Strand 1: Music Literacy

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1 Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination N/A - This skill is not taught at this level. Notate short rhythmic patterns from dictaton. Notate short melodic patterns from dictation. Tonality & Intervallic recognition Differentiate major and minor modes. Identify intervals of the major triad. Distinguish half step and whole step intervals and their relationship to the structure of major scales. Form & analysis Aurally identify AB and ABA forms. Aurally identify AB and ABA forms. Identify theme & variation and rondo musical forms, and recognize monophonic and homophonic textures. Benchmark 1b: Sight Singing Skills Solfege Identify and echo solfege patterns using a step-wise motion within the major scale. half notes, quarter notes, eighth notes and their associated rests with a solfege range of D-d' using stepwise motion in appropriate keys. eight mm. using half notes, quarter notes, eighth notes and their associated rests, with a solfege range of D-d', in appropriate keys. Level Standard notation Identify the notes of the treble clef. Identify notes and accidentals on voice specific (treble and bass) staves. Demonstrate an understanding of notation in voice specific staves including notes on ledger lines above and below the staff. Rhythmic values Echo and identify note values and their corresponding rests, including whole, half, dotted, half, quarter, dotted quarter, eighth, dotted eighth, sixteenth, and triplet. Echo, identify, and count rhythms, using standard rhythm counting systems. Count rhythms in literature being studied using standard rhythm counting systems. Key signature & tonality? Music symbols & terminology Identify standard notation for meter, articulation, dynamics, tempo and other elements of music as required by notation for key and time signatures, articulation, dynamics, tempo and other elements of music as required by literature being Form & analysis Identify aurally AB and ABA forms. Identify visually & aurally AB and ABA forms. Identify theme & variation and rondo musical forms, and recognize monophonic and homophonic textures. Benchmark 1c: Creative Skills -- demonstrating original artistic thought Composing music (using music N/A -- This skill is not taught at this Compose a two- to four-measure composition software) level. melody using teacher-specified rhythms and/or pitches. Compose and perform a fourmeasure melody using the notes and rhythms being studied Musical Expression -- Creativity in Performance

2 HS Artist HS Artist HS Advanced HS Advanced HS Advanced HS Beginning D E F G Notate rhythmic phrases of at least four measures that include, whole, half, quarter and eighth notes and equivalent and rest values, from dictation. Notate melodic phrases of at least four measures that use stepwise motion and skips within the major triad from dictation. Notate complex rhythmic phrases of at least eight measures from dictation. Notate melodic phrases of at least eight measures, that include skips within the major and subdominant triads, from dictation. Identify half step and whole step intervals and their relationship to the structure of major and minor scales. Recognize and demonstrate intervals and tonalities in literature Recognize intervals in major and minor tonalities. Demonstrate intervals in major and minor tonalities. the music on the on the on the eight mm. using half notes, quarter notes, eighth notes and their associated rests, with a solfege range of D-d', in appropriate keys, using skips w/in the major triad. half, dotted half, quarter,dotted quarter, eighth notes and their associated rests with a solfege range of D-d', 8 mm, using steps and skips in major scales C, D, Eb, and F. 8 mm. exercises in simple meters using solfege with a range of low Sol to d' for major scales in C, D, Eb, and F including chromatics. up to 16-measure exercises using complex meters and solfege with a range of low Sol to d' in at least C, D, Eb, F, G, including chromatics. Identify notes on the grand staff, and how individual voice parts relate to eachother in chords and voice crossing. Demonstrate knowledge of notes on the grand staff, and how individual voice parts relate to eachother in chords and voice crossing. Count rhythms in literature being Perform short rhythmic patterns studied including hemioloa and from syncopation, using standard rhythm counting systems. Identify and use alternative vocal notation. Perform rhythms of four to eight measures in literature being Interpret and apply alternative vocal notation. Perform rhythms in literature being studied including hemioloa and syncopation. the music on the on the on the Compose a rhythmic and melodic variation of an existing melody using available technology. Compose a four-measure melody using available technology, within teacher-specified parameters. Compose an eight-measure melody that includes musical expression, using available technology, within teacher-specified parameters. Compose a sixteen-measure melody that includes musical expression in binary form using available technology within teacherspecified parameters.

