INTEGRATIONS: CE=Creer Eduction; CM=Communiction Skills; GE=Glol Eduction; HOTS=Higher Order Thinking Skills; LS=Lerning & Studying; MCGF=Multiculturl/Gender Fir; T=Technology Vocl Music Progrm Stndrds nd Benchmrks I * * STANDARD: Students demonstrte singing, lone nd with others, vried repertoire of music Students will sing independently, on pitch nd rhythm, with pproprite timre, diction, posture, nd mintin stedy tempo. (CM, LS) Use singing, speking, whispering nd shouting voices discrimintely I D R M M M Use developmentlly pproprite singing voice with hed tone I I R M M M c Accurtely echo short melodic ptterns I I D R R M d Differentite pproprite nd inpproprite posture for singing I I D R M M e Echo singing ptterns of vrious sound durtions I D R D D M Students will sing expressively, with pproprite dynmics, phrsing, nd interprettion. (CM, LS) Discriminte etween loud nd soft sounds I R M M M M Echo pproprite dynmic levels I R D M M M c Show contour nd flow of phrses while singing I I R M M M d Identify phrses in music I I D M M M Students will sing from memory vried repertoire of songs representing genres nd styles from diverse cultures. (CM, HOTS, LS) Identify stylistic differences of songs from vrious genres nd cultures I I D R R R Model stylistic differences when singing songs y memory from vrious genres nd cultures I I D D D D > 4 Students will sing ostintos, prtner songs, nd rounds. (CM, LS) Differentite etween unison nd hrmony I I D R M M Sing unison melodies with vocl ostinti ccompniments y the techer nd/or students I I D D D D c Sing without evidence of distrction from differing prt I I D D D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 1
> 5 Students will sing in groups, lending vocl timres, mtching dynmic levels, nd responding to the cues of conductor. (CM, HOTS, LS) Voices lend without listener discerning individul voices I I D D D D Perform with stedy et throughout I I D D D D c Voclize the notes of the penttonic scle. I I D D D D d Demonstrte knowledge of solfege syllles nd Curwen hnd signs I I D D D D Grdes 6-8 Students will sing ccurtely nd with good reth control throughout their singing rnges, lone nd in smll ensemles. (CM, LS) Demonstrte good intontion, rhythm, nd diction I D D Demonstrte effective singing rnge of n octve to tenth I D D c Demonstrte good hits of rething nd reth control; rethes only t the end of phrses I D D Students will sing with expression nd technicl ccurcy repertoire of vocl literture with level of difficulty of two, on scle of one to six, including some songs performed from memory. (CM, LS) Sing with good intontion, rhythm, nd diction I D D Ale to convey the mening of the words nd vry dynmics, style nd expression I D D Students will sing music written in two nd three prts. (CM, LS) Perform the complete song nd mintins his or her prt I D D Demonstrte good intontion, rhythm, nd tone qulity I D D > 4 Students (who sing in chorl ensemle) will sing with expression nd technicl ccurcy vried repertoire of vocl literture with level of difficulty of three, on scle of one to six, including some songs performed from memory. (CM, LS) Sing correct pitches with good rhythm nd stedy et I D D Demonstrte knowledge of dynmics, phrsing, expression, nd style pproprite to the music I D D c Mintin his or her prt nd sings from memory I D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 2
Grdes 9-12 Students will sing with expression nd technicl ccurcy repertoire of vocl literture with level of difficulty of four, on scle of one to six, including some songs performed from memory. (CM, HOTS, LS) Model stisfctory tone qulity, intontion nd cn sing pitches with little technicl difficulty D D D D Demonstrte cceptle formtion of vowels nd consonnts D D D D c Demonstrte fmilirity with repertoire performed, including knowledge of composers nd knowledge of how some of the elements of music re used in ech work D D D D d Perform t lest two mjor vocl work from memory D D D D Students will sing music written in four