K-12 FINE ARTS CURRICULUM REVISION COMMITTEE. (includes Music, Visual Arts, Theatre & Dance)

K-12 FINE ARTS CURRICULUM REVISION COMMITTEE (includes Music, Visual Arts, Theatre & Dance) Division of Instruction June 2006

K-12 DISTRICT FINE ARTS CURRICULUM REVISION COMMITTEE MEMBERS 2005-2006 Division of Instruction: - Sue Wagoner, TOSA, Curriculum & Instruction - Shelia Jordan, Curriculum Assistant Administrators: Teachers: - Wendy Pfaffhausen, Art - Elkhart - Elva Jean Bolin, Art Jamaica - Meghan Delarmente, Music Vaughn - Priscilla Adams, Music Vassar - Tami Mangusso, Music Yale - Amy King, Music Tollgate - Kjaer Kirkegaard, Art - Tollgate - Jason Wiedmaier, Art Mrachek - Becky Roberts, Vocal Music - Columbia - Abigail Hoffman, Music - Columbia - Rick Hatfield, Music - West - Nancy Fortran, Visual Art North MS - Dana Breese, Art Rangeview HS - Nina Walsh, Music Hinkley HS - Emelia Markovich, Art Murphy Creek Other APS District Departments: - Jesús Escárcega, Coordinator of Diversity - Traciann Heisler Technology (Elementary) - Jennifer Yoswa, AGATE W:\Sheliaj\CurriculumCouncils\FineArts\2005-06\ArtCouncilMembers8-05.doc Revised 2/09/06 2

Fine Arts Philosophical Assumptions In Aurora Public Schools, the performing and visual arts are essential to every child s education. As in other core content areas, arts education is based upon specific and comprehensive achievement standards at the local, state, and national levels. Challenging every student to construct meaning through performing and creating works of art requires highly qualified teachers. In addition to studying the arts for their own sake, experiencing and creating works of art benefit students intellectual, personal, and social development. Research indicates strong relationships among learning in the arts, fundamental cognitive skills, and capacities used to master other core subjects. The arts are a powerful means of communication both verbal and nonverbal among individuals, generations, and cultures. Through the arts people celebrate and understand themselves, others, and the world in which they live. All students benefit from art education for the reason that it develops the whole person while integrating and expanding learning across multiple areas of study. APS Arts Philosophical Assumptions 3-14-06 3

Aurora Public Schools Music Standards Continuum Grades K-12 The Aurora Public Schools proficiency and benchmark system has been revised to match the Colorado Model Content Standards. This document represents a compilation of the Colorado Model Content Standards and examples that illustrate specific instructional experiences. The five state music standards are presented in boldface and corresponding benchmarks are in italics. The document is organized by standards. The Rationale section explains the purpose/outcome of each standard. s are written in grade bands and indicate the performance level the student is to attain by the end of that grade band. Grades K-4 is one grade band. The benchmark changes at grade 5 and remains consistent through grade 8. Grades 9 through 12 will work toward the same benchmark. The tab for each standard contains the K-5 performance objectives, followed by the 6-10 objectives. The language of the benchmarks tells what students are doing; for example, describing, explaining, performing. The benchmark is the same within a grade band. The benchmarks are listed in italics with grade level expectations indicated below the benchmark (for example, (2.1a refers to Standard 2, 2, Performance indicator/objective a). Grade level objectives are written for each grade level or across multiple grade levels. All grade levels may not have an objective written for a particular benchmark indicating it is not taught and assessed at that grade level. are to be assessed by the teacher in the classroom using various types of assessments. Each grade level assessment framework is dependent on the learnings from previous grades. To be certain students meet the objectives for that grade level, teachers are to plan instruction based upon the objectives in the continuum. Colorado Model Content Standards for Music are available at http://www.cde.state.co.us/cdeassess/documents/standards/music.pdf APS Music Standards Continuum June 16, 2006 4

Standard 1 DRAFT Music Grades K-5 Standard 1: Students sing or play on instruments a varied repertoire of music, alone or with others. Rationale: Music-making is one of our oldest, most intimate, and basic forms of communication and cultural expression. Singing, movement, or playing on instrument provides students with the means of learning musical and developmental skills, Learning to make music enables students to attain individual and group goals, acquire self-discipline, exercise diverse problemsolving skills, and opens avenues of success for all students. Growth in singing and playing music occurs by applying skills to increasingly challenging music literature. Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 1.1 Singing or 1.1 Singing or 1.1 Singing or 1.1 Singing or playing music, with playing music, with playing music, with playing music, with appropriate appropriate appropriate appropriate technique, in technique, in technique, in technique, in rhythm, in tempo, rhythm, in tempo, rhythm, in tempo, rhythm, in tempo, and on pitch. and on pitch. and on pitch. and on pitch. 1.1 Singing or playing music, with appropriate technique, in rhythm, in tempo, and on pitch. 1.1a Sing songs in unison. 1.1b Practice appropriate posture and breathing techniques. 1.1a Sing in unison, in tempo, and on pitch. 1.1b Practice appropriate posture and breathing techniques. 1.1a Sing in unison or solo. 1.1b Use appropriate posture and breathing techniques when performing. 1.1a Sing simple partner songs and rounds. 1.1b Use appropriate posture and breathing techniques when performing. 1.1a Sing two-part harmony, partner songs, and rounds. 1.1b Use appropriate posture and breathing techniques when performing. 1.1 Singing or playing music, with appropriate technique, music written in two or more parts, in rhythm and in tempo, blending voices or instruments, and matching dynamic levels. 1.1a Sing a variety of songs in two or more parts. 1.1b Use appropriate posture and breathing techniques when performing. 5

