MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment practices as required by applicable local, state and federal laws. Updated - August 2013
Table of Contents Acknowledgements... 1 Wisconsin Academic Standards- Music... 2 Standards and Benchmarks- Instrumental Music Orchestra 6-8 th Grade... 3-10 Middle School Report Card Power Standards... 11 Middle School Music Power Standards Rubrics... 12-14 Standards and Benchmarks- Music 12 th, 8 th, 4 th, & 2 nd Grade... 15-27 Learner Expectations- Music Elements Grades 5-6... 28 Learner Expectations- Music Elements Grades 7-8... 29 Learner Expectations- Music Elements Grades 9-10... 30 Learner Expectations- Music Elements Grades 11-12... 31 Music Glossary..... 32
Instrumental Music- Orchestra 6-12 th Grade Acknowledgments 1996 Madison Metropolitan School District Instrumental Music- Orchestra 6-8 Standards Committee: Wendy Buehl -- Sherman Aaron Doty -- Whitehorse Kathy Punwar -- Sennett Rob Rickman -- Toki Vicki Swedish -- Hamilton Mariel Wozniak -- Coordinator of Fine Arts (2002) July 2008 Updates: Julie Palkowski -- Coordinator of Fine Arts August 2013 Updates: Laurie Fellenz -- Coordinator of Fine Arts Copyright 1999 by Madison Metropolitan School District, Madison, WI. All rights reserved. No part of this report may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without granting credit to the Madison Metropolitan School District. For permission to copy part or all of this report, please contact: Madison Metropolitan School District, Teaching & Learning Department, 545 West Dayton Street, Madison, WI 53703. 1
Wisconsin Academic Standards- Music Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Standard 6: Standard 7: Standard 8: Standard 9: Singing alone and with others, a varied repertoire of music Playing alone and with others, a varied repertoire of music Improvising music Composing and arranging music Reading and notating music Analyzing and describing music Evaluating music and music performances Relating music to all arts and disciplines Associating music to history and world culture 2
Music Standards and Instrumental Music-Orchestra 6-8 th Grade Level Benchmarks Standard One: Singing Sings alone and with others a varied repertoire of music. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Sings accurately with good breath control alone and in small and large ensembles. Sing accurately the whole & half step relationships of any major and minor scale within the student s vocal range. Sing accurately in thirds, as a canon, any major and minor scale in the student s range. Sing one octave of a chromatic scale by ear. (ascending) Sings with expression and technical accuracy. Sing expressively a phrase from their music at a skill Level of 1-2. Sing expressively a phrase from their music at a skill Level of 2-3. Sing expressively a phrase from their music at a skill Level of 3. Sings music written in two and three parts. Sing in two parts (for example rounds, scales, pieces within the student s range.) Sing two to three parts within the student s range. Sing in three to four parts within the student s range. 3
Standard Two: Playing Plays alone and with others a varied repertoire of instruments. The student will be able to: Performance Standard 6 7 8 Grade EIGHT Plays with appropriate dynamics and tempo maintaining a balance between instruments. Demonstrate a steady beat and the ability to play allegro, moderato, andante, and fermata. Demonstrate the ability to modify tempo within a piece. (ritardando, accellerando) Demonstrate the ability to play a broader range of tempo markings. (cessura, rubato) Performs on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath control. Demonstrate moderate loud and soft playing while controlling their tone quality. Demonstrate appropriate part of the bow for different dynamics. Demonstrate crescendo and diminuendo. Demonstrate the six dynamic levels pp, p, mp, mf, f, ff. Demonstrate control over the whole bow. Plays with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 2-3. Play with expression and technical accuracy on one string instrument literature from Level 1. Play with expression and technical accuracy on one string instrument literature from Level 1-2. Play with expression and technical accuracy on one string instrument literature from Level 2-3. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed Plays music from a minimum of two diverse genres at Level 1-2 with the appropriate expression. Plays music from a minimum of four diverse genres at Level 2-3 with the appropriate expression. Plays music from a minimum of four diverse genres at Level 3 with the appropriate expression. Plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. 4
Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Demonstrates, in a group, the understanding of a director s cue of p, f, and starting/stopping together. Students are able to play: unison, one part of a duet, and one part in an orchestral arrangement at Level 1-2. Play in groups, blending instrumental timbres while responding to tempo, dynamics, and phrasing cues of the conductor. Demonstrates, in a group, the understanding of a director s cue of p, mf, mp, and f, (crescendo), (decrescendo) and starting/stopping together. Students are able to play: unison, one part of an ensemble, and one part in an orchestral arrangement at Level 2-3. Play in groups, blending instrumental timbres while responding to tempo, dynamics, articulation, phrasing, and interpretive cues of the conductor. Demonstrates, in a group, the understanding a director s cue of pp, p, mp, mf, f, ff,,(crescendo), (decrescendo), subito, and