prts, with nd without ccompniment. (LS) Sing the correct pitches nd rhythms D D D D Mintin stedy et nd sings with pproprite dynmics, phrsing, nd expression D D D D c Ale to mintin his/her prt in four-prt music D D D D Students will demonstrte well-developed ensemle skills. (CE, LS) II * * Respond to cues of the conductor with respect to tempo, dynmics, nd style D D D D Ale to lend their voices in unified sonority D D D D c Mintin lnce mong the prts nd recognize importnce of the vrious prts nd djust ccordingly D D D D d Sing with good intontion, posture, nd reth control D D D D STANDARD: Students perform on instruments, lone nd with others, vried repertoire of music. Students will perform on pitch, in rhythm, with pproprite dynmics nd timre, nd mintin stedy tempo. (CE, HOTS, LS) Identify/ply high/low sounds I I R M M M Ply phrses nd short songs I D D R M c Respond to nd demonstrte stedy et I D R M M M d Echo/ply rhythmic ptterns independently in simple meters I D R M M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 3
e Ply degrees of loud nd soft I I D R M M f Ply instruments imitting modeled techniques I I D D R M Students will perform esy rhythmic, melodic, nd chordl ptterns ccurtely nd independently on rhythmic, melodic, nd hrmonic clssroom instruments. (CE, HOTS, LS) Independently perform rhythm ptterns in duple/triple meter I D R M M Independently perform scending, descending, nd repeting ptterns I I D R M M c Ply, independently, n ostinto on clssroom instruments I D R M M d Alternte hnds for roken or rpid ptterns on rred instruments I D R M M e Perform crossover ptterns on rred instruments I D R M Students will perform expressively vried repertoire of music representing diverse genres nd styles. (CM, GE, LS, MCGF) Identify stylistic chrcteristics of music from vrious genres, cultures, nd periods I I D D R M Perform stylistic chrcteristics of music from vrious genres, cultures, nd periods I I D D R M > 4 Students will echo short rhythms nd melodic ptterns. (LS) Ply ptterns using qurter notes, eighth notes nd qurter rests I I D R M M Ply ptterns using hlf notes, sixteenth notes nd comintions of eighth notes nd sixteenth notes I R M M c Ply ptterns contining two nd three pitches (sol-mi-l) I D R M M d Perform ptterns contining ll pitches in the penttonic scle (do-re-mi-sol-l) I D R M > 5 Students will perform in groups, lending instrumentl timres, mtching dynmic levels nd responding to the cues of conductor. (CM, LS) Differentite mong the vrious instrumentl timres I I D D R M Identify the dynmic levels of the music I I D R M M c Ply designted dynmics to the cues of the conductor I I D D R M d Perform in vrious clssroom instrumentl comintions with pproprite timre nd lend I I D D R M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 4
> 6 Students will perform independent instrumentl prts while other students ply or sing contrsting prts. (CM, LS) Perform instrumentl prts mintining stedy et I I D R M M Perform instrumentl prts contining qurter notes, eighth notes nd rests I D R M M c Perform instrumentl prts contining hlf notes, sixteenth notes nd comintions of eighth notes nd sixteenth notes I D R M III * * STANDARD: Students will improvise melodies, vritions, nd ccompniments. Students will improvise "nswers" in the sme style to given rhythmic nd melodic phrses. (CM, LS, HOTS) Crete short rhythmic phrses within specified guidelines I D D R M Crete pproprite rhythmic nswers to given rhythmic questions I I D D R M c Ply or sing pitched response to short melodic phrses I I D D R M d Improvise short melodic ptterns within specified guidelines I D D R M e Respond to given phrse using vrious expressive elements in question/nswer formt I I D D R M Students will improvise simple rhythmic nd melodic ostinto ccompniments. (CM, LS, HOTS) Perform simple given melodic ostinto I D R M M Crete melodic ostinto using comintion of pitches from the penttonic scle I I D D R M c Perform simple given rhythmic ostinto I I D R M M d Crete rhythmic