Standard 1 DRAFT Grade level objectives K 1 2 3 4 5 1.1c Identify and use 1.1c Identify and use 1.1c Identify and use 1.1c Identify and use a variety of voices a variety of voices a variety of voices a variety of voices (e.g., high, low, loud, (e.g., high, low, loud, (e.g., high, low, loud, (e.g., high, low, loud, quiet). quiet). quiet). quiet). 1.1c Use a variety of voices (e.g., singing, speaking, whispering, calling). 1.1d Play on a variety of instruments. 1.1e Match a steady beat using a variety of instruments and body percussion. 1.2 Singing or playing music, with appropriate technique, representing musically and culturally diverse literature. 1.2a Sing nursery rhymes, songs, and chants. 1.2b Listen to a variety of music from different cultures. 1.2c Play instruments from diverse cultures. 1.1d Play on a variety of instruments. 1.1e Recognize and play steady beats and simple rhythms. 1.2 Singing or playing music, with appropriate technique, representing musically and culturally diverse literature. 1.2a Sing nursery rhymes and begin to explore folk songs. 1.2b Listen to a variety of music from different cultures. 1.2c Play instruments from diverse cultures. 1.1d Play simple rhythms on a variety of instruments. 1.1e Recognize and play steady beats and simple rhythms. (grades K-4) 1.2 Singing or playing music, with appropriate technique, representing musically and culturally diverse literature. 1.2a Sing a variety of folk songs. 1.2b Listen to and describe music from different cultures. 1.2c Play instruments from diverse cultures. 1.1d Play rhythms and melodies on a variety of instruments. 1.1e Play and create rhythms. Recognize more complex rhythmic and melodic structures. 1.2 Singing or playing music, with appropriate technique, representing musically and culturally diverse literature. 1.2a Sing a variety of folk songs. 1.2b Listen to and describe music from different cultures. 1.2c Play rhythms on instruments from diverse cultures. 1.1d Play more complex rhythms and melodies on a variety of instruments. 1.1e Play and create more complex rhythmic and melodic structures. 1.2 Singing or playing music, with appropriate technique, representing musically and culturally diverse literature. 1.2a Perform a variety of folk songs. 1.2b Listen to, compare and contrast the styles of music from different cultures. 1.2c Play rhythms and melodies on instruments from diverse cultures. 1.1c Identify a variety of voices (e.g., SATB). 1.1d Play complex rhythms and melodies on a variety of instruments. 1.1e Play and create complex rhythmic and melodic structures using music notation. (grades 5-8) 1.2 Singing or playing an expanding repertoire of music representing musically and culturally diverse literature. 1.2a Memorize and perform a variety of folk songs. 1.2b Listen to, compare and contrast and identify music from different cultures. 1.2c Perform rhythms and melodies on instruments from diverse cultures. 6

Standard 1 DRAFT Grade level objectives Grade level objectives 1.3 Responding to the conductor s cues of rhythm and tempo while singing or playing music. 1.3a Respond to the conductors verbal and visual cues. 1.4 Responding to music through movement. 1.4a Use movement in a song. 1.4b Move to music with a fast or slow tempo. 1.3 Responding to the conductor s cues of rhythm and tempo while singing or playing music. 1.3a Respond to the conductors verbal and visual cues. 1.4 Responding to music through movement. 1.4a Use movement in a song. 1.4b Move to music with changes in tempo or style. (grades K-4) 1.3 Responding to the conductor s cues of rhythm and tempo while singing or playing music. 1.3a Respond to the conductors verbal and visual cues. (grades K-4) 1.4 Responding to music through movement. 1.4a Begin to create and use movements in a song. 1.4b Move to music with two- or threepart form (e.g., AB, ABA). 1.3 Responding to the conductor s cues of rhythm and tempo while singing or playing music. 1.3a Begin identifying conductors cues for matching rhythm and tempo. 1.4 Responding to music through movement. 1.4a Create and use movements in a song. 1.4b Move to music with patterns of duple or triple meter. 1.3 Responding to the conductor s cues of rhythm and tempo while singing or playing music. 1.3a Identify conductors cues for matching rhythm and tempo. 1.4 Responding to music through movement. 1.4a Create and use movements in a song. 1.4b Move to music using rondo form and theme and variations form. (grades 5-8) 1.3 Responding to the conductor s cues of dynamic levels while singing or playing music. 1.3a Identify conductors cues for matching rhythm, tempo, and dynamics. Not assessed at grade 5 7

Standard 1 DRAFT Music Standard One: Students sing or play on instruments a varied repertoire of music, alone or with others. Rationale: Music-making is one of our oldest, most intimate, and basic forms of communication and cultural expressions. Singing, movement, or playing an instrument provides students with the means of learning musical and developmental skills. Learning to make music enables students to attain individual and group goals, acquire self-discipline, exercise diverse problemsolving skills, and opens avenues of success for all students. Growth in singing and playing music occurs by applying skills to increasingly challenging music literature. Grades 6-8 Course General Vocal Instrumental (grades 5-8) 1.1 Singing or playing, with appropriate technique, music written in two or more parts, in rhythm and in tempo, blending voices or instruments, and matching dynamic levels. 1.1a Sing or play and perform music in two or more parts, reading standard music notation. 1.1 Singing or playing, with appropriate technique, music written in two or more parts, in rhythm and in tempo, blending voices or instruments, and matching dynamic levels. 1.1a Sing and perform songs in two or more parts, reading standard music notation. 1.1 Singing or playing, with appropriate technique, music written in two or more parts, in rhythm and in tempo, blending voices or instruments, and matching dynamic levels. 1.1a Play and perform pieces in two or more parts, reading standard music notation. 1.1b Use appropriate performance posture. 1.1b Use appropriate performance and rehearsal posture. 1.1c Sing or play and perform music with 1.1c Sing and perform songs with changes in dynamics following written cues. appropriate changes in dynamics and tempo 1.1d Sing or play and perform music using a variety of rhythm patterns. following written cues. 1.1d Sing and perform songs in a variety of meters and rhythmic patterns. 1.1e Sing and perform songs using appropriate technical process (e.g., range, tone quality, pitch accuracy, velocity and intonation). 1.1b Use appropriate performance and rehearsal posture. 1.1c Play and perform pieces with appropriate changes in dynamics and tempo following written cues. 1.1d Play and perform pieces using a variety of meters and rhythm patterns. 1.1e Play and perform pieces using appropriate technical process (e.g., range, tone quality, pitch accuracy, velocity and intonation). 8