3 Strand 2: Perform The student will develop and demonstrate skills in music performance. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 2a: Individual vocal technique Vocal Mechanism/ Anatomy List vocal anatomy used in singing. Identify vocal anatomy used in singing. Describe vocal anatomy used in singing. Vocal Health Recognize positive vocal health behaviors. Explain behaviors and physiological changes that contribute to positive vocal health. Predict appropriate modifications, due to physiological changes, to maintain vocal health. Posture Define proper singing posture. Explain the necessity of proper singing posture. Practice proper singing posture. Breathing Techiques Use breathing exercises to develop an understanding of appropriate breath control. Use breathing exercises to implement appropriate breath control. Use breathing techniques that support healthy vocal production. Tone/Supported Identify age-appropriate supported tone; including head and chest voice. Use age-appropriate supported tone; including head and chest voice. Consistently use age-appropriate supported tone; including head and chest voice. Intonation Identify correct intonation. Practice correct intonation. Use correct intonation. Vowel/ Consonant production Identify correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants. Demonstrate correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants. Use correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants. Benchmark 2b: Singing as an individual Sing independently Identify and sing individual vocal part in unison and two part. Sing with Expression Demonstrate an awareness of tempo, dynamics, and phrasing while singing. Demonstrate the ability to sing an assigned vocal part in a small group, using unison and two-part music, from memory and from a score. Demonstrate knowledge of tempo, dynamics, and phrase structure while singing. Practice the ability to sing an assigned vocal part in a small group, using music written in two or more parts, from memory and from a score. Audition Preparation Identify skills for auditions. Practice appropriate audition skills. Use appropriate audition skills for events including district, regional and state honors ensembles. Demonstrate conducting skills Identify steady beat. Demonstrate steady beat. Indicate macrobeat. Benchmark 2c: Singing as a member of an ensemble Ability to blend/balance Recognize acceptable examples of blend and balance. Respond to conductors gestures Respond to basic conducting patterns and to sing with expression. gestures. Stage/ performance Presence (facial expressions) Demonstrate proper concert Identify proper concert etiquette, as a etiquette performer and as a listener. Grade of Music Performed Perform unison, canon, partner songs, and songs with with ostinati and descant. Demonstrate the ability to blend and balance with other singers on the same vocal part. Respond to a range of conducting patterns and gestures. Demonstrate proper concert etiquette as an actively involved performer and listener. Perform unison and two part songs, in at least one language other than English. Practice the ability to blend and balance with other singers on the same vocal part and across sections. Respond to wide range of conducting patterns and interpretive gestures, as prescribed by the literature. Demonstrate proper concert etiquette as an actively involved performer and listener. Perform music in two or more parts, with or without accompaniment, in at least one language other than English. Actively participate hours. Collaborate through active Identify skills necessary for positive participation during rehearsal hours. Demonstrate skills necessary for positive Apply skills necessary for positive Movement Respond to music using choreographed and non-choreographed movement Respond to music with choreographed and non-choreographed movement. Benchmark 2d: Demonstrating original artistic thought on his/her instrument. Improvisation Improvise rhythmic variations in a call-andresponse format based on teacher-initiated teacher selected literature. Improvise rhythmic variations taken from prompts. Respond to music with choreographed and non-choreographed movement associated with various styles of music. Improvise simple rhythms and melodies within a teacher specified key. Sing with Expression Demonstrate an awareness of tempo, dynamics, and phrasing while singing. Demonstrate knowledge of tempo, dynamics, and phrase structure while singing.

