6-12 th Grade Level Instrumental Music Band 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 Introduction..... 2 Wisconsin Academic Standards - Music... 3 Standards and Benchmarks- Instrumental Music Band 6-8 th Grade... 4-10 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 Area of Study: Learner Expectations.. 28-31
Instrumental Music- Band 6-8 th Grade Acknowledgments 1996 Madison Metropolitan School District Instrumental Music- Band 6-8 Standards Committee: Joyce Brereton -- Sherman Laurie Fellenz -- Cherokee Pam Gallagher -- Toki Jim Kyle -- Hamilton Jim Nerge -- Jefferson Mark Saltzman -- Whitehorse Theron Sorgatz -- Spring Harbor Peter Ziegler -- Black Hawk July 2008 Updates: Julie Palkowski-- Coordinator of Fine Arts August 2013 Updates: Laurie Fellenz-- Coordinator of Fine Arts
Introduction The Music Standards for the Madison Metropolitan School District were developed and edited from the National Standards for Arts Education by the Music Standards Committee in 1996. The Wisconsin Music Standards, which were developed afterwards, contain the same content. The Grade Level Performance Standards for Band are unique to this district and state its expectations for students at specific grade levels. These standards are useful to teachers for planning instruction and communicating these expectations to students and their parents. A committee of successful middle school band teachers developed them. The teaching of band has evolved because of the collaborations of many excellent music teachers. The music standards are a formal statement of the comprehensive program that outstanding music teachers have incorporated into their teaching for years. They provide a legacy of what should be the norm for the teaching and learning of music. "The study of music contributes in important ways to the quality of every student's life. Every musical work is a product of its time and place, although some works transcend their original settings and continue to appeal to humans through their timeless and universal attraction. Through singing, playing instruments, and composing, students can express themselves creatively. A knowledge of notation and performance traditions enables them to learn new music independently through their lives. Skills in analysis, evaluation, and synthesis are important because they enable students to recognize and pursue excellence in their musical experiences and to understand and enrich their environment. Because music is an integral part of human history, the ability to listen with understanding is essential, if students are to gain a broad cultural and historical perspective. The adult life of every student is enriched by the skills, knowledge, and habits acquired in the study of music. Every course in music, including performance courses, should provide instruction in creating, performing listening to, and analyzing music, in addition to focusing on its specific subject matter" (Music Educators National Conference). The Grade Level Performance Standards for Band could not have been produced without the willingness of faculty members to contribute their expertise, time, and thoughtful critique. Gratitude is extended to all the teachers who gave of their time and successful experience to bring the Music Standards and the Grade Level Performance Standards to this current state. The revisions in 2013 provide additional information to assist in the reporting of student progress towards the WI Academic Standards explored in band for middle school. A rubric tool is provided at the end of this document to assist staff is determining the level of proficiency a student has demonstrated through skills/techniques, knowledge, and application of the content area. 2
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 3
Music Standards and Instrumental Music-Band 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, diction, posture, and tone quality. Sing one major scale. Sing with tonal & rhythmic accuracy on skill level in which they play. Sing one minor scale. Sing with tonal & rhythmic accuracy on skill level in which they play. Sing one octave of a chromatic scale by ear. Sing with tonal & rhythmic accuracy on skill level in which they play. 4
Standard Two: Playing Plays alone and with others a varied repertoire of instruments. The student will be able to: Performance Standard Grade EIGHT Plays with appropriate dynamics and tempo maintaining a balance between instruments. 6 7 8 a steady beat and the ability to play allegro, moderato, andante, and fermata. the ability to modify tempo within a piece. (ritardando, accellerando) the ability to play a broader range of tempo markings. (caesura, 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. moderate loud and soft playing while controlling their tone quality. crescendo and diminuendo. the six dynamic levels pp, p, mp, mf, f, ff. Plays with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 2-3. Performs music representing diverse genres and cultures, with expression appropriate for the work being performed Play with expression and technical accuracy on one wind or percussion instrument literature from level one. Play music from a minimum of two diverse genres at Level 1 with the appropriate expression. Play with expression and technical accuracy on one string instrument literature from level one-two. Play music from a minimum of four diverse genres at Level 1-1.5 with the appropriate expression. Play with expression and technical accuracy on one string instrument literature from level two-three. Play music from a minimum of four diverse genres at Level 1.5-2 with the appropriate expression. Plays by ear simple melodies on a melodic instrument and simple 5
accompaniments on a harmonic instrument. Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Performs in small ensembles with one student on a part., in a group, the 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 a band arrangement at Level 1. Play in groups, blending instrumental timbres while responding to tempo, dynamics, and phrasing cues of the conductor. Play own part accurately in a duet of Level 1 difficulty. Play independently an instrumental part while other students sing or play one or two contrasting parts., in a group, the a director's cue of p, mf, mp, and f, and starting/stopping together. Students are able to play: unison, one part of an ensemble, and one part in a band arrangement at Level 1-1.5. Play in groups, blending instrumental timbres while responding to tempo, dynamics, articulation, phrasing, and interpretive cues of the conductor. Play own part accurately in a duet, trio, and/or quartet of Level 1-1.5 difficulty. Play independently an instrumental part while other students sing or play three or more contrasting parts., in a group, the a director's cue of pp, p, mp, mf, f, ff, subito, and starting/stopping together. Students are able to play: unison, one part of an ensemble, and one part in a band arrangement at Level 1.5-2. Play in groups, blending instrumental timbres while responding to tempo, dynamics, articulation, phrasing, and interpretive cues of the conductor in varied styles of music. Play own part accurately in a duet, trio, quartet, or large chamber ensemble of Level 1.5-2 difficulty. Plays independently an instrumental part while other students sing or play four or more contrasting parts. Standard Three: Improvising Improvises music. 6