Standard 1 DRAFT Grades 6-8 Course General Vocal Instrumental 1.2 Singing or playing an expanding 1.2 Singing or playing an expanding 1.2 Singing or playing an expanding (grades 5-8) repertoire of music representing repertoire of music representing repertoire of music representing musically and culturally diverse musically and culturally diverse musically and culturally diverse literature. 1.2a Sing and play music from a variety of cultures. literature. 1.2a Sing songs from a variety of cultures and languages. literature. 1.2a Play pieces from a variety of cultures and styles. 1.2b Listen to, and compare and contrast music from a variety of cultures. 1.2b Listen to, and compare and contrast songs from a variety of cultures. 1.2b Listen to, and compare and contrast pieces from a variety of cultures. 1.2c Sing or play music from a variety of cultures on appropriate instrument(s). 1.2c Sing songs from a variety of cultures on appropriate instrument(s). 1.2c Play pieces from a variety of cultures on appropriate instrument(s). (grades 5-8) 1.3 Responding to the conductor s cues of dynamic levels while singing or playing music. 1.3a Sing or play and perform music with appropriate changes in dynamic levels following conductor s cues. 1.3 Responding to the conductor s cues of dynamic levels while singing or playing music. 1.3a Sing and perform songs with appropriate changes in dynamic levels following conductor s cues. 1.3 Responding to the conductor s cues of dynamic levels while singing or playing music. 1.3a Play and perform pieces with appropriate changes in dynamic levels following conductor s cues. 9

Standard 1 DRAFT Vocal Grades 9-12 Instrumental Grades 9-12 Course Level 1 Level 2 Level 1 Level 2 (grades 9-12) 1.1 Singing or playing, with appropriate technique, music written in multiple parts, improving blend, and matching dynamic levels. 1.1a Sing songs in multiple parts reading standard notation. 1.1 Singing or playing, with appropriate technique, music written in multiple parts, improving blend, and matching dynamic levels. 1.1a Sing songs in many parts that are more complex than Level 1, reading standard notation, accompanied and unaccompanied. 1.1 Singing or playing, with appropriate technique, music written in multiple parts, improving blend, and matching dynamic levels. 1.1a Play pieces in multiple parts reading standard notation. 1.1 Singing or playing, with appropriate technique, music written in multiple parts, improving blend, and matching dynamic levels. 1.1a Play pieces in many parts that are more complex than Level 1, reading standard notation. 1.1b Use appropriate performance and rehearsal posture. 1.1b Use appropriate posture during rehearsals and performances. 1.1b Use appropriate performance and rehearsal posture (e.g., bowing and breathing techniques). 1.1b Use appropriate posture during rehearsals and performances (e.g., bowing and breathing techniques). 1.1c Sing with appropriate dynamic levels, with a blended sound following written cues. 1.1c Sing songs with more advanced dynamic changes and blending than Level 1. 1.1c Play pieces with appropriate dynamic levels, with a blended sound following written cues. 1.1c Play pieces with more complex dynamic changes and blending than Level 1. 1.1d Sing and perform songs using a variety of meters and rhythmic patterns. 1.1d Sing and perform songs using a variety of more complex meters and rhythmic patterns than Level 1. 1.1d Play and perform pieces using a variety of meters and rhythmic patterns. 1.1d Play and perform pieces using a variety of more complex meters and rhythmic patterns than Level 1. 1.1e Sing and perform songs using appropriate technical processes (e.g., range, tone quality, pitch accuracy, velocity, and intonation). 1.1e Sing and perform songs using more complex technical processes than Level 1 (e.g., range, tone quality, pitch accuracy, velocity, and intonations). 1.1e Play and perform pieces using appropriate technical processes (e.g., range, tone quality, pitch accuracy, velocity, and intonations). 1.1e Play and perform pieces using more complex technical processes than Level 1 (e.g., range, tone quality, pitch accuracy, velocity, and intonations). 10

Standard 1 DRAFT Vocal Grades 9-12 Instrumental Grades 9-12 Course Level 1 Level 2 Level 1 Level 2 1.2 Singing or playing an 1.2 Singing or playing an 1.2 Singing or playing an 1.2 Singing or playing an (grades 9-12) expanding repertoire of vocal expanding repertoire of vocal expanding repertoire of vocal expanding repertoire of vocal and/or instrumental and/or instrumental and/or instrumental and/or instrumental (grades 9-12) literature. 1.2a Sing songs from a variety of cultures, styles, periods of music and languages. 1.2b Listen, identify, compare and contrast music from different cultures, styles, and genres. 1.3 Responding to the conductor s cues of phrasing and expression while singing or playing music. 1.3a Sing songs using appropriate expression and phrasing following conductor s cues. literature. 1.2a Sing great works from a wide variety of cultures, styles, periods of music and languages. 1.2b Listen, identify, compare and contrast more complex music than Level 1 from different cultures, styles, and genres. 1.3 Responding to the conductor s cues of phrasing and expression while singing or playing music. 1.3a Respond to all of the conductor s cues for tempo, expression, and style. literature. 1.2a Play pieces from a variety of cultures, styles, and periods of music. 1.2b Listen, identify, compare and contrast music from different cultures, styles, and genres. 1.3 Responding to the conductor s cues of phrasing and expression while singing or playing music. 1.3a Play pieces using appropriate expression and phrasing following conductor s cues. literature. 1.2a Play great works from a wide variety of styles and periods of music. 1.2b Listen, identify, compare, and contrast music from more complex music than Level 1 from different cultures, styles, and genres. 1.3 Responding to the conductor s cues of phrasing and expression while singing or playing music. 1.3a Respond to all of the conductor s cues for tempo, expression and style. 11