4 HS Artist HS Artist HS Advanced HS Advanced HS Advanced HS Beginning D E F G Describe vocal anatomy used in singing, including soft palate. Illustrate behaviors and physiological changes that impact vocal health. Accomodate proper singing posture in a variety of rehearsal and performance venues. Demonstrate understanding of breathing techniques that support healthy vocal production. Apply age-appropriate supported tone; including head and chest voice. Demonstrate proper use of vocal anatomy used in singing. Analyze behaviors that contribute to vocal health. Demonstrate proper singing posture in a variety of rehearsal and performance venues. Consistently demonstrate breathing techniques that support healthy vocal Demonstrate proper use of vocal anatomy Apply knowledge of vocal anatomy to used in singing to produce a resonant sound. produce an age-appropriate, resonant sound. Compare and contrast behaviors that contribute to vocal health and consequences of choices. Consistently demonstrate proper singing in a variety of rehearsal and performance venues. Model breathing techniques that support healthy vocal production. production. Demonstrate age-appropriate supported tone Consistently demonstrate supported tone with increasing vocal agility. with increasing vocal agility in a variety of vocal genres. Evaluate choices for positive vocal health practices (e.g., drinking adequate amounts of water, not yelling or smoking). I Model correct singing posture in a variety of rehearsal and performance venues. Model breathing techniques for both solo and ensemble singing that support healthy vocal production. Model supported tone with expanded vocal agility in a variety of vocal genres. Consistently use correct intonation. Apply correct intonation. Consistently apply correct intonation. Consistently model correct intonation in a variety of genres. Consistently use vowel/consonant production Apply correct vowel/consonant production in including pure vowel sounds, diphthongs, a variety of genres, styles, and cultures. beginning and ending consonants. Consistently apply correct vowel/consonant production in a variety of genres, styles, and cultures with an awareness of International Phonetic Alphabet (IPA). Model correct vowel/consonant production in a variety of genres, styles and cultures with an awareness of the International Phonetic Alphabet (IPA). Apply the ability to sing an assigned vocal part in a small group, using music written in two or more parts, from memory and from a score. Demonstrate the ability to sing an assigned vocal part in a small group, using music written in three or more parts, from memory. Apply phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) as a means of expression while singing. Demonstrate the ability to consistently sing four part music, with one singer on a part, from memory. Interpret tempo, dynamics, articulation, and musical style as a means of expression while singing. Interpret a prepared folk, art or other solo song from memory. Analyze and apply tempo, dynamics, articulation, and musical style as a means of expression while singing. Demonstrate appropriate audition skills for events including district, regional and state honors ensembles. Demonstrate the ability to conduct 2, 3, and 4 patterns. Apply appropriate audition skills for events including district, regional and state honors ensembles. Demonstrate the ability to conduct compound meters. Consistently apply appropriate audition skills for events including district, regional and state honors ensembles. Demonstrate the ability to conduct mixed meter. Exhibit audition skills necessary for professional or collegiate success. Model various conducting patterns as a student leader. Apply the ability to blend and balance with other singers on the same vocal part and across sections. Respond to wide range of conducting patterns and interpretive gestures, as prescribed by the literature. Actively participate in all performances as a performer and listener. Perform music in two or more parts, with and without accompaniment, in at least one language other than English. Apply skills necessary for positive Use choreographed and non-choreographed movement associated with various styles of music. Apply knowledge of scales and key signatures to melodic improvisation, incorporating a variety of expressive elements. Demonstrate the abiltity to blend and balance with other singers on the same vocal part and across sections. Respond to advanced conducting patterns and interpretive gestures, as prescribed by the literature. Actively participate in all performances as a performer and listener. Perform three and four part music, with and without accompaniment, in a variety of languages reflecting various cultures and styles. Apply skills necessary for positive collaboration during rehearsal, demonstrating respect for student leaders in the choral ensemble. Demonstrate and create choreographed and non-choreographed movement individually or collaboratively in various styles of music. Explore improvisation of rhythms, melodies, and harmonies, incorporating a variety of expressive elements. Apply phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) as a means of expression while singing. Demonstrate the ability to consistently blend and balance with other singers on the same vocal part and across sections. Respond to a wide range of advanced conducting patterns and interpretive gestures, as prescribed by the literature. Model active participation in all performances as a performer and listener. Perform music in four or more parts, in a variety of languages reflecting various cultures and styles, with complex and/or nontraditional harmonies. Recognize and encourage individual strengths that contribute to positive Create and analyze choreographed and nonchoreographed movement individually or collaboratively in various styles of music. Improvise rhythmic and melodic variations of four-to-eight measure excerpts in a variety of musical styles. Interpret tempo, dynamics, articulation, and musical style as a means of expression while singing. Model blend and balance with other singers within the same part and across sections. Respond to a wide range of advanced conducting patterns and interpretive gestures, as prescribed by the literature. Model active participation in all performances as a performer and listener. Perform music in four or more parts, in a variety of languages reflecting various cultures and styles, with complex and/or nontraditional harmonies. Demonstrate and encourage individual strengths that contribute to positive collaboration during rehearsal, including fulfilling and respecting leadership roles. Apply choreographed and nonchoreographed music in various musical styles as a form of expression and communication.. Improvise rhythms, melodies and harmonies in a variety of styles including I-IV-V-I progressions.

