benchmark 1f: Form and Analysis Identify and recognize form repeats, and music written in binary form and 12-bar blues Benchmark 1g: Sightreading Sight-Reading Identify a sight-reading process that includes all elements of music being performed music written in ternary and strophic forms, Dal Segno, Da Capo, Coda, Fine, and 1st & 2nd endings Apply a process of sightreading preparation that includes all elements of music being performed music written in themeand- variations form. to sight-read music of varying styles and levels of difficulty Identify, compare, contrast and perform music written in a variety of musical forms. to sight-read music of varying styles and levels of difficulty Creative Skills Benchmark 1h: Composing music (using music composition software) Compose a fourmeasure rhythmicmelodic variation Compose and perform a four-measure melody using the notes and rhythms being Compose and perform a four-measure melody in C major, using the rhythms being Compose and perform a Compose and perform a rhythmic and melodic rhythmic and melodic variation of an existing variation of an existing melody; notate the melody; notate the composition in standard composition in standard notation using notation using contemporary technology contemporary technology Compose & notate chord progressions in lead sheet format Compose and perform a 4-measure chord progression using the chords and accompaniment patterns being Compose and perform a 4-measure chord progression in the key of C, A, G, E or D major using accompaniment patterns being Compse and perform an 8-measure chord progression in lead sheed format, using chords being Compse and perform a chord progression in a song format; notate in lead sheed format, using chords being
2014 FCPS Music POS Revision GUITAR -- DRAFT Strand 2. PERFORM The student will develop and demonstrate skills in music performance. MS & HS Guitar 3 MS & HS Guitar 3 MS & HS Guitar 2 MS & HS Guitar 2 MS & HS Guitar 4 MS & HS Guitar 1 MS & HS Guitar 1 Level A B C D E Individual/Ensemble performance Benchmark 2a: Preparatory Instrumental Basics 2a.1 Instrument Parts Identify parts of the acoustic steel, nylon, and electric guitars Identify parts of the acoustic steel, nylon, and electric guitars 2a.2 Instrument Strings Name the open strings in standard tuning 2a.3 Instrument care Identify and utilize accessories necessary for the proper maintenance and use of the instrument Benchmark 2b: Individual Performance Skills 2b.1 Appropriate playing posture and instrument instrument placement position and playing posture, using a foot rest and 2b.2 Appropriate lefthand playing position standing position of the left hand including correct finger weight and placement Name the open strings in standard tuning Identify and utilize accessories necessary for the proper maintenance and use of the instrument instrument placement and playing posture, using a foot rest and standing position of the left hand including correct finger weight and placement Name the open strings in at least one altered tuning Demonstrate proper Demonstrate proper Demonstrate proper for changing a for changing a for changing a string string string instrument placement and playing posture, using a foot rest and standing position hand and finger placement when shifting Perform with a balanced posture, supporting the instrument without tension hand and finger placement when shifting, including finger extensions Perform with a balanced posture, supporting the instrument without tension hand and finger placement when shifting, including finger extensions 2b.3 Appropriate righthand playing position right-hand and arm when using a pick and right-hand and arm when using a pick and right-hand and arm when using a pick and right-hand and arm when using a pick or right-hand and arm when using a pick or 2b.4 Demonstrate The student will perform characteristic tone with a clear tone on all production on all six six strings using a pick strings and RH fingers The student will perform with a clear tone on all six strings using a pick and RH fingers The student will perform music using articulations, dynamic contrasts, legato, vibrato and phrasing as a means of The student will perform music using tone color (sul tasto & sul ponticello) as a means of The student will perform music using tone color (sul tasto & sul ponticello) as a means of 2b.5 Key Signatures Perform music in the keys of C, G, and D major 2b.6 Perform a variety of Perform rhythms and rhythms in materials being including whole notes, half notes, quarter notes, eighth notes, dotted half notes, syncopations, and corresponding rests. Perform music in the keys of A, E, and F major; A, D, E, and B minor Perform rhythms and including dotted quarter notes, syncopations, and corresponding rests. Perform music in the Perform music in all keys of Bb and Eb major; major and minor keys G and C minor found in literature being Perform rhythms and including sixteenth notes, dotted eighth notes, syncopations, and corresponding rests. Perform rhythms and including triplets, syncopations, and corresponding rests. Perform music in all major and minor keys found in literature being Perform rhythms and including quarter note triplets, tuplets (5, 6, 7), duplets, syncopations, and corresponding rests. 