Standard 2 DRAFT Standard 2: Students will read and notate music. Music Grades K-5 Rationale: Learning to read and notate music helps students comprehend and express the universal language of music. Knowledge and understanding of music notation is essential to music literacy. K 1 2 3 4 5 (grades K-4) (grades 5-8) 2.1 Identifying 2.1 Identifying 2.1 Identifying 2.1 Identifying whole, half, dotted whole, half, dotted whole, half, dotted whole, half, dotted half, quarter, eighth half, quarter, eighth half, quarter, eighth half, quarter, eighth notes, and notes, and notes, and notes, and equivalent rests. equivalent rests. equivalent rests. equivalent rests. 2.1 Identifying whole, half, dotted half, quarter, eighth notes, and equivalent rests. 2.1 Identifying and reading rhythmic patterns using whole, half, dotted half, quarter, eighth, sixteenth notes, and equivalent rests in the context of a meter signature. Grade level objectives 2.1a Identify and use symbols to represent quarter note and quarter rest. 2.1a Identify, use, and notate quarter note, quarter rest, and a pair of eighth notes. 2.1a Identify, use, and notate quarter note, quarter rest, eighth note, half note, and half rest. 2.1a Identify, use, and notate whole note, whole rest, and dotted half note. 2.1a Identify, use, and notate whole note, whole rest, and dotted half note. Know the value for each note. 2.1a Read and play music that contains a variety of rhythms in simple, duple, and triple meter. 12

Standard 2 DRAFT Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 2.2 Reading simple 2.2 Reading simple 2.2 Reading simple 2.2 Reading simple 2.2 Reading melodic and melodic and melodic and melodic and melodic and rhythmic notation. rhythmic notation. rhythmic notation. rhythmic notation. rhythmic patterns. 2.2 Reading simple melodic and rhythmic notation. 2.2a Identify high and low pitches aurally or visually. 2.2b Read symbols to represent short and long notes. 2.2a Identify high and low pitches aurally or visually. 2.2b Read quarter note, quarter rest, and a pair of eighth notes. 2.2a Identify high, middle, and low pitches on the treble clef staff. 2.2b Read quarter note, quarter rest, eighth note, half note, and half rest. 2.2a Identify melodic direction (step, skip, or the same) aurally and visually on the treble clef staff. 2.2b Read dotted half note, whole note, whole rest. 2.2a Identify pitch names (e.g., A, B, C, D, E, F, G) on the treble clef staff. 2.2b Read dotted half note, whole note, whole rest. 2.2a Read pitches on the treble clef staff. 2.2b Read and play music that contains a variety rhythmic patterns. 2.2c Say or sing a new pattern from the given pitch or rhythm hand signals. 2.2c Say or sing a new pattern from the pitch hand signals or the rhythmic pictures/icons. 2.2c Say, sing, or play a new pattern from the pitch hand signals or the neutral rhythm words. 2.2c Say, sing, or play a new pattern from the pitch hand signals or the neutral rhythm words. 2.2c Say, sing, or play a new pattern from the pitch hand signals or the neutral rhythm words. Then combine pitch and rhythm to create a melody. 2.2c Sing or play a new pattern from the pitch hand signals and the neutral rhythm words, combining pitch and rhythm to create a melody. 13

Standard 2 DRAFT Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 2.3 Identifying 2.3 Identifying 2.3 Identifying 2.3 Identifying 2.3 Notating symbols and symbols and symbols and symbols and rhythmic, melodic, traditional terms traditional terms traditional terms traditional terms and expressive referring to referring to referring to referring to musical ideas. dynamics and dynamics and dynamics and dynamics and tempo. tempo. tempo. tempo. 2.3 Identifying symbols and traditional terms referring to dynamics and tempo. 2.3a Identify and understand loud and quiet sounds. 2.3a Identify and understand loud and quiet sounds. 2.3a Identify and understand f forte and p piano. 2.3a Identify and understand. ff-fortissimo f- forte mf-mezzo forte mp- mezzo piano p- piano pp-pianissimo 2.3a Identify and understand: ff-fortissimo f- forte mf-mezzo forte mp- mezzo piano p- piano pp-pianissimo Crescendo: > Decrescendo: < 2.3a Use a variety of dynamics in music notation. 2.3b Identify and understand fast and slow. 2.3b Identify and understand fast and slow. 2.3b Identify and understand fermatas and changes in tempo. 2.3b Identify tempo terms: largo, adagio, andante, allegro, and presto. 2.3b Identify and use tempo terms: largo, adagio, andante, allegro, and presto. 2.3b Use a variety of tempo markings in musical notation. 14

Standard 2 DRAFT Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 2.4 Notating simple 2.4 Notating simple 2.4 Notating simple 2.4 Notating simple 2.4 Identifying melodies and melodies and melodies and melodies and appropriate key rhythms. rhythms. rhythms. rhythms. signatures. 2.4 Notating simple melodies and rhythms. 2.4a Use visuals to represent high and low pitches. 2.4a Use visuals to represent high and low pitches. 2.4b Notate quarter note, quarter rest, and a pair of eighth notes. Identify note parts: stem, head, and flag. 2.4a Notate high, middle, and low pitches on the staff. 2.4b Notate quarter note, quarter rest, eighth note, half note, and half rest. 2.4a Notate melodic direction (step, skip, or the same) on the staff. 2.4b Notate whole note, whole rest, and dotted half note 2.4a Notate pitch names (e.g., A, B, C, D, E, F, G) on the staff. 2.4b Notate whole note, whole rest, and dotted half note. 2.4a Listen to and begin to identify the differences between chords/scales. (e.g. major/minor) 15