ostinto for given piece using 1/4 notes, 1/8 notes nd 1/4 rests I D R M M e Crete rhythmic ostinto for given piece using sixteenth notes nd comintions of eighth notes nd sixteenth notes I D R M Students will improvise short songs nd instrumentl pieces, using vriety of sound sources, including trditionl sounds, nontrditionl sounds ville in the clssroom, nd ody sounds. (CM, LS, HOTS) Explore the sound possiilities of nontrditionl instruments I I D D R R Crete n originl phrse using ody percussion: snps, clps, pts nd stmps I I D D R R c Improvise n originl phrse to given cued phrse using ojects nd rticles in the clssroom I I D D R R 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 5
Grdes 6-8 Students will improvise melodic emellishments nd simple rhythmic nd melodic vritions on given penttonic melodies nd melodies in mjor keys. (LS, HOTS) Ale to ply the correct chords with stedy et I D D Demonstrte ility to improvise melodic vrition on n originl melody I D D Students will improvise short melodies, unccompnied nd over given rhythmic ccompniments, ech in consistent style, meter, nd tonlity. (LS, HOTS) Perform improvistion with consistency throughout in meter, tonlity, nd style I D D Perform improvistion with repetition nd contrst I D D IV * * STANDARD: Students will compose nd rrnge music within specified guidelines. Students will crete nd rrnge short songs nd instrumentl pieces within specific guidelines. (CM, LS, HOTS) Vry the rhythm of known piece I I D D R Crete simple rhythmic interlude or ostinto to known piece I I D D D R c Crete nd perform simple rhythmic composition or ccompniment I I D D D R d Vry the melody of known piece I I D D D R e Crete nd perform simple melody using the penttonic scle I D D R Students will use vriety of sound sources when composing. (CM, LS, HOTS) Grdes 6-8 Identify possile sound sources for use in composition I I D D D R Compre/contrst pproprite sound sources I I D D D R c Crete, perform, nd evlute short piece using vriety of sound sources I I D D D R Students will compose short pieces within specific guidelines, demonstrting how the elements of music re used to chieve unity nd vriety, tension nd relese, nd lnce. (CM, HOTS) Compose work in ABA, AABA, or ABACA form I D D Perform work s solo or with group of students I D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 6
Grdes 9-12 Students will rrnge pieces for voices other thn those for which the pieces were written in wys tht preserve or enhnce the expressive effect of the music. (LS, HOTS) Demonstrte ility to perserve melodic, rhythmic, or hrmonic fetures of the originl work closely ut not literlly D D D M Crete n rrngement tht is consistent with the originl work D D D M Students compose nd rrnge music for voices, demonstrting knowledge of the rnges nd trditionl usges of the sound sources. (LS, HOTS) Crete piece of work for ll voices tht demonstrte fmilirity with voice rnges nd trditionl uses Crete piece of work tht clerly uses repetition to provide unity nd contrst to provide vriety D D D M D D D M V * * STANDARD: Students will red nd notte music. Students will red whole, hlf, qurter, eighth, nd sixteenth notes nd rests in 2/4, 3/4, nd 4/4 meter signtures. (LS) Identify nd red stedy et symols I I R M M M Identify nd perform qurter note, eighth note, nd qurter rest ptterns I D R M M c Identify nd perform sixteenth note ptterns I R M d Lel nd notte r lines, doule r lines, meter signtures, nd repet signs I D R M M Students will use system (syllles, numers, or letters) to red simple pitch nottion in the trele clef in mjor keys. (CM, LS) Respond to visul (pictoril) representtion of sounds nd notte, on the stff, simple pitch icons using steps, skips, repets (sme) I D R M M Nme the lines nd spces of the trele (g) clef I D R M c Red nd notte, on the stff, trditionl nottion in keys of C, G, nd F using solfege nd letter nmes I R M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 7