starting/stopping together. Students are able to play: unison, one part of an ensemble, and one part in an orchestral arrangement at Level 3. Play in groups, blending instrumental timbres while responding to tempo, dynamics, articulation, phrasing, and interpretive cues of the conductor in varied styles of music. Performs in small ensembles with one student on a part. Play own part accurately in a small ensemble of Level 1 2 difficulty. Play independently an instrumental part while other students sing or play one or two contrasting parts. Play own part accurately in a small ensemble of Level 2-3 difficulty. Play independently an instrumental part while other students sing or play three or more contrasting parts. Play own part accurately in a small string ensemble or large chamber ensemble of Level 3 difficulty. Play independently an instrumental part while other students sing or play four or more contrasting parts. Standard Three: Improvising Improvises music. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. Improvise instrumentally on a familiar melody at least one rhythmic and melodic pattern. Improvise instrumentally rhythmic and melodic variations on a familiar melody. Improvise instrumentally rhythmic and melodic variations on a familiar melody, (i.e. pentatonic or blues scales). Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. Identify at least one rhythmic pattern and/or a melody in major and/or minor mode. Create at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. Improvise rhythmic and melodic embellishment to a simple melody in major and minor modes. 5
Standard Four: Composing Composes and arranges music. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Composes short pieces within specific guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. Compose a short instrumental piece demonstrating correct key signature, time signature, and notation. Arrange and create a short song and/or instrumental piece demonstrating correct key signature (major), time signature, form and notation. Arrange and create a short song and/or instrumental piece demonstrating correct key signatures (major and/or minor), time signatures, form and notation. 6
Standard Five: Reading Reads and notates music. The student will be able to: Performance Standard Grade EIGHT Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2 3 4 6 meter signatures. 4 4 4 8 Reads at sight simple melodies in both the treble, alto, and bass clefs, in major and minor modes. Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Uses standard notation to record their musical ideas and the musical ideas of others. 6 7 8 Uses a system to read rhythmic patterns in traditional notation with combinations of: 2 3 4 6 in music 4 4 4 8 of Level 1-2 difficulty. Use note names to read simple pitch notation in C,G,D,A,F Major scales in a clef appropriate to the student s instrument. Identify and define symbols and traditional terms referring to dynamics (p, mp, mf, f), tempo (allegro and andante), and articulations (legato, slurs, accent, all pizzicato, up/down bow, harmonics, staccato, and phrasing). Notate with standard symbols: Meter: 2 3 4 6 4 4 4 8 Whole, half, quarter, dotted half notes, and the corresponding rests. One octave of the C,G,D,A, and F Major scale. Uses a system to read rhythmic patterns in traditional notation with the addition of: 3 2 in music of 8 2 Level 2-3 difficulty. Use note names to read simple pitch notation in *C,*G,*D,A,E, *F, *B b (*and relative minors) Chromatic scale (one octave) in a clef appropriate to the student s instrument. Identify and define symbols and traditional terms referring to dynamics (pp, p, mp, mf, f, ff, crescendo, decrescendo), tempo (allegro, andante, ritardando, fermata), and articulations (legato, slurs, staccato, accent, and phrasing). Notate with standard symbols: Meter: 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted quarter, eighth notes, and the corresponding rests. One octave of the C,G,D,A,E,F, and B b (and relative minors). Dynamics: p, f Uses a system to read rhythmic patterns in traditional notation with the addition of mixed meter in music of Level 3 difficulty. Use note names to read simple pitch notation in *C,*G,*D,A,E, *F,*B b (*and relative minors) Chromatic scale (extended beyond one octave), in a clef appropriate to the student s instrument. Identify and define symbols and traditional terms referring to dynamics (pp, p, mp, mf, f, ff, crescendo, decrescendo, diminuendo, sfz, sp), tempo (allegro, andante, largo, vivo, vivace, ritardando, fermata, cessura), and articulations (legato, slurs, staccato, accent, and marcato). Notate with standard symbols: Meter: 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted quarter, triplets, eighth, sixteenth notes, and the corresponding rests. One octave of the C,G,D,A,E,F,and B b Dynamics: pp, p, mp, mf, f, ff, crescendo, descrescendo Articulations: staccato, ccent, marcato, pizzicato, and slurs Accidentals: sharp, flat, natural 7
