Indiana Music Standards

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1 A Correlation of to the Indiana Music Standards

2 Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE). Lessons in the Teacher s Edition contain facsimile pages of the Student Edition. is an exciting elementary music program that provides students with memorable music experiences Making Music represents diverse genres and styles including American music as well as music of other world cultures. A full music curriculum of elements, skills, and connections in every lesson that meets all learning styles makes Making Music the best program for meeting teaching goals. Student Edition The Student Edition presents a dynamic repertoire of song literature, and provides opportunities to sing, listen to music, play instruments, read music, write and create music, and connect to other disciplines. To expand students knowledge of music and related content areas, the text includes listening maps, instrumental arrangements, and movement activities as well as information on performers, composers, and the arts. Electronic Big Book CD-ROM The Electronic Big Book CD-ROM is a NEW digital component that provides teaching options for the general music classroom. This electronic version of the print Big Book (Grades K-2) or Student Edition (Grades 1-6) allow teachers the ability to project student content on a monitor, large screen, or interactive whiteboard for large-group instruction. A special zoom feature highlights key lesson sections to increate teaching flexibility. Big Book Big Books, for Kindergarten, Grade 1 and Grade 2, present big, bold, colorfully illustrated lessons that provide many different musical experiences, and can be used for small group and classroom instruction. Teacher s Editions The Teacher s Editions for Kindergarten through Grade 6 offer a sequenced, step-by-step approach to teaching elements in Units 1-6 and theme-based instruction in Units The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are presented at point of use to support teaching instruction. The Teacher s Editions in Grades 7 8 feature an easy-to-customize, modular organization that is designed around nine specific music topics. The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are also presented at point of use to support teaching instruction. Audio CD Package Audio CDs feature a mix of children s voices for modeling and adult voices for demonstrating expression, style, and cultural authenticity. Songs and listening selections are performed by professional musicians and are presented in a context specific to the origin of the music.

3 Table of Contents Exploring Music Standard Standard Standard Standard Standard Standard Standard Standard Standard

4 to the Grade Seven EXPLORING MUSIC Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing independently and in groups, applying good vocal technique and exploring the changing voice. They sing music of various styles and cultures appropriately and expressively. Students sing accompanied and unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a conductor Sing independently and in ensembles SE/TE: B-24, G-6, G-7, G-13, G-18, maintaining good breath control, G-34, G-38, G-39, I-3, I-37 pitch, diction, tone quality, and posture Explore the changing voice and expanding vocal range Sing expressively with attention to dynamics, phrasing, and articulation Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation, and appropriate movement Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment Sing using a score and from memory, following the directions of a conductor. SE/TE: G-2, G-5, G-6, G-9, G-10, G- 17, G-34 SE/TE: E-21, G-3, G-21, G-22, G-23, G-24, G-25, G-31, G-38, G-40, I-25, I-39, I-54 SE/TE: D-10, D-12, E-2, E-9, E-14, E-15, F-21, F-23, G-8, G-10, G-27, G-30, I-3, I-9, I-16, I-20, I-27, I-37, I-61 SE/TE: D-21, E-2, E-21, F-23, F-30, F-32, G-15, G-17, G-20, G-23, G-27, G-33, H-16, I-6, I-14, I-22, I-23 SE/TE: G-29, G-31, G-40, H-12, I-3, I-25, I-41, I-42, I-43, I-69, I-73 1

5 Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor Play melodic, rhythmic, and harmonic SE/TE: D-6, B-35, E-15, F-4, F-5, F- patterns by rote and by reading. 7, F-11, F-14, F-20, F-22, F-24, G-4, H-2, H-3, H-4, H-5, H-10, H-17, H Play pitched and non-pitched classroom instruments using correct techniques for producing sound. 18, H-19, H-24, H-26, H-28 SE/TE: D-6, D-7, D-12, D-13, D-15, D-19, D-31, E-6, E-21, F-3, F-11, F- 12, I Play I, IV, and V chord patterns independently or as part of an ensemble Play melodies and accompaniments of various styles and cultures, independently or in ensembles Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics. SE/TE: E-8, E-9, E-12, E-14, E-20, E- 21, E-22, E-23, E-26, E-33, F-12, H- 26, I-70 SE/TE: C-5, D-13, D-17, D-19, D-21, D-22, D-26, D-33, E-13, E-15, E-21, E-23, F-11, I-17, I-19, I-68, I-69, I- 72, I-73 SE/TE: D-14, D-17, D-19, D-33, E- 13, E-27, E-33, F-14, F-30, I-26, I- 27, I-30, I-39, I-54, IK-68, I-69, I- 72, I Maintain an independent part on an instrument in a group while following the cues of a conductor. SE/TE: D-13, D-16, H-10, I-11, I-21 Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompaniments Students improvise sung or instrumental responses, melodies, and accompaniments. They create accompaniments to literary pieces and follow a conductor s directions in improvising short musical compositions. They improvise movement in response to music Sing or play call and response conversations led by teacher or students Improvise rhythmic accompaniments to classroom or recorded songs Improvise independently and cooperatively with voice or instruments to create a short piece as directed by a teacher or student conductor. SE/TE: D-2, D-3, F-27, G-11, I-12 SE/TE: E-11, E-27, E-29, F-24, G-18, I-65 SE/TE: B-2, D-3, D-5, D-26, D-28, D- 29, E-32, F-15, H-19 2