2b.7 Perform a variety of Perform music with tempi in materials being notated tempo indications, maintaining a steady tempo using a metronome or drum machine Perform music with notated tempo indications, maintaining a steady tempo using a metronome or drum machine Perform music with notated tempo indications, maintaining a steady tempo, while following a conductor Perform music with changing tempi while following a conductor Perform music with changing tempi while following a conductor 2b.8 Perform a variety of Perform music in simple meters in materials meter (2/4, 3/4, 4/4, C) being Perform music in compound meter (6/8, 12/8) and cut time (2/2) Perform music in compound meter (3/8, 9/8) Perform music in Perform music in mixed asymmetrical meter (5/4, meter 5/8, 7/8) and mixed meter
2b.9 Tune guitar using Differentiate between 5th fret, harmonics, and two pitches as higher, electronic tuner methods lower or the same and make adjustments using the 5th fret and electronic tuner methods 2b.10 Perform music in a variety of styles and music in binary, ternary, forms and 12-bar blues forms to tune your instrument using 5th fret and electronic tuner methods music in a variety of styles, time periods, and forms to tune your instrument with and without an electronic tuner, including the harmonics method music in a variety of styles, time periods, and forms to adjust pitch while performing Perform music with an undersanding of style,, and form to adjust pitch while performing Perform music with an undersanding of nuances in style,, and form 2b.11 Perform music written in standard music notation, tablature, and chord/fretboard diagrams in varying levels of difficulty Perform monophonic, Perform monophonic, polyphonic and chordal polyphonic and chordal music in the 1st position music in the 1st position written in standard music written in standard music notation, tablature, and notation, tablature, and chord diagrams chord diagrams 2b.12 Perform scales Perform 1-octave written in standard ascending and music notation, descending pentatonic; tablature, and fretboard C, G and D major scales diagrams 2b.13 Perform chords written in standard music notation and chord diagrams 2b.14 Musical Expression Perform D, D7, Dm, A, A7, Am, E, E7 Em, G, G7, C, and C7 chords; perform I IV V7 I chord progression in the keys of C, G, D, A major and A minor Identify and demonstrate use of dynamic contrasts within literature being 2b.15 Movement as Perform without tension, Musical Expression using body movements that reflect the music's steady pulse Benchmark 2c: Individual Performance Technique 2c.1Demonstrate appropriate Right-Hand fingerstyle Perform using rest stroke, free stroke, various arpeggio combinations of pima, and alternating bass line/melody with correct RH fingerstyle Perform ascending and descending 2-octave pentatonic and chromatic scales; 1-octave ascending and descending A, E and F major scales; A, D, E and B melodic minor scales Perform open position chords including F and B7, power chords,and moveable E and A type major/minor bar chords Demonstrate use of dynamic contrasts within literature being Perform without tension, using body movements that reflect the music's steady pulse Perform using string crossings, simultaneous bass line/melody, and changing arpeggio combinations of pima with correct RH fingerstyle Perform monophonic, polyphonic and chordal music in the 1st, 2nd and 5th positions written in, tablature, and chord diagrams Perform 1 or 2-octave C, G. D, A, E, F, Bb & Eb major & their relative melodic minor scales; 2- octave pentatonic, chromatic, dorian and mixolydian scales Perform monophonic, polyphonic and chordal music in the 1st through 9th positions written in, or tablature and chord diagrams Perform all 2-octave major, melodic minor, pentatonic, chromatic, dorian and mixolydian scales Perform moveable E and Perform chord A-type dominant 7th, and minor 7th bar chords, and the 12-bar blues progression in a variey of keys Demonstrate use of dynamic contrasts to contour phrasing Perform without tension, using body movements that reflect the music's phrasing Perform using string damping, finger strumming, Travis picking, staccato, and percussive effects with correct RH fingerstyle progressions including chords voiced on the top four strings, inversions, and diminished and augmented chords Demonstrate use of dynamic constrasts, articulation, phrasing, and an understanding of musical style, within the literature being Perform without tension, using body movements and facial s reflecting the music's intent Perform using pizzicato with correct RH fingerstyle