Standard Six: Analyzing Analyzes and describes music. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Identifies simple music forms, contrasts, and textures when presented aurally and visually. Identify the following forms aurally and visually: AB, ABA, the round. Identify the following forms aurally and visually: AB, ABA, the round, theme and variations. Identify the following forms aurally and visually: AB, ABA, the round, theme and variations, and rondo form. Listens to and analyzes the uses of the elements of music in examples representing diverse genres and cultures. Demonstrates knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analysis of music. Identify simple musical concepts related to melody, harmony, and rhythm in Level 1-2 music. Identify, define, and demonstrate understanding of standard symbols: Meter: 2 3 4 4 4 4 Whole, half, quarter, dotted half notes and the corresponding rests. Identify tonic and leading tone. Identify tonic and leading tone. Identify musical concepts related to melody, harmony, rhythm, timbre, form, and style in Level 2-3 music. Identify, define, and demonstrate understanding of standard symbols: Meter 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted quarter, eighth notes and the corresponding rests.one octave of the C,G,D,A,E,F,B b (including some relative minors). Dynamics: p, f Identify tonic, leading tone, and intervals. Identify musical concepts related to melody, harmony, rhythm, timbre, form, and style in Level 3 music. Identify, define, and demonstrate understanding of standard symbols: Meter: 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted quarter, triplets, eighth, sixteenth notes, and the corresponding rests. One octave of the C,G,D,A,E,F,B b (including relative minors). Dynamics: pp, p, mp, mf, f, ff, crescendo, decrescendo. Accidentals: sharp, flat, natural Identify tonic, leading tone, intervals and chords (major/minor) in root position. 8
Standard Seven: Evaluating Evaluates music and music performances. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Evaluates the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offers constructive suggestions for improvement. Develop specific criteria appropriate for evaluating performances of self and others. Able to offer positive suggestions about Level 1-2 performance relating to set criteria. Evaluate one performance on Level 2-3 by self or others using developed criteria by giving appropriate and constructive criticism. Evaluate one performance on Level 3 by self or others using developed criteria by giving appropriate and constructive criticism. Standard Eight: Relating Relates music to all other arts and disciplines. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Compares in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art. Identify three similarities and differences in the meaning of common terms which include form, pattern, and contrast as used in music compared to another art form. Identify three similarities and differences in common terms which include repetition, color/timbre, and texture as used in music compared to another art form. Identify six similarities and differences in common terms which include form, pattern, contrast, repetition, color/timbre, and texture as used in music compared to another art form. Describes ways in which the principles and subject matter of other school disciplines interrelate with those in music. Cite two examples which connect music subject matter to science and math. Cite two examples which connect music subject matter to different languages, physical education, and social studies. Cite three examples which connect music subject matter to physics, other arts, and the world around us. 9
Standard Nine: Associating Associates music to history and world cultures. The student will be able to: Performance Standard Grade EIGHT 6 7 8 Describes distinguishing characteristics of representative music genres and styles from a variety of cultures. Classify by genre and style (and if applicable, by historical; period, composer, and title) a varied body of highquality and characteristic musical works and explain the characteristics that cause each work to be exemplary. Perform and describe music from a variety of different cultures. Perform pieces from several historical periods and describe the origin of the music. Perform and describe different styles of music from different cultures Identify different styles of exemplary music and how they relate to history. Perform and describe distinguishing characteristics of representative music genres and styles from a variety of cultures. Classify different genre and styles of high quality music and how they relate to history. Compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed. Compare the function of music in world cultures. Compare the roles of musicians in world cultures. Compare the conditions under which music is created and performed. Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. Generate an example of music appropriate for each event/occasion on a given list. Generate a list of events/occasions, cite the title of an appropriate piece of music for each and explain why it is appropriate. Describe two contrasting pieces of music suitable to different occasions and incorporate the appropriate vocabulary suited to the genre. Demonstrates audience behavior appropriate for the context and style of music performed. Demonstrate appropriate audience behavior for performances in a variety of venues. (i.e. symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). Demonstrate appropriate audience behavior for performances in a variety of venues. (i.e. symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). Demonstrate appropriate audience behavior for performances in a variety of venues. (i.e. symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). Demonstrate appropriate performance behavior. Demonstrate appropriate performance behavior. Demonstrate appropriate performance behavior. 10