6 7.3.4 Create appropriate rhythmic movement to accompany a song or instrumental piece. SE/TE: C-26, D-4, E-15, F-13, F-27, F-33, G-8, G Use voices and instruments to create appropriate sound effects as accompaniments to a poem or short story. SE/TE: B-12, B-42, E-21, G-39, I-58 Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelines Students compose melodic and rhythmic patterns and sound compositions and arrange part songs Compose melodic and rhythmic patterns for voice or instruments within established guidelines. SE/TE: B-23, D-24, D-26, E-12, E- 13, E-33, I Collaboratively plan and perform a sound composition using a variety of acoustic or electronic sounds within established guidelines. SE/TE: A-2, B-42, B-43, D-19, D-26, C-36, F-25, G-25, H Arrange a given part song by reassigning voice or instrumentation for SE/TE: D-17, I-45, I-66, I-68, I-72 each part using traditional or electronic sources. Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting music Students read and notate music in the treble and bass clefs and play or sing melodies in various keys and meters. They use appropriate musical terminology relating to dynamics, tempo, articulation, and expression Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8 meters. SE/TE: D-19, E-29, F-13, F-23, G-3, G-15, H-2, H-3, H-4, H-5, H-10, H- 12, H-13, H-18, H-19, I-20, I-64, I Identify and notate rhythms and melodies from aural examples Read and perform simple melodies in a variety of key signatures in treble and bass clefs, using solfège, note names, or numbers. SE/TE: A-23, B-36, D-31, F-21, F-25, H-19, H-21, H-25 SE/TE: G-13, G-23, G-31, H-6, H-7, H-8, H-9, H-14, H-15, H-16, H-17, H- 22, I-5, I-11, I-13, I-28, I-45 3

7 7.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and expression. SE/TE: C-21, C-23, C-24, C-41, F-23, G-40, H-10, H-11, I-9, I-55, I Identify examples of non-standard SE/TE: A2- B-45, G-20 notation. Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They distinguish vocal and instrumental timbres Identify and describe musical SE/TE: B-14, B-17, C-21, C-22, C-23, elements such as rhythmic and C-24, C-37, C-40, D-14, D-23, E-4, melodic ideas, tonality, form, E-5, E-10, G-14, I-19, I-32 expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood Identify musical forms in aural examples Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods Identify instruments and voice types in aural examples of music from different styles, genres, cultures, and historical periods. SE/TE: C-9, C-14, C-20, C-21, C-25, C-29, E-33, F-14, G-2, I-32, I-50, I- 62 SE/TE: C-2, C-3, C-4, C-7, C-8, C-12, C-14, C-15, C-39, D-28, D-20, E-5, E-32, G-15 SE/TE: B-17, B-29, C-7, C-8, C-11, C-13, C-18, C-29, C-36, C-45, D-16, D-23, D-25, E-16, E-17, E-19, F-14, F-15 Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances Students determine characteristics of effective musical compositions and performances and evaluate them based on collaboratively developed rubrics Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently Listen to and compare examples of a particular style or genre using basic music terminology. SE/TE: B-41, D-19, G-4, G-26, G-33, I-18, I-37, I-51 SE/TE: B-25, B-26, C-9, C-10, C-18, C-19, C-21, C-30, C-41, C-42, D-17, D-15, E-10, E-13, E-18, E-=15, F-7, G-15 4

8 7.7.3 Identify characteristics of effective SE/TE: B-39, C-19, C-23, D-9, D-11, performance of various styles of E-5, F-21, G-25, I-27, I-39 music and create a rubric to evaluate specific examples. Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts Students discover elements common to music and disciplines across the curriculum. They explore ways to enhance understanding of specific topics through interdisciplinary activities including the physical properties of sound and healthy listening habits From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas Define the physical properties of sound including frequency, amplitude, and wavelength. SE/TE: B-22, C-24, C-26, C-38, C- 39, D-18, D-21, D-28, D-29, E-17, E- 31, E-32, F-12, G-20, I-15, I-40, I- 50, I-62, I-64 SE/TE: D-22, E-24, E-25, E-30, E-31, F Identify and label the basic anatomy of the ear and discuss healthy listening habits Respond to specific writing prompts such as, How is the creative process in music similar to that in art, literature, or science? Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. SE/TE: A-12, A-14, A-16, A-30, B-16, B-45, H-2 SE/TE: B-12, E-2, E-21, G-41 SE/TE: G-9, G-30, I-12, I-13, I-36 I-4, I-56, I-67 5

9 Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture Students recognize and experience music that influenced cultural trends of the past as well as that of contemporary cultures. They consider the place of music in our culture and identify career opportunities Investigate past and contemporary uses of music to influence societal change such as campaign songs or songs of protest related to issues such as human rights, the environment, or nuclear weapons. SE/TE: C-17, F-13, G-11, G-30, I-46, I Listen to specific examples of program music related to cultural events in Asia, Africa, Europe, and the Americas such as The Moldau by Smetana or In the Steppes of Central Asia by Borodin Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time Explore various musical styles and genres from Asia, Africa, Europe, and the Americas Respond to specific writing prompts such as, Is music valued in our culture, how, and by whom? Identify various career opportunities related to contemporary American music SE/TE: C-26, C-33, C-34 SE/TE: A-4, A-5, B-23, B-25, B-30, B-32, E-19, E-26, F-12w, F-17, F-31, F-32, G-25 SE/TE: B-25, B-30, B-31, B-32, B-33, C-34, C-35, C-45, D-3, D-10, D-12, D-13, D-16, D-18, D-20, D-24, E-2, E-13, F-5, F-11, F-28, G-10, G-20, I- 6 SE/TE: B-2, B-3, B-21, B-23, B-36, E-22, G-33 SE/TE: A-2, A-3, A-4, A-5, A-10, A- 12, A-13, A-14, A-20, A-21, A-22, A- 23, A-24, A-25, A-26, A-27, A-28, A- 29, A-32, A-33, C-18, C-35 6

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