Standard 2 DRAFT Standard 2: Students will read and notate music. Music Grades 6-8 Rationale: Learning to read and notate music helps students comprehend and express the universal language of music. Knowledge and understanding of music notation is essential to music literacy. Grades 6-8 Course General Vocal Instrumental 2.1 Identifying and reading rhythmic 2.1 Identifying and reading rhythmic patterns using whole, half, dotted half, patterns using whole, half, dotted half, quarter, eighth, sixteenth notes, and quarter, eighth, sixteenth notes, and equivalent rests in the context of a meter equivalent rests in the context of a meter signature. signature. signature. (grades 6-8) 2.1a Identify and perform whole notes, half notes, dotted half notes, quarter notes, eighth notes, and their equivalent rests. 2.1a Identify and perform whole notes, half notes, dotted half notes, quarter notes, eighth notes, sixteenth notes, and their equivalent rests in choral literature. 2.1 Identifying and reading rhythmic patterns using whole, half, dotted half, quarter, eighth, sixteenth notes, and equivalent rests in the context of a meter 2.1a Identify and perform whole notes, half notes, dotted half notes, quarter notes, eighth notes, sixteenth notes, and their equivalent rests in instrumental literature. 2.1b Identify and perform music with 2 3 4 meter signatures. 4, 4, 4 2.1b Identify and perform songs with 2 3 4 meter signatures. 4, 4, 4 2.1b Identify and perform pieces with 2 3 4 (common time), 2 (cut time), and 6 4, 4, 4, 2, 8 meter signatures. (grades 6-8) 2.2 Reading melodic and rhythmic patterns. 2.2a Read, sing, or play and perform the written pitch in treble clef. 2.2b Read, sing, or play and perform rhythmic patterns using whole notes, half notes, quarter notes, and their equivalent rests. 2.2 Reading melodic and rhythmic patterns. 2.2a Read, sing, and perform pitches in choral music in treble and bass clefs. 2.2b Read, sing, and perform rhythmic patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted notes, and their equivalent rests. 2.2 Reading melodic and rhythmic patterns. 2.2a Read, play, and perform pitches in instrumental music on appropriate clef for the instrument played. 2.2b Read, play, and perform rhythmic patterns using whole notes, half notes, quarter notes, eighth notes, dotted notes, and their equivalent rests. 16

Standard 2 DRAFT Grades 6-8 Course General Vocal Instrumental (grades 6-8) 2.3 Notating rhythmic, melodic, and expressive musical ideas. 2.3a Notate simple rhythmic patterns using 2 3 4 meter signatures. 4, 4, 4 2.3 Notating rhythmic, melodic, and expressive musical ideas. 2.3a Notate simple rhythmic patterns using 2 3 4 meter signatures. 4, 4, 4 2.3 Notating rhythmic, melodic, and expressive musical ideas. 2.3a Notate simple rhythmic patterns using 2 3 4 meter signatures. 4, 4, 4 2.3b Notate simple melodic phrases using the notes of the C major scale. 2.3b Notate simple melodic phrases using the notes of the C major scale. 2.3b Notate simple melodic phrases using the notes of the various major scales. 2.3c Notate simple musical ideas using expressive elements (e.g., dynamics, tempo). 2.3c Notate simple musical ideas using expressive elements (e.g., dynamics, tempo). 2.3c Notate simple musical ideas using expressive elements (e.g., dynamics, tempo). (grades 6-8) 2.4 Identifying appropriate key signatures. 2.4a Listen to and identify different types of chords and/or scales. 2.4 Identifying appropriate key signatures. 2.4a Listen to and identify different tonalities. 2.4 Identifying appropriate key signatures. 2.4a Listen to, identify, and perform key signatures, key changes, and accidentals. 17

Standard 2 DRAFT Music Grades 9-12 Course Vocal Music Instrumental Music Level 1 Level 2 Level 1 Level 2 2.1 Identifying, defining, and 2.1 Identifying, defining, and 2.1 Identifying, defining, and 2.1 Identifying, defining, and (grades 9-12) reading standard notation reading standard notation reading standard notation reading standard notation symbols for pitch, rhythm, symbols for pitch, rhythm, symbols for pitch, rhythm, symbols for pitch, rhythm, dynamics, style, and tempo. 2.1a Identify and perform whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted notes and their equivalent rest in vocal music. 2.1b Identify and perform meter signatures 2 3 4 (common time), 2 (cut time) 4, 4, 4, 2, and 6 in vocal music. 8 2.1c Identify and perform pitches in appropriate clef for student s own voice parts. 2.1d Identify and perform dynamic markings of pp, p, mp, mf, f, ff, crescendo, and decrescendo. 2.1e Identify and perform songs using different styles (e.g., staccato and legato). 2.1f Identify and perform tempo markings (e.g., adagio, moderato, allegro, presto, ritardando). dynamics, style, and tempo. 2.1a Identify and perform all note values (including dotted notes) and rests in vocal music. 2.1b Identify and perform meter signatures in 2 3 4 6 3 common, cut time, 4, 4, 4, 8, 8, and other meter signatures in vocal music. 2.1c Identify and perform pitches in various key signatures in appropriate clef for voice parts. 2.1d Identify and perform dynamic markings of pp, p, mp, mf, f, ff, crescendo, decrescendo, sfortzando (sfz), and subito. 2.1e Identify and perform songs using different styles (e.g., staccato, legato, marcato). 2.1f Identify and perform tempo markings (e.g., largo, andante, maestoso, accelerando, rallentando). dynamics, style, and tempo. 2.1a Identify and perform whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted notes and their equivalent rest in instrumental music. 2.1b Identify and perform meter signatures 2 3 4 (common time), 2 (cut time) 4, 4, 4, 2, and 6 in instrumental music. 8 2.1c Identify and perform pitches in appropriate clef(s) for the instrument played. 2.1d Identify dynamic markings of pp, p, mp, mf, f, ff, crescendo, and decrescendo. 2.1e Identify and perform pieces using different styles (e.g., staccato and legato). 2.1f Identify and perform tempo markings (e.g., adagio, moderato, allegro, presto, ritardando). dynamics, style, and tempo. 2.1a Identify and perform all note values (including dotted notes) and rests in instrumental music. 2.1b Identify and perform meter signatures in 2 3 4 6 3 common, cut time, 4, 4, 4, 8, 8, and other meter signatures in vocal music. 2.1c Identify and perform pitches in various key signatures in appropriate clef(s) for the instrument played. 2.1d Identify dynamic markings of ppp, pp, p mp, mf, f, ff, fff, crescendo, decrescendo, sfortzando (sfz), and subito. 2.1e Identify and perform pieces using different styles and genres (e.g., staccato, legato, marcato). 2.1f Identify and perform tempo markings (e.g., largo, andante, maestoso, accelerando, allargando, stringendo). 18