Perform monophonic, polyphonic and chordal music in all positions written in standard music notation or tablature and chord diagrams Perform all 2-octave major, melodic minor, pentatonic, chromatic, dorian. and mixolydian scales Perform chord progressions including extensions, 9ths, 11ths, 13ths, and altered notes Interpret dynamic constrasts, articulation, phrasing; apply an understanding of musical style as means of Perform without tension, using body movements and facial s reflecting the music's intent Perform artificial harmonics with correct right-hand and finger placement 2c.2 Demonstrate Perform using down appropriate Right-Hand picking and strumming pick-style with correct RH pickstyle 2c.3 Demonstrate Demonstrate LH finger appropriate Left-Hand independence using all finger combinations of fingers 1234 Perform using alternate picking and strumming, and palm mute with correct RH pick-style Perform slurs, natural harmonics, shifts, and playing within a specified position, using correct LH finger Perform using synchopated strum patterns, economy picking, and tremolo with correct RH pick-style Perform using continuous slurs, glissando, and string bending, shifts, and playing within a specified position, using correct LH finger Perform unison and intervallic string bending, shifts, and playing in a specified position using correct LH finger Demonstrate and perform shifs using all finger combinations and suggest alternate fingerings to fit the music being
2c.4Chord Perform open string chords using up to three fingers and correct LH chord Perform open string chords using up to four fingers, sus chords, power chords, and moveable major/minor E and A-type bar chords, with smooth chord switching and correct LH chord Perform dominant 7th and minor 7th moveable E and A-type bar chords, using guide fingers, smooth chord switching, and correct LH chord Perform diminished and augmented chords, inversions, and chord voicings on the top four strings, using guide fingers, smooth chord switching, and correct LH chord Perform chord extensions with 9ths, 11ths, 13ths, and altered notes using guide fingers, smooth chord switching, and correct LH chord 2c.5 Accompaniment Perform chord s accompaniments with alternating root/chord and chord/slap patterns, using fingers and a pick Perform chord accompaniments with alternating root and 5th patterns, using fingers and a pick Perform chord accompaniments to include bass runs/fills appropriate for the musical style, using fingers and a pick Create and perform chord accompaniments complimentary to the melody and musical style, using a variety of voicings and rhythms Create and perform chord accompaniments complimentary to the melody and musical style, using a variety of voicings and rhythms Benchmark 2d: Ensemble Performance Skills 2d.1 Balance & Blend Identify the components of balance and blend necessary for ensemble performance 2d.2 Tempo Perform music, beat at various tempi, using a metronome or drum machine 2d.3 Conducting patterns 2d.4 Co-Curricular Participation Respond to a basic 4/4 conducting pattern Demonstrate balance and blend while performing as a member of an ensemble with 2 or more parts Perform music, beat at various tempi, using a metronome or drum machine Respond to basic 2/4, 3/4, and 4/4 conducting patterns Benchmark 2e: Rehearsal, Performance, & Stage Etiquette 2e.1 Rehearsal etiquette Identify habits necessary Identify proper practice for productive practice routines and rehearsal routines and rehearsal, etiquette, including including maintaining maintaining attention in attention in rest position rest position Demonstrate balance and blend while performing as a member of an ensemble with 2 or more parts Perform music, beat at various tempi while following a conductor Respond to basic compound meter conducting patterns Participate in out-ofschool rehearsals and performances, including district funded assessment Actively participate in all rehearsals, including maintaining attention in rest position Perform a part demonstrating an understanding of it's function relative to the ensemble (melody, harmony, counterpoint, etc.) Perform music, beat at various tempi while following a conductor Respond to conducting patterns and gestures Participate in out-ofschool rehearsals and performances, including district funded assessment Model active participation in all rehearsals, including maintaining attention in rest position to consistently blend and balance with others on the same part and across sections Perform music, beat at various tempi while following a conductor Respond to and demonstrate advanced conducting patterns and gestures Participate in out-ofschool rehearsals and performances, including district funded assessment Model active participation in all rehearsals, including maintaining attention in rest position 2e.2 Performance and Identify proper concert listener etiquette etiquette as an actively involved listener. Demonstrate proper