Middle School Report Card Power Standards and Rubrics The power standards chosen for the fine arts areas are - Skills/Technique, Knowledge, and Application. The power standards provide an efficient way to review student achievement in these three broad categories within the report card versus reviewing nine standards for both visual arts and music, and five for theater per quarter. Content teachers choose instructional strategies, activities, and materials which best fit within the power standards (standards) explored to help students grow in that content area. To assist in defining levels of proficiency within each power standards, a set of rubrics have been created. The rubrics identify the power standards and the Wisconsin Academic Standards which fit within each. The rubrics are a tool that teaching staff may wish to use in reporting what a student is expected to know and be able to do in that class. As we work together in defining ways to assess and evaluate student performance within content areas, the rubrics will continue to evolve. Please forward suggestions and your experience utilizing these tools. Thank you for your energy in enriching MMSD students experiences within the arts. 11
Middle School Music Power Standards Rubrics Music Standard Singing Alone and with others, a varied repertoire of music Playing Along and with others, a varied repertoire of music on instruments Improvising Music Composing And arranging music Reading And arranging music Associating Music to history and world cultures Skills and Techniques Perform in the content area using essential elements that show proficiency Demonstrate with accurate pitch and rhythm alone and with a group. Demonstrate performance elements with accurate tone, technique, posture, instrument hold, and stylistic expression. Demonstrates indepth understanding of improvisation Composes complete and well constructed compositions. Demonstrates reading and arranging skills by accurately utilizing all musical elements and language. Performs with historic and cultural idioms. 4 3 2 1 Demonstrate with accurate pitch and rhythm with minor inconsistencies. Demonstrate performance elements with minor inconsistencies in tone, technique, posture, instrument hold, and stylistic expression. Demonstrates full understanding of improvisation with minor inconsistencies. Demonstrate with some adjustments needed in pitch and rhythm. Demonstrate performance elements with some adjustments required in tone, technique, posture, instrument hold, and/or stylistic expression. Demonstrates partial understanding of improvisation with some inconsistencies. Perform with little or no attention to accurate pitch and rhythm. 4 3 2 1 Composes correct and cohesive compositions with minor inconsistencies. Composes basic phrases and or harmonic progressions. Demonstrate performance skills with little or no attention to accurate tone, technique, posture, instrument hold, and stylistic expression. 4 3 1 2 Demonstrates little or no understanding of improvisation. 4 3 1 2 Demonstrates understanding of reading and arranging skills with minor inconsistencies. Demonstrates understanding of reading and arranging skills with some adjustments. Composes with limited or no understanding of musical elements. 4 3 1 2 Demonstrates little or no understanding of reading or arranging skills. 4 3 2 1 Performs with historic and cultural idioms with minor inconsistencies. Performs with historic and cultural idioms with some adjustments. Performs with little or no understanding of historic and cultural idioms. 6-8 th Grade Activities Examples: -Sing a melody. -Sing harmony. -Sing parts. -Sing technical exercises. -Sight read -Play excerpts from music on own. -Perform with group. -Play using different instruments. -Accompany others. -Play a variation on a familiar melody. -Change a song from major to minor. -Alter rhythm of a music piece. -Create a short song. -Arrange a variation on a familiar tune. -Sight read a piece. -Create an arrangement of a music selection. - Perform pieces from other cultures. - Perform pieces from other genres. 12
Music Standard Singing Alone and with others, a varied repertoire of music Playing Along and with others, a varied repertoire of music on instruments Improvising Music Composing And arranging music Reading And arranging music Associating Music to history and world cultures Knowledge Express in a variety of ways how to accomplish elements essential in the content area Demonstrate through verbalization or in written form, indepth understanding of singing concepts. Demonstrate through verbalization or in written form, indepth understanding of playing concepts. Demonstrate through verbalization or in written form, indepth understanding of improvisation concepts. Demonstrate through verbalization or in written form, indepth understanding of composition concepts. Demonstrate through verbalization or in written form, indepth understanding of reading concepts. Demonstrate through verbalization or in written form, indepth understanding of historic and cultural idioms. 4 3 1 2 Demonstrates through verbalization or in written form, full understanding of singing concepts. Demonstrate through verbalization or in written form, full understanding of playing concepts. Demonstrate through verbalization or in written form, full understanding of improvisation concepts. Demonstrate through verbalization or in written form, full understanding of composition concepts. Demonstrates through verbalization or in written form, partial understanding of singing concepts. Demonstrate through verbalization or in written form, partial understanding of playing concepts. Demonstrate through verbalization or in written form, partial understanding of improvisation concepts. Demonstrate through verbalization or in written form, partial understanding of composition concepts. Demonstrates little or no understanding of singing concepts. 