Standard 2 DRAFT Course Vocal Music Instrumental Music Level 1 Level 2 Level 1 Level 2 (grades 9-12) 2.2 Reading advanced rhythmic and melodic 2.2 Reading advanced rhythmic and melodic 2.2 Reading advanced rhythmic and melodic 2.2 Reading advanced rhythmic and melodic notation. 2.2a Read, sing, and perform pitches in vocal music using appropriate clef for voice part. 2.2b Read, sing, and perform various rhythmic patterns in a variety of meters. notation. 2.2a Read, sing, and perform pitches in various key signatures using accidentals and different modalities. 2.2b Read, sing, and perform various rhythm patterns with changes of meter and syncopation. notation. 2.2a Read, play, and perform pitches in instrumental music using appropriate clefs for the instrument played. 2.2b Read, play, and perform various rhythmic patterns in a variety of meters. notation. 2.2a Read, play, and perform pitches in various key signatures using accidentals, appropriate clefs, and different modalities. 2.2b Read, play, and perform rhythm patterns with changes of meter and syncopation. (grades 9-12) 2.3 Notating advanced rhythmic, melodic, and expressive musical ideas. 2.3a Notate rhythmic phrases and simple compositions with various meters. 2.3 Notating advanced rhythmic, melodic, and expressive musical ideas. 2.3a Notate rhythmic phrases and compositions with various meters and syncopations. 2.3 Notating advanced rhythmic, melodic, and expressive musical ideas. 2.3a Notate rhythmic phrases and simple compositions with various meters. 2.3 Notating advanced rhythmic, melodic, and expressive musical ideas. 2.3a Notate rhythmic phrases and compositions with various meters and syncopations. 2.3b Notate melodic phrases and compositions with various keys and scales. 2.3b Notate melodic phrases and compositions with various keys, scales, and key changes. 2.3b Notate melodic phrases and compositions with various keys and scales. 2.3b Notate melodic phrases and compositions with various keys, scales, and key changes. 2.3c Notate musical compositions using expressive elements (e.g., dynamics, accents, phrasing, tempo). 2.3c Notate musical compositions longer than Level 1 using expressive elements (e.g., dynamics, accents, phrasing, tempo). 2.3c Notate musical compositions using expressive elements (e.g., dynamics, accents, phrasing, tempo). 2.3c Notate musical compositions longer than Level 1 using expressive elements (e.g., dynamics, accents, phrasing, tempo). 19

Standard 3 DRAFT Standard 3: Students will create music. Music Grades K-5 Rationale: Creativity is one of the most important fundamental thought processes of humankind. Through creative activities, such as composing and improvising, students will learn to explore and connect ideas with symbols, sound patterns, and musical elements. K 1 2 3 4 5 (grades K-4) (grades 5-8) 3.1 Creating simple 3.1 Creating simple 3.1 Creating simple 3.1 Creating simple rhythmic and rhythmic and rhythmic and rhythmic and melodic patterns. melodic patterns. melodic patterns. melodic patterns. 3.1 Creating simple rhythmic and melodic patterns. 3.1 Creating rhythmic, melodic, and/or harmonic patterns. Grade level objectives 3.1a Use symbols to create patterns of long and short sounds. 3.1a Create rhythm patterns using quarter note, quarter rest, and a pair of eighth notes. 3.1b Create melodic patterns using high and low pitches. 3.1a Create rhythm patterns using quarter note, quarter rest, half note, and half rest. 3.1b Create a melodic pattern using high, middle, and low pitches.. 3.1a Create rhythm patterns using whole note, whole rest, and dotted half note. 3.1b Create a melodic pattern using a music staff. 3.1a Create rhythm patterns using whole note, whole rest, and dotted half note. 3.1b Create a melodic pattern using pitch names on a music staff. 3.1a Create rhythm patterns using whole note, whole rest, and dotted half note 3.1b Create melodic patterns. 20