5 Strand 3 RESPOND The student will describe, analyze, critique and evaluate the impact of music. HS Chorus EXTENSION ES Chorus MS Chorus 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 Propose & support a Discuss the elements of Compare & contrast music and propose a definition of music using music and how they definitions of music definition. appropriate terminology. relate to her/his in various traditions Describing works of music Compare and contrast recorded and live music performances - defend your assessment using discipline specific criteria Describe works of music by defining its elements Describe a music performance using appropriate music terminology. Describe and interpret works of music using inquiry skills. Compare and contrast ensemble music performance using discipline specific criteria. definition. Apply discipline specific criteria for analyzing and evaluating works of music. Apply criteria for evaluating music performance using discipline specific criteria. and cultures. Formulate criteria for evaluating musical works. Benchmark 3b: Describe, analyze, critique, and evaluate the performance of music utilizing music terminology and critical thinking skills. 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. Identify teacher/student specified musical goals; reflect and refine performance practice. Benchmark 3c: Communicate personal responses to music (impact, purpose) Music preference Identify reasons for music preferences using appropriate terminology. 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 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.

6 Strand 4 -- CONNECT The student will understand music in terms of history and cultural context. ES Chorus MS Chorus HS Chorus 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 Identify the impact of historical events on the development of musical styles in the music Analyze the impact of historical events on the development of musical styles in the music EXTENSION 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 periods List at least two composers and their Describe the musical contributions of compositions from various time periods at least four composers and how their compositions exemplify the time periods Examine and debate the musical contributions of at least one composer from each of the major time periods contributions of various composers and their compositions from the various time periods Musical characteristics of historical Identify characteristics of a specific time periods (e.g., instrumentation, time period using appropriate music performance or compositional style) terminology in the music literature Classify characteristics of a specific time period using appropriate music terminology in the music literature Differentiate characteristics of a specific time period using appropriate music terminology in the music 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 a Identify the characteristics of music particular group of people from a variety of cultures. (Function of sacred and secular Identify the function of sacred and music) Religion - Form - Call secular music in a culture using Response, Spirituals, Sonata Form Describe the characteristics of music from a variety of cultures. Describe the function of sacred and secular music in a culture using characteristics of music from a variety of cultures. function of sacred and secular music in a variety of cultures using literature being Analyze the characteristics of music from a variety of cultures. Analyze the function of sacred and secular music in a variety of cultures using 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. 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. relationships between music and the other fine arts. Demonstrate understanding of the relationships between music and other fine arts through practical application or performance. Benchmark 4e: Identify how and where music interacts with one's personal life. Music as a career Identify career options in music. Examine career options in music. Compare and contrast career options music. Music as an avocation (hobby) Identify potential opportunities for lifelong music making as an individual and in the community. Examine potential opportunities for lifelong music making as an individual and in the community. Compare and contrast potential opportunities for lifelong music making as an individual and in the community. Research pathways for higher education and/or careers in music. Research potential opportunities for lifelong music making as an individual and in the community. Music as a consumer Identify potential opportunities for lifelong music engagement as an individual and in the community. Examine potential opportunities for lifelong music engagement as an individual and in the community. Describe personal choices regarding music engagement and advocacy in the community. Justify personal choices regarding music engagement and formulate an action plan for music advocacy within the community. Ethical standards concerning the use Identify ethical standards as applied to of music (intellectual property, social social media and copyrighted media and copyright) materials. Describe ethical standards as applied to social media and copyrighted materials. Differentiate between appropriate and inappropriate use of social media and copyrighted materials. Research the ethical and legal consequences of inappropriate use of social media and copyrighted materials. Music technology (jobs, consumption, Identify ways in which technology instrument development, production influences music. development) Describe ways in which technology influences music, styles, and instruments. Research the development of music technology and its cultural impact. Analyze recent advances in music technology and make predictions about their impact in the future.

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