4 3 2 1 Demonstrate through verbalization or in written form, full understanding of reading concepts. Demonstrate through verbalization or in written form, partial understanding of reading concepts. Demonstrates little or no understanding of playing concepts 4 3 2 1 Demonstrates little or no understanding of improvisation concepts 4 3 2 1 Demonstrate through verbalization or in written form, full understanding of historic and cultural idioms. Demonstrate through verbalization or in written form, partial understanding of historic and cultural idioms. Demonstrates little or no understanding of composition concepts 4 3 2 1 Demonstrates little or no understanding of reading concepts 4 3 2 1 Demonstrates little or no understanding of historic and cultural idioms. 6-8 th Grade Activities Examples: -Describes techniques of proper vocalization. -Verbalizes good practices in posture for singing. -Writes a short paragraph on the differences in vocal quality and range between SAB. -Describes instrumental playing techniques. -Verbalizes fingering patterns and proper instrument hold. -Writes a short paragraph on different playing techniques required to play forte and pianissimo. -Describes ideas for improvising a melody. -Verbalizes a few rhythmic/melodic patterns that may fit within an improvised piece. -Writes a short paragraph on ideas to improvise a familiar tune. -Describes own song ideas. -Verbalizes rhythmic & melodic patterns within their own song. -Writes a short paragraph about own arrangement ideas of a familiar tune. -Identifies elements of musical of analysis in assignments. -Verbalizes how to follow a Coda in a song. -Writes a short paragraph of the use of different musical forms. -Describes cultural connections to music example. -Writes a short paragraph on the historical connections to the music studied. 13
Music Standard Singing Alone and with others, a varied repertoire of music Playing Along and with others, a varied repertoire of music on instruments Improvising Music Relating Music to all arts and disciplines Associating Music to history and world cultures Application Identify examples that use skills, techniques and knowledge of the content area Recognizes and gives specific, relevant examples in performance of singing concepts Recognizes and gives specific, relevant examples in performance of playing concepts Recognizes and gives specific, relevant examples in performance of improvisation concepts Recognizes and gives specific, relevant examples in performance of playing concepts Recognizes and gives specific, relevant examples in performance of playing concepts 4 3 1 2 Recognizes and gives specific examples in performance of singing concepts most of the time. Recognizes and gives specific examples in performance of playing concepts most of the time. Recognizes and gives specific examples in performance of improvisation concepts most of the time. Recognizes and gives specific examples in performance of singing concepts some of the time. Recognizes and gives specific examples in performance of playing concepts some of the time. Recognizes and gives specific examples in performance of improvisation concepts some of the time. Demonstrates little or no understanding of singing concepts. 4 3 1 2 Demonstrates little or no understanding of playing concepts. 4 3 1 2 Recognizes and gives specific examples in performance of playing concepts most of the time. Recognizes and gives specific examples in performance of playing concepts some of the time. Demonstrates little or no understanding of improvisation concepts. 4 3 1 2 Demonstrates little or no understanding of playing concepts. 4 3 1 2 Recognizes and gives specific examples in performance of playing concepts most of the time. Recognizes and gives specific examples in performance of playing concepts some of the time. Demonstrates little or no understanding of playing concepts. 6-8 th Grade Activities Examples: -Identifies accurate pitch and rhythm in solo and parts singing examples. -Recognizes and identifies through verbal/written means the quality of tone in vocal performances. -Identifies focused tone, accurate pitch, dynamics, and tempo changes through verbal/written means. -Recognizes through verbal/written means the musical elements of an improvised musical performance. -Identifies aurally/visually the rhythmic variation of an improvised song. -Identifies similarities and differences, compared to other art forms. -Recognizes different musical eras and can relate them to historical & cultural events aurally/visually. 14
Standards and Benchmarks- Music 12 th, 8 th, 4 th, & 2 nd Grade Standard One: Singing Sings alone and with others a varied repertoire of music. Advanced Performance Standards - Grade 12: 1. Sings accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. 2. Sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6. 3. Sings music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Sings in small ensembles with one student on a part. Proficient Performance Standards - Grade 12: 1. Sings accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. 2. Sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 4-5, on a scale of 1 to 6, including some songs performed from memory. 3. Sings music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Sings music written in four parts, with and without accompaniment. 5. Demonstrates well developed ensemble skills. Performance Standards - Grade 8: 1. Sings accurately and with good breath control throughout one's singing ranges, alone and in small and large ensembles. 2. Sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2-3, on a scale of 1 to 6, including some songs performed from memory. 3. Sings music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Sings music written in two and three parts. 5. Sings in groups, blending vocal timbres, matching dynamic levels, and responds to the cues of a conductor. Performance Standards - Grade 4: 1. Sings accurately with good breath control, diction, posture, and tone quality. 2. Vocally matches or adjusts to a given pitch. (Instrumental Music) 15