Standard 3 DRAFT Grade level objectives 3.2 Creating short selections, using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.2b Use a variety of software ie. Music Ace and Finale note pad 3.2 Creating short selections, using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.2a Create an accompaniment to a sound story or song. 3.2b Use a variety of software ie. Music Ace and Finale Note Pad to: To create an accompaniment to sound story or song. (grades K-4) 3.2 Creating short selections, using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.2a Use a variety of sound sources to create and perform a rhythmic pattern and a melodic pattern. 3.2 b Use a variety of software, keyboards and digital media to: Create and perform a rhythmic pattern and a melodic pattern 3.2 Creating short selections, using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.2a Use a variety of sound sources to create and perform a rhythmic pattern and a melodic pattern. 3.2 b Use a variety of software, keyboards and digital media to: Create and perform a rhythmic pattern and a melodic pattern 3.2 Creating short selections, using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.2a Use a variety of sound sources to create and perform a rhythmic pattern and a melodic pattern in a given form (e.g., AB, ABA). 3.2 b Use a variety of software, keyboards and digital media to: Create and perform a rhythmic pattern and a melodic pattern in a given form ( eg AB, ABA) (grades 5-8) 3.2 Creating short compositions. 3.2a Use a variety of sound sources, rhythmic, and melodic patterns to create a short musical composition. 3.2 b Use a variety of software, keyboards and digital media to: Create, perform and view a short musical composition. 21

Standard 3 DRAFT Not Assessed in grades K-4 (grades 5-8) 3.3 Expressing musical ideas using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other sound-producing objects). 3.3a Express musical ideas by experimenting with a variety of sound sources. 22

Standard 3 DRAFT Standard 3: Students will create music. Music Rationale: Creativity is one of the most important fundamental thought processes of humankind. Through creative activities, such as composing and improvising, students will learn to explore and connect ideas with symbols, sound patterns, and musical elements. s (grades 5-8) s (grades 5-8) Grades 6-8 General Vocal Instrumental 3.1 Creating rhythmic, melodic, and/or harmonic patterns. 3.1 Creating rhythmic, melodic, and/or harmonic patterns. 3.1a Create and perform rhythm patterns using whole, half, quarter, eighth, and dotted notes and corresponding rests. 3.1b Create and perform melodic patterns using appropriate scales and/or keys. 3.1c Create and perform harmonic patterns with two or more parts. 3.1a Create and perform rhythm patterns using whole, half, quarter, eighth, and dotted notes and corresponding rests. 3.1b Create and perform melodic patterns using appropriate scales and/or keys. 3.1c Create and perform harmonic patterns with two or more parts. 3.1 Creating rhythmic, melodic, and/or harmonic patterns. 3.1a Create and perform rhythm patterns using whole, half, quarter, eighth, and dotted notes and corresponding rests. 3.1b Create and perform melodic patterns using appropriate key signatures. 3.1c Create and perform melodic patterns using appropriate key signatures. 3.2 Creating short compositions. 3.2 Creating short compositions. 3.2 Creating short compositions. 3.2a Create and perform a short composition using rhythmic, melodic, and/or harmonic patterns in a given form. 3.2a Create and perform a short composition using rhythmic, melodic, and/or harmonic patterns in a given form. 3.2a Create and perform a short composition using rhythmic, melodic, and/or harmonic patterns in a given form. s (grades 5-8) 3.3 Expressing musical ideas using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other soundproducing objects). 3.3a Express musical ideas by experimenting with a variety of sound sources. 3.3 Expressing musical ideas using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other soundproducing objects). 3.3a Express musical ideas by experimenting with a variety of sound sources. 3.3 Expressing musical ideas using a variety of sound sources (for example, classroom instruments, vocal sounds, electronic technology, or other soundproducing objects). 3.3a Express musical ideas by experimenting with a variety of sound sources. 23

Standard 3 DRAFT Course Vocal Grades 9-12 Instrumental Grades 9-12 Level 1 Level 2 Level 1 Level 2 3.1 Creating rhythmic, melodic, and harmonic patterns or phrases. (grades 9-12) 3.1a Create and perform rhythmic patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes and their equivalent rests for appropriate voicing. 3.1a Create more complex rhythmic patterns than Level 1 using whole notes, half notes, quarter notes, eighth notes, sixteenth notes and their equivalent rests for appropriate voicing. 3.1a Create and perform rhythmic patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth notes and their equivalent rests for appropriate instrument. 3.1a Create and perform more complex rhythmic patterns than Level 1 using whole notes, half notes, quarter notes, eighth notes, sixteenth notes and their equivalent rests for appropriate instrument. 3.1b Create melodic patterns using correct tonality, range, and pitch for appropriate voicing. Begin using key signatures. 3.1b Create more complex melodic patterns than Level 1 using correct tonality, range, pitch, and key signature for appropriate voicing. 3.1b Create melodic patterns using correct tonality, range, pitch and key signature for appropriate instrument. 3.1b Create more complex melodic patterns than Level 1 using correct tonality, range, pitch and key signature for appropriate instrument. s (grades 9-12) 3.1c Create harmonic patterns using correct tonality, range, and pitch for appropriate voicing. Begin using key signatures. 3.1c Create more complex harmonic patterns than Level 1 using correct tonality, range, pitch, and key signature for appropriate voicing. 3.1c Create harmonic patterns using correct tonality, range, pitch, and key signature for appropriate instrument. 3.2 Improvising/creating a melody (melodies) over a chord progression. 3.2a Improvise simple melodic patterns using pitches that correspond to a particular key. 3.2a Improvise more complex melodic lines than Level 1 using pitches that correspond to a particular key. 3.2a Improvise simple melodic patterns using pitches that correspond to a particular key. 3.1c Create more complex harmonic patterns than Level 1 using correct tonality, range, pitch, and key signature for appropriate instrument. 3.2a Improvise more complex melodic lines than Level 1 using pitches that correspond to a particular key. 24