> 4 Students will identify symols nd trditionl terms referring to dynmics, tempo, nd rticultion nd interpret them correctly when performing. (CM, LS) Respond discrimintely to fst/slow, loud/soft, nd smooth/detched I I D M M M Respond to the terms for dynmics (forte, pino), tempo (llegro, lrgo), nd rticultion (legto, stccto). I I D M M M c Nme nd define the terms for dynmics (forte, pino) nd tempo (llegro, lrgo) I I D M M M Students will use symols to notte meter, rhythm, pitch, nd dynmics in simple ptterns presented y the techer. (LS) Notte dictted simple rhythmic ptterns using qurter notes, eighth notes nd sixteenth notes I D R M M Notte dictted simple rhythmic ptterns in 2/4, 4/4, 3/4 I D R M M c Notte dictted simple melodic ptterns using the penttonic scle I D R M d Notte dictted simple melodic ptterns in trele (g) clef I D D R M e Add stndrd symols for dynmics to provided ptterns I D D R M Grdes 6-8 Students will red whole, hlf, qurter, eighth, sixteenth, nd dotted notes nd rests in 2/4, 3/4, 4/4, 6/8, nd ll reve meter signtures. (LS) Ale to red the rhythms with no more thn one error per excerpt I D D Demonstrte stedy et I D D Students will red t sight simple melodies in oth the trele nd ss clefs. (LS, HOTS) Red unfmilir melodies with few errors I D D Ale to red stisfctory in one clef I D D > 4 Students will identify nd define stndrd nottion symols for pitch, rhythm, dynmics, temps, rticultion, nd expression. (CM, LS, HOTS) Ale to locte nottion symols in works of music I D D Explin nd demonstrte wht the symols nd other music terms tell the performer to do I D D Students will use stndrd nottion to record their musicl ides nd the musicl ides of others. (LS) Notte more thn hlf of the pitches correctly I D D Notte more thn hlf of the rhythms correctly I D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 8
> 5 Students (in chorl ensemle or clss) will sight red, ccurtely & expressively, music with level of difficulty of two, on scle of one to six. (LS, HOTS) Perform the correct pitches, rhythms, dynmics, phrsing nd style I D D Demonstrte sensitivity to dynmics, phrsing expression nd style I D D Grdes 9-12 Students will demonstrte the ility to red vocl score or up to four stves y descriing how the elements of music re used. (CM, LS, HOTS) Identify lmost ll the melodies nd countermelodies D D D M Identify the lrge form in two four-stff score nd cn descrie internl form of the sections D D D M c Identify ny unusul rhythmic or metric fetures D D D M d Ale to discuss the rhythmic nd metric fetures of the full scores D D D M Students (in chorl ensemle or clss) will sight red, ccurtely, & expressively, music with level of difficulty of three, on scle of one to six. (CM, LS) Perform the correct pitches D D M R Perform the correct rhythms D D M R VI * * STANDARD: Students will listen to, nlyze, nd descrie music. Students will identify simple music forms when presented urlly. (CM, LS, HOTS) Compre ptterns of music s sme or different (phrse structure). I I D M M M Compre/contrst sections s sme or different I I D M M M c Recognize nd lel sections y icon or letter (AB, ABA nd Rondo form) I I D M M M Students will demonstrte perceptul skills y moving, y nswering questions out, nd y descriing url exmples of music of vrious styles representing diverse cultures. (CM, LS, HOTS, GE) Demonstrte the unique musicl chrcteristics of given culture through movement I I D M M M Explore the predominnt elements of music from vrious cultures through techer questioning I I D D D M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 9