The student will be able to: Performance Standard Grade EIGHT Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. Improvise instrumentally on a familiar melody at least one rhythmic and melodic pattern. Identify at least one rhythmic pattern and/or a melody in major and/or minor mode. 6 7 8 Improvise instrumentally rhythmic and melodic variations on a familiar melody. Create at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. Improvise instrumentally rhythmic and melodic variations on a familiar melody of Level 1.5-2 difficulty. Improvise rhythmic and melodic embellishment to a simple melody in major and minor modes. Standard Four: Composing Composes and arranges music. The student will be able to: Performance Standard Grade EIGHT 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. 6 7 8 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. Standard Five: Reading Reads and notates music. 7
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 4 4 4 8 meter signatures. 6 7 8 Uses a system to read rhythmic patterns in traditional notation with combinations of: 2 3 4 4 4 4 in music of Level 1 difficulty. Uses a system to read rhythmic patterns in traditional notation with the addition of: 6 3 2 8 8 2 in music of Level 1-1.5 difficulty. Use a system to read rhythmic patterns in traditional notation with the addition of mixed meter in music of Level 1.5-2 difficulty. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. Use note names to read simple pitch notation in Concert Bb Major scale in a clef appropriate to the student's instrument. Use note names to read simple pitch notation in Concert Bb Major with the addition of Concert Eb, Ab, and F Major scales and the Bb Chromatic scale (one octave) in a clef. appropriate to the student's instrument. Use note names to read simple pitch notation in Concert Bb, Eb, Ab, and F Major scales, the Bb Chromatic scale (extended beyond one octave), and Concert g, f, and c minor scales in a clef appropriate to the student's instrument. Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Identify and define symbols and traditional terms referring to dynamics (p, mp, mf, f), tempo (allegro and andante), and articulations (legato, slurs, accent and staccato). 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, and accent). 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, caesura), and articulations (legato, slurs, staccato, accent, and marcato). Uses standard notation to record their musical ideas and the musical ideas of others. Notate with standard symbols: Meter: 2 3 4 4 4 4 Whole, half, quarter, dotted half notes, Notate with standard symbols: Meter: 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted Notate with standard symbols: Meter: 2 3 4 6 2 3 4 4 4 8 2 8 Whole, half, quarter, dotted half, dotted quarter, 8
and the corresponding rests. One octave of the Concert Bb Major scale. quarter, eighth notes, and the corresponding rests. One octave of the Concert Bb and Eb Major Scale Dynamics: p, f. triplets, eighth, sixteenth notes, and the corresponding rests. One octave of the Concert Bb, Eb, Ab, F Major Scale. Dynamics: pp, p, mp, mf, f, ff, crescendo, decrescendo. Articulations: staccato, accent, marcato, and slurs. Accidentals: sharp, flat, natural. Standard Six: Analyzing Analyzes and describes music. The student will be able to: Performance Standard Grade EIGHT Identifies simple music forms, contrasts, and textures when presented aurally and visually. Listens to and analyzes the uses of the elements of music in examples representing diverse genres and cultures. s knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analysis of music. 6 7 8 Identify the following forms aurally and visually: AB, ABA, the round. Identify simple musical concepts related to melody, harmony, and rhythm in Level 1 music. Identify, define, and demonstrate standard symbols: Meter: 2 3 4 4 4 4 Whole, half, quarter, dotted half notes and the corresponding rests. One octave of the Concert Bb Major Identify the following forms aurally and visually: AB, ABA, the round, theme and variations. Identify musical concepts related to melody, harmony, rhythm, timbre, form, and style in Level 1-1.5 music. Identify, define, and demonstrate 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 Identify the following forms aurally and visually: AB, ABA, the round, theme and variations, and rondo form. Identify musical concepts related to melody, harmony, rhythm, timbre, form, and style in Level 1.5-2 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 Concert Bb, Eb, Ab, F Major Scale. Dynamics: pp, p, mp, mf, f, 9
Scale. Concert Bb and Eb Major Scale. Dynamics: p, f. ff, crescendo, decrescendo. Accidentals: sharp, flat, natural. 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 performance relating to set criteria. Evaluate one performance on Level 1-1.5 by self or others using developed criteria by giving appropriate and constructive criticism. Evaluates one performance on Level 1.5-2 by self or others using developed criteria by giving appropriate and constructive criticism. Standard Eight: Relating Relates music to all other arts and disciplines. 10
The student will be able to: Performance Standard Grade EIGHT 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. Describes ways in which the principles and subject matter of other school disciplines interrelate with those in music. 6 7 8 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. Cite two examples which connect music subject matter to science and math. Identify three similarities and differences in common terms which include repetition, color/timbre, and texture as used in music compared to another art form. Cite two examples which connect music subject matter to different languages, physical education, and social studies. 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. Cite three examples which connect music subject matter to physics, other arts, and the world around us. Standard Nine: Associating Associates music to history and world cultures. The student will be able to: Performance Standard GRADE EIGHT Describes distinguishing characteristics of representative music genres and styles from a variety of cultures. Perform and describe music from a variety of different cultures. 6 7 8 Perform and describe different styles of music from different cultures. Perform and describe distinguishing characteristics of representative music genres and styles from a variety of cultures. 11