3. Sings expressively, with technical accuracy, appropriate dynamics, phrasing, and interpretation using a variety of literature of level 1 and 2, including some songs from memory. 4. Sings a varied repertoire of songs with expression appropriate to the genre. 5. Sings ostinatos, partner songs, rounds, and music in two parts. 6. Sings in groups, blending vocal timbres and responds to the cues of the conductor. 7. Sings with expression and technical accuracy a varied repertoire of vocal literature with a level of including some songs performed from memory. (Choral Ensemble). Performance Standards - Grade 2: 1. Sings independently on pitch within an appropriate range while maintaining good posture, good tone quality and a steady tempo. 2. Sings expressively with appropriate dynamics and phrasing. 3. Sings a varied repertoire of songs representing genres and styles from diverse cultures. 4. Sings simple ostinatos and partner songs. 5. Sings in groups blending vocal timbres and responding to the cues of the conductor. Standard Two: Playing Plays alone and with others a varied repertoire of instruments. Advanced Performance Standards - Grade 12: 1. Plays with appropriate dynamics and timbres. 2. Performs with expression and technical accuracy, a varied repertoire of instrumental literature with a level of difficulty of 5. (Instrumental Ensemble Classes) 3. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. 5. Performs an appropriate part in an ensemble, demonstrating well-developed ensemble skills. 6. Performs in small ensembles with one student on a part. Proficient Performance Standards - Grade 12: 1. Plays with appropriate dynamics and timbres. 2. Performs with expression and technical accuracy, a varied repertoire of instrumental literature with a level of difficulty of 4-5. (Instrumental Ensemble Classes) 16
3. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. 5. Performs an appropriate part in an ensemble, demonstrating well developed ensemble skills. 6. Performs in small ensembles with one student on a part. Performance Standards - Grade 8: 1. Plays with appropriate dynamics and timbres. 2. Plays with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 2-3. (Instrumental Ensemble/Classes) 3. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. 4. Plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. 5. Performs in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. 6. Performs in small ensembles with one student on a part. Performance Standards - Grade 4: 1. Plays with appropriate dynamics and tempo maintaining a balance between instruments. 2. Performs on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Instrumental Ensemble/Classes) 3. Plays rhythmic, melodic, and chordal patterns with accuracy and independence on classroom instruments. 4. Plays with expression and technical accuracy on at least one string, wind or percussion instrument, a repertoire of appropriate instrumental literature with a difficulty level of 1-2.(Instrumental Ensemble/ Class) 5. Plays expressively a varied repertoire of music representing diverse genres and styles. 6. Plays rhythmic and melodic ostinato patterns by ear on classroom instruments. 7. Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. 8. Plays independently instrumental parts while other students sing or play contrasting parts. 9. Plays with expression and technical accuracy a varied repertoire of appropriate instrumental literature with a level of difficulty of 3, including some solos performed from memory. (Instrumental Ensemble/ Classes) 17
Performance Standards - Grade 2: 1. Plays on pitch, in rhythm and maintains a steady tempo. 2. Plays expressively easy rhythmic and melodic patterns on classroom instruments. 3. Plays expressively a varied repertoire of music representing diverse genres and styles. 4. Echos short rhythmic and melodic patterns. Standard Three: Improvising Improvises music. Advanced Performance Standards - Grade 12: 1. Improvises stylistically appropriate harmonizing parts in a variety of styles. 2. Improvises simple rhythmic variation and simple melodic embellishments of familiar melodies. 3. Improvises original melodies, in a variety of styles, over given chord progressions, each in a consistent style, meter and tonality. Proficient Performance Standards - Grade 12: 1. Improvises stylistically appropriate harmonizing parts. 2. Improvises simple rhythmic variation and simple melodic embellishments on familiar melodies. 3. Sings with expression and technical accuracy, a varied repertoire of vocal literature with a level of difficulty of 4-5, including some songs performed from memory. 4. Improvises original melodies over given chord progressions, each in a consistent style, meter and tonality. Performance Standards - Grade 8: 1. Improvises simple harmonic accompaniments. 2. Improvises stylistic harmonic accompaniments. (Instrumental Music) 3. Improvises melodic embellishments and simple rhythmic and melodic variations and on melodies in major and/or minor keys. 4. Improvises short melodies, each in a consistent style meter and tonality. 18