Standard 4 DRAFT Music Grades K-5 Standard 4: Students will listen to, analyze, evaluate, and describe music. Rationale: Music is a part of daily life. Students become educated consumers of music by learning to critically listen, describe, analyze, and evaluate music as an expressive art form. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience. Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 4.1 Listening to and 4.1 Listening to and 4.1 Listening to and 4.1 Listening to and 4.1 Identify and identifying simple identifying simple identifying simple identifying simple describing simple form. form. form. form. form. 4.1 Listening to and identifying simple form. 4.1a Listen for beginning and ending, sequencing verses, and cumulative memory songs (e.g., Old McDonald Had a Farm). 4.1a Listen for phrases in a song or piece of music. 4.1a Listen to music with verse and refrain and binary forms (e.g., AB, ABA). 4.1a Listen to music with first and second endings, introduction, and coda. 4.1a Listen to music in rondo form. 4.1a Listen to, identify, and describe various simple forms in music (e.g., AB, ABA, theme and variations, verserefrain, rondo) 4.1b Identify and use beginning and ending, sequencing verses, and cumulative songs. 4.1b Identify and use phrase, double bar line, and repeat sign. 4.1b Identify and use verse and refrain and binary forms (e.g., AB, ABA) in a song or piece of music. 4.1b Identify and use first and second endings, introduction, and coda. 4.1b Identify and use rondo form, D.C al fine, and D.S al fine. 4.1b Identify and describe various symbols related to form (e.g., repeat signs, D.S., D.C. coda, fine, first and second endings) 25

Standard 4 DRAFT Grade level objectives K 1 2 3 4 5 (grades K-4) (grades 5-8) 4.2 Identifying contrasts of timbre in sound. 4.2 Identifying contrasts of timbre in sound. 4.2 Identifying contrasts of timbre in sound. 4.2 Identifying contrasts of timbre in sound. 4.2 Identifying contrasts of timbre in sound. 4.2 Identifying contrasts in meter, rhythm, melody, 4.2.a Differentiate among speaking, singing, whispering, and calling voices. 4.2a Use different voices (e.g., speaking, singing, whispering, and calling) and voice exploration. 4.2a Differentiate between solo and chorus. 4.2a Differentiate among solo, duet, and trio. 4.2a Differentiate among solo, duet, trio, and quartet. and timbre. 4.2a Begin to identify timbres of different traditional instrumental and vocal solos and ensembles and nontraditional sound producers. 4.2b Differentiate among percussion sound categories (e.g., click, jingle, rattle, boom, scrape, ring) visually and aurally. 4.2b Identify the instruments of the string and percussion families visually. 4.2b Identify the instruments of the brass and woodwind families visually. 4.2b Identify the families of instruments in the orchestra visually. 4.2b Identify the instruments of band and orchestra visually and aurally. 4.2b Begin to identify and perform differences among duple, triple, and compound meters. 4.2c Begin to identify and perform different appropriate rhythms. 4.2d Begin to identify and perform different appropriate melodic phrases. 26

Standard 4 DRAFT K 1 2 3 4 5 (grades K-4) (grades 5-8) Not assessed in grades K-4 4.3 Identifying and examining criteria for evaluating music performances and compositions. 4.3a Analyze and evaluate students own performances and performances of others to clarify concepts by identifying strengths and weaknesses. 27

Standard 4 DRAFT Music 6-12 Standard 4: Students will listen to, analyze, evaluate, and describe music. Rationale: Music is a part of daily life. Students become educated consumers of music by learning to critically listen, describe, analyze, and evaluate music as an expressive art form. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience. Grades 6-8 Course General Vocal Instrumental (Grades 5-8) 4.1 Identifying and describing simple forms. 4.1 Identifying and describing simple forms. 4.1a Read, listen to, identify, and describe 4.1a Read, listen to, identify, and describe various simple forms in music (e.g., AB, various simple forms in music (e.g., AB, ABA, theme and variations, verse-refrain, ABA, theme and variations, verse-refrain, rondo). rondo). rondo). (Grades 5-8) (Grades 5-8) 4.1b Identify, and describe various symbols related to form (e.g., repeat signs, D.S., D.C. coda, finé, first and second endings). 4.2 Identifying contrasts in meter, rhythm, melody, and timbre. 4.2a Identify timbres of different traditional instrumental and vocal solos and ensembles and non-traditional sound producers. 4.2b Identify and perform differences between duple and triple meters. 4.2c Identify and perform different, appropriate rhythms. 4.2d Identify and perform different, appropriate melodic phrases. 4.3 Identifying and examining criteria for evaluating music performances and compositions. 4.3a Analyze and evaluate students own performances and performances of others to clarify concepts by identifying strengths and weaknesses. 4.1b Identify, and describe various symbols related to form (e.g., repeat signs, D.S., D.C. coda, finé, first and second endings). 4.2 Identifying contrasts in meter, rhythm, melody, and timbre. 4.2a Identify timbres of different traditional instrumental and vocal solos and ensembles and non-traditional sound producers. 4.2b Identify and perform differences among duple, triple, and compound meters. 4.2c Identify and perform different, appropriate rhythms. 4.2d Identify and perform different, appropriate melodic phrases. 4.3 Identifying and examining criteria for evaluating music performances and compositions. 4.3a Analyze and evaluate students own performances and performances of others to clarify concepts by identifying strengths and weaknesses. 4.1 Identifying and describing simple forms. 4.1a Read, listen to, identify, and describe various simple forms in music (e.g., AB, ABA, theme and variations, verse-refrain, 4.1b Identify, and describe various symbols related to form (e.g., repeat signs, D.S., D.C. coda, finé, first and second endings). 4.2 Identifying contrasts in meter, rhythm, melody, and timbre. 4.2a Identify timbres of different traditional instrumental and vocal solos and ensembles and non-traditional sound producers. 4.2b Identify and perform differences among duple, triple, and compound meters. 4.2c Identify and perform different, appropriate rhythms. 4.2d Identify and perform different, appropriate melodic phrases. 4.3 Identifying and examining criteria for evaluating music performances and compositions. 4.3a Analyze and evaluate students own performances and performances of others to clarify concepts by identifying strengths and weaknesses. 28