concert etiquette as an actively involved performer and listener. Creativity-- The student will demonstrate original artistic thought Benchmark 2f: Creativity in Musical Expression 2f.1 Identify and Demonstrate use of demonstrate use of dynamic contrasts within dynamic contrasts within literature being literature being Demonstrate use of dynamic contrasts to contour phrasing Actively participate in all performances as a performer and listener. Demonstrate the use of dynamic contrasts, articulation, phrasing, and an understanding of musical style, within the literature being Model active participation in all performances as a performer and listener. Interpret dynamic contrasts, articulation, and phrasing; apply an understanding of musical style as means of Model active participation in all performances as a performer and listener. Benchmark 2g: Improvisation 2g.1 Demonstrate the The student will ability to improvise/ improvise and echo melody simple rythmic and melodic patterns 2g.2 Demonstrate the The students will ability to improvise/ improvise and echo chord accompaniment simple accompaniment patterns The student will improvise and echo simple rythmic and melodic variations of 4 measure excerpts taken from folk songs, exercises, or etudes The student will The student will improvise and echo simple melodic passages using a given scale over a chord progression and using the 12-bar blues improvise and echo extended melodic passages using a given scale over a chord progression and using the 12-bar blues The student will improvise extended melodic passages over a given chord progression using appropriate scales The students will improvise and echo The students will improvise The students will improvise The students will improvise simple fingerstyle accompaniment patterns accompaniment patterns accompaniment patterns accompaniment patterns with variations with variations with variations
2014 FCPS Music POS Revision GUITAR DRAFT Strand 3 RESPOND The student will describe, analyze, critique and evaluate the impact of music. MS & HS Guitar 3 MS & HS Guitar 3 MS & HS Guitar 2 MS & HS Guitar 2 MS & HS Guitar 1 MS & HS Guitar 1 Level A B C D Benchmark 3a: Describe, analyze, critique and evaluate music utilizing music terminology and critical thinking skills. Definition of music Identify elements of music and propose a definition. Propose & support a definition of music using appropriate terminology. Discuss the elements of music and how they relate to her/his definition. Compare & contrast definitions of music in various traditions and cultures. Describing works of music Describe works of music by defining its elements Describe and interpret works of music using inquiry skills. Apply discipline specific criteria for analyzing and evaluating works of music. Formulate criteria for evaluating musical works. Benchmark 3b: Describe, analyze, critique, and evaluate the performance of music utilizing music terminology and critical thinking skills. Compare and contrast recorded and live music performances - defend your assessment using discipline specific criteria Describe a music performance using appropriate music terminology. Compare and contrast ensemble music performance using discipline specific criteria. Apply criteria for evaluating music performance using discipline specific criteria. Diagnose problems in individual/ensemble performance; create implement solutions. Reflecting on personal progress Evokes sensory responses Identify teacher/student specified musical goals and establish a practice routine. Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive. Music preference Identify reasons for music preferences using appropriate terminology. Identify teacher/student specified musical goals; reflect and refine performance practice. Benchmark 3c: Communicate personal responses to music (impact, purpose) The value of musical performance. List ways that musical performances are valued by the individual, community, and society. Describe emotional and intellectual responses to works of music using appropriate terminology. Analyze criteria used for evaluating music preferences. Explain ways that musical performances are valued by the individual, community, and society. Evaluate and reflect on individual progress, develop goals, and implement solutions. Analyze and explain emotional and intellectual responses to works of music using appropriate terminology. Develop and apply criteria for evaluating music preferences. Analyze ways that musical performances are valued by the individual, community and society. Evaluate and reflect on individual progress, develop goals, and implement solutions with an advanced Compare and contrast the emotional and intellectual responses to musical selections of varying levels of aesthetic value. Evaluate a variety of musical genres using objective criteria and defend choices for music preferences. Engage in a music service learning project and reflect on its value.