Performance Standards - Grade 4: 1. Improvises simple rhythmic and melodic ostinato accompaniments. 2. Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. 3. Improvises melodic embellishments and simple rhythmic and melodic variations and on melodies in major and/or minor modes. 4. Improvises short songs and instrumental pieces, using a variety of sound sources. Performance Standards - Grade 2: 1. Improvises "Answers" in the same style to given rhythmic melodic patterns. 2. Improvises simple rhythmic and melodic variations on given pentatonic melodies. 3. Improvises short songs and instrumental pieces, using a variety of sound sources. Standard Four: Composing Composes and arranges music. Advanced Performance Standards - Grade 12: 1. Composes music demonstrating imagination and technical skill in applying the principles of composition. 2. Arranges pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. 3. Composes and arranges music for voices and various acoustic and electronic instruments demonstrating knowledge of the ranges and traditional usages of the sound source. Proficient Performance Standards - Grade 12: 1. Composes music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. 2. Arranges pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. 3. Composes and arranges music for voices and various acoustic and electronic instruments demonstrating knowledge of the ranges and traditional usages of the sound source. 19
Performance Standards - Grade 8: 1. Composes short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. 2. Arranges simple pieces for voices or instruments other than those for which the pieces were written. 3. Composes and arranges music for a variety of traditional and nontraditional sound sources and electronic media. Performance Standards - Grade 4: 1. Creates and arranges short songs and instrumental pieces within specified guidelines. 2. Uses a variety of sound sources when composing and arranging. Performance Standards - Grade 2: 1. Creates and arranges music to accompany readings and dramatizations. 2. Uses a variety of sound sources when composing and arranging. Standard Five: Reading Reads and notates music. Advanced Performance Standards - Grade 12: 1. Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 3/4 4/4 6/8 3/8 and alla breve meter signatures. 2. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. 3. Demonstrates the ability to read a full instrumental score by describing how the elements of music are used and explaining all transpositions and clefs. 4. Uses standard notation to record their musical ideas and the musical ideas of others. 5. Interprets nonstandard notation symbols used by some twentieth-century composers. 6. Sight reads, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6. (Choral and Instrumental Ensemble Classes). Advanced Performance Standards - Grade 12: 1. Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 3/4 4/4 6/8 3/8 and alla breve meter signatures. 20
2. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. 3. Demonstrates the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. 4. Uses standard notation to record their musical ideas and the musical ideas of others. 5. Sight reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Choral and Instrumental Ensemble Classes) Performance Standards - Grade 8: 1. Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 3/4 4/4 6/8 3/8 and alla breve meter signatures. 2. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. 3. Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 4. Uses standard notation to record their musical ideas and the musical ideas of others. 5. Sight reads, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Choral and Instrumental Ensemble Classes). Performance Standards - Grade 4: 1. Reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 3/4 4/4 6/8 3/8 meter signatures. 2. Uses a system (symbols, numbers, or letters) to read simple pitch notation in the treble clef in major keys. 3. Identifies symbols and traditional terms referring to dynamics, tempo, and articulation, and interprets them correctly when performing. 4. Uses standard symbols to notate meter, rhythm, pitch, and dynamics in patterns and/or songs. Performance Standards - Grade 2: 1. Uses a system (syllables or numbers) to read simple patterns in duple and triple meters. 2. Identifies standard symbols used to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. 21
Standard Six: Analyzing Analyzes and describes music. Advanced Performance Standards - Grade 12: 1. Identifies simple music forms when presented aurally and visually. 2. Demonstrates the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example. 3. Analyzes aural examples of varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. 4. Demonstrates extensive knowledge of the technical vocabulary of music. 5. Identifies the sound of a variety of instruments including many orchestral, band, and various cultural instruments, as well as male and female adult voices. 6. Describes selected prominent music characteristics or specific music events while listening to music. 7. Compares ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style. 8. Analyzes and describes uses of the elements of music in a given work that make it unique, interesting, and expressive. Proficient Performance Standards - Grade 12: 1. Identifies simple music forms when presented aurally and visually. 2. Describes specific music events in a given aural example, using appropriate terminology. 3. Analyzes aural examples of varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. 