Classifies 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. Compares, 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. Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. s audience behavior appropriate for the context and style of music performed. Perform pieces from several historical periods and describe the origin of the music. Compare the function of music in world cultures. Generate an example of music appropriate for each event/occasion on a given list. appropriate audience behavior for band performances (symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). appropriate performance behavior. Identify different styles of exemplary music and how they relate to history. Compare the roles of musicians in world cultures. Generate a list of events/occasions, cite the title of an appropriate piece of music for each and explain why it is appropriate. appropriate audience behavior for orchestral performances, such as the Madison Symphony Orchestra. appropriate performance behavior. Classify different genre and styles of high quality music and how they relate to history. Compare the conditions under which music is created and performed. Describe two contrasting pieces of music suitable to different occasions and incorporate the appropriate vocabulary suited to the genre. knowledge and practice of appropriate audience behavior for band and orchestral performances in different venues. appropriate performance behavior. Middle School Report Card Power Standards and Rubrics 12
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. 13
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 with accurate pitch and rhythm alone and with a group. performance elements with accurate tone, technique, posture, instrument hold, and stylistic expression. s indepth improvisation Composes complete and well constructed compositions. s reading and arranging skills by accurately utilizing all musical elements and language. Performs with historic and cultural idioms. 4 3 2 1 with accurate pitch and rhythm with minor inconsistencies. performance elements with minor inconsistencies in tone, technique, posture, instrument hold, and stylistic expression. s full improvisation with minor inconsistencies. 14 with some adjustments needed in pitch and rhythm. performance elements with some adjustments required in tone, technique, posture, instrument hold, and/or stylistic expression. s partial 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. performance skills with little or no attention to accurate tone, technique, posture, instrument hold, and stylistic expression. 4 3 1 2 s little or no improvisation. 4 3 1 2 s reading and arranging skills with minor inconsistencies. s reading and arranging skills with some adjustments. Composes with limited or no musical elements. 4 3 1 2 s little or no 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 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.
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 through verbalization or in written form, indepth singing concepts. through verbalization or in written form, indepth playing concepts. through verbalization or in written form, indepth improvisation concepts. through verbalization or in written form, indepth composition concepts. through verbalization or in written form, indepth reading concepts. 4 3 1 2 s through verbalization or in written form, full singing concepts. through verbalization or in written form, full playing concepts. through verbalization or in written form, full improvisation concepts. s through verbalization or in written form, partial singing concepts. through verbalization or in written form, partial playing concepts. through verbalization or in written form, partial improvisation concepts. s little or no understanding of singing concepts. 4 3 2 1 s little or no understanding of playing concepts 4 3 2 1 through verbalization or in written form, full composition concepts. through verbalization or in written form, partial composition concepts. s little or no understanding of improvisation concepts 4 3 2 1 s little or no understanding of composition concepts 4 3 2 1 through verbalization or in written form, full reading concepts. through verbalization or in written form, partial reading concepts. s little or no understanding of reading concepts 4 3 2 1 through verbalization or in written form, indepth historic and cultural idioms. through verbalization or in written form, full historic and cultural idioms. through verbalization or in written form, partial historic and cultural idioms. s 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. 15
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. s little or no singing concepts. 4 3 1 2 s little or no 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. s little or no improvisation concepts. 4 3 1 2 s little or no 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. s little or no 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. 16
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. s 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. 17
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) 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. 18
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 welldeveloped 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) 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. 19
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) 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. 20
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. 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. 21
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. 22
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. 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. 23
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. 24
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. s 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. 2. Reads at sight simple melodies in both the treble and bass clefs, in major and minor modes. 3. s 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. 25
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. 26
Standard Six: Analyzing Analyzes and describes music. Advanced Performance Standards - Grade 12: 1. Identifies simple music forms when presented aurally and visually. 2. s 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. s 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. s 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. 27
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. 4. s 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. s 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. s 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. 28
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. 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. 29
3. Evaluates the quality of their own and others' performances and offers constructive suggestions for improvement. 30
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. 31