2014 FCPS Music POS Revision GUITAR DRAFT Strand 4 CONNECT The student will understand music in terms of history and cultural context. MS & HS Guitar 3 MS & HS Guitar 3 MS & HS Guitar 2 MS & HS Guitar 2 MS & HS Guitar 1 MS & HS Guitar 1 Level A B C D Benchmark 4a: Historical context of music (historical events) Impact of historical events List historical events as they relate to the music literature being. Identify the impact of historical events on the development of musical styles in the music literature being. Analyze the impact of historical events on the development of musical styles in the music literature being. Compare, contrast and evaluate the impact of historical events on musical styles in the music literature being. Benchmark 4b: Identifying, explaining, comparing major musical historical time periods Composers of historical time List at least two composers Describe the musical periods and their compositions from contributions of at least four various time periods being composers and how their. compositions exemplify the time periods being. Examine and debate the Compare and contrast the musical contributions of at least contributions of various one composer from each of the composers and their major time periods being compositions from the various. time periods being. Musical characteristics of Identify characteristics of a historical time periods (e.g., specific time period using instrumentation, performance appropriate music terminology or compositional style) in the. Classify characteristics of a specific time period using appropriate music terminology in the. Differentiate characteristics of a specific time period using appropriate music terminology in the. Justify the classification of music examples into specific time periods, based on their musical characteristics, using appropriate music terminology. Benchmark 4c: The function of music in culture How music reflects a culture or Identify the characteristics of a particular group of people music from a variety of cultures. Describe the characteristics of music from a variety of cultures. Compare and contrast the characteristics of music from a variety of cultures. Analyze the characteristics of music from a variety of cultures. (Function of sacred and Identify the function of sacred secular music) Religion - Form -and secular music in a culture Call Response, Spirituals, using literature being. Sonata Form Describe the function of sacred and secular music in a culture using literature being. Compare and contrast the function of sacred and secular music in a variety of cultures using literature being. Analyze the function of sacred and secular music in a variety of cultures using literature being. Benchmark 4d: How music relates to other disciplines Other Fields of Knowledge Identify the relationships between music and the other fields of knowledge. Describe the relationships between music and the other fields of knowledge. Compare and contrast the relationships between music and the other fields of knowledge. Demonstrate understanding of the relationships between music and other fields of knowledge through practical application or performance. Other Fine Arts Disciplines Identify the relationships between music and the other fine arts. Describe the relationships between music and the other fine arts. Benchmark 4e: Identify how and where music interacts with one's personal life. Music as a career Identify career options in Examine career options in music. music. Music as an avocation (hobby) Identify potential opportunities Examine potential opportunities for lifelong music making as an for lifelong music making as an individual and in the individual and in the Music as a consumer Identify potential opportunities for lifelong music engagement as an individual and in the Ethical standards concerning the use of music (intellectual property, social media and copyright) Music technology (jobs, consumption, instrument development, production development) Identify ethical standards as applied to social media and copyrighted materials. Identify ways in which technology influences music. Examine potential opportunities for lifelong music engagement as an individual and in the Describe ethical standards as applied to social media and copyrighted materials. Describe ways in which technology influences music, styles, and instruments. Compare and contrast the relationships between music and the other fine arts. Demonstrate understanding of the relationships between music and other fine arts through practical application or Compare and contrast career Research pathways for higher options music. education and/or careers in Compare and contrast potential Research potential opportunities for lifelong music opportunities for lifelong music making as an individual and in making as an individual and in the the Describe personal choices regarding music engagement and advocacy in the Differentiate between appropriate and inappropriate use of social media and copyrighted materials. Research the development of music technology and its cultural impact. Justify personal choices regarding music engagement and formulate an action plan for music advocacy within the Research the ethical and legal consequences of inappropriate use of social media and copyrighted materials. Analyze recent advances in music technology and make predictions about their impact in the future.