4. Demonstrates extensive knowledge of the technical vocabulary of music. 5. Identifies the sound of a variety of instruments including many orchestral, band, and various cultural instruments, as well as male and female adult voices. 6. Describes selected prominent music characteristics or specific music events while listening to music. 7. Identifies and explains compositional devices and techniques used to provide unity, variety, tension, and release in a musical work, and gives examples of other works that makes uses of these devices and techniques. Performance Standards - Grade 8: 1. Identifies simple music forms when presented aurally and visually. 2. Describes specific music events in a given aural example, using appropriate terminology. 3. Analyzes the uses of elements of music in aural examples representing diverse genres and cultures. 22
4. Demonstrates knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analysis of music. 5. Identifies the sound of a variety of instruments including many orchestral, band, and various cultural instruments, as well as male and female adult voices. 6. Describes selected prominent music characteristics or specific music events while listening to music. Performance Standards - Grade 4: 1. Identifies simple music forms when presented aurally and visually. 2. Describes specific music events in a given aural example, using appropriate terminology. 3. Demonstrates perceptual skills by answering questions about and describing aural examples of music of various styles representing diverse cultures. 4. Uses appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. 5. Identifies the sound of a variety of instruments including many orchestral and band instruments from various cultures as well as male and female adult voices. 6. Describes selected prominent music characteristics or specific music events while listening to music. Performance Standards - Grade 2: 1. Identifies phrases and sections of music that are the same, similar, and/or different. 2. Demonstrates perceptual skills by responding to music of various styles representing diverse cultures. 3. Identifies sounds of a variety of classroom instruments and vocal timbres (singing, speaking). 4. Responds through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. Standard Seven: Evaluating Evaluates music and music performances. Advanced Performance Standards - Grade 12: 1. Refines criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and applies the criteria in one's personal listening and performing of music. 2. Explains, using appropriate music terminology, their personal preferences for specific musical works and styles. 3. Evaluates a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. 23
4. Evaluates a given musical work in terms of its aesthetic qualities and explains the musical means it uses to evoke feelings and emotions. Proficient Performance Standards - Grade 12: 1. Refines criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and applies the criteria in one's personal listening and performing of music. 2. Explains, using appropriate music terminology, their personal preferences for specific musical works and styles. 3. Evaluates a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Performance Standards - Grade 4: 1. Develops criteria for evaluating the quality and effectiveness of music performances and compositions and applies the criteria in one's personal listening and performing. 2. Explains, using appropriate music terminology, one's personal preferences for specific musical works and styles. 3. Evaluates the quality and effectiveness of one's own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offers constructive suggestion for improvement. Performance Standards - Grade 2: 1. Develops criteria for evaluating performances and compositions. 2. Explains, using appropriate music terminology, one's personal preferences for specific musical works and styles. 3. Evaluates the quality of theior own and others' performances and offers constructive suggestions for improvement. 24
Standard Eight: Relating Relates music to all other arts and disciplines. Advanced Performance Standards - Grade 12: 1. Compares the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures. 2. Explains how the roles of composers, performers, and others involved in the production and presentation of music are similar to and different from other arts. 3. Compares characteristics of two or more art forms within a particular historical period of style and cites examples from various cultures. 4. Explains ways in which the principles and subject matter of other disciplines outside the arts are interrelated with those of music. Proficient Performance Standards - Grade 12: 1. Explains how characteristic elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or reputation and contrast) are used in similar and distinctive ways in the various arts and cites examples. 2. Compares characteristics of two or more art forms within a particular historical period of style and cites examples from various cultures. 3. Explains ways in which the principles and subject matter of other disciplines outside the arts are interrelated with those of music. Performance Standards - Grade 8: 1. Compares in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions, or ideas into works of art. 2. Describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Performance Standards - Grade 4: 1. Identifies similarities and differences in the meanings of common terms used in the various arts. 2. Identifies ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. 25