> 4 > 5 Students will use pproprite terminology in explining music, music nottion, music instruments nd voices nd music performnces. (CM, LS) Use severl music terms to descrie music nd music performnces (forte, pino, llegro, lrgo) I I D D R M Use musicl terms rther thn generl voculry terms in descriing music I I D D R M Students will identify the sounds of vriety of instruments, including mny orchestr nd nd instruments, nd instruments from vrious cultures, s well s children's voices nd mle nd femle dult voices. (CM, LS) Identify instrument fmilies y sound: woodwind, rss, strings, percussion I I D D D D Identify specific instruments y sight nd sound I I D D D D c Use criticl listening skills to identify vocl tone color I I D D D D Students will respond through purposeful movement to selected prominent music chrcteristics or to specific music events while listening to music. (CM, LS) Demonstrte n wreness of form with pproprite movement I I D D R M Demonstrte n wreness of rhythmic elements with pproprite movement I I D D R M c Demonstrte n wreness of melodic elements with pproprite movement I I D D R M d Demonstrte n wreness of specific instrumenttion with pproprite movement I I D D R M Grdes 6-8 Students will descrie specific music events in given url exmple, using pproprite terminology. (CM, LS, HOTS) Descrie nd explin wht is hppening musiclly when given specific music exmple I D D Demonstrte use of the technicl voculry of music in most instnces I D D Students will nlyze the uses of elements of music in url exmples representing diverse genres nd cultures. (CM, LS, HOTS) Identify form of work nd descrie how pitch, rhythm, dynmics, timre nd hrmony re used in the work Ale to provide n ccurte description using the elements of music (pitch, rhythm, dynmics, timre, hrmony, or texture) I D D I D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 10
Students will demonstrte knowledge of the sic principles of meter, rhythm, tonlity, intervls nd chords in their nlyses of music. (CM, LS, HOTS) Recognize wht is hppening when listening to piece of work I D D Demonstrte n understnding of wht is hppening in the music I D D Grdes 9-12 Students will nlyze url exmples of vried repertoire of music, representing diverse genres nd cultures, y descriing the uses of elements of music nd expressive devices. (CM, LS) Identify the medium for piece of work D D D M Descrie the melodic chrcteristics of the work D D D M c Descrie the rhythmic chrcteristics of the work D D D M d Descrie the expressive devices D D D M Students will demonstrte extensive knowledge of the technicl voculry of music. (LS) Ale to identify fifty from totl of one hundred terms nd symols commonly used in music (e.g. mezzopiono, fortissimo, key, cppell, chromtic, etc.) D D D M Students identify nd explin compositionl devices nd techniques used to provide unity, vriety, tension nd relese in musicl work nd give exmples of other works tht mke similr uses of these devices nd techniques. (CM, LS, HOTS) Identify the lrge form of ll three works D D D M Ale to cite two specific exmples of nother work tht is similr in genre or style nd tht uses similr techniques or devices D D D M c Descries the extent to which ech work is unique, interesting, or expressive D D D M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 11
VII * * STANDARD: Students will evlute music nd music performnces. Grdes 6-8 Grdes 9-12 Students will devise criteri for evluting performnces nd compositions. (CM, LS, HOTS) Identify musicl elements selected y techer I I D R M M Generte list of descriptors for selected musicl elements I I D R M M c Compre/contrst descriptors for performnces nd compositions I I D R M M d Select most pproprite criteri for evlution purposes I I D D R M Students will develop criteri for evluting the qulity nd effectiveness of music performnces nd compositions nd pply the criteri in their personl listening nd performing. (CM, LS, HOTS) Crete own evlution nd is le to justify the evlution ssigned I D D Ale to evlute performnce consistently with techer's evlution I D D Students will evlute the qulity nd effectiveness of their own nd others' performnces, compositions, rrngements, nd improvistions y pplying specific criteri pproprite for the style of the music nd offer constructive suggestions for improvement. (CM, LS, HOTS) Articulte wht is well done in musicl piece nd includes two positive fetures I D D Identify two fetures in musicl piece in need of improvement I D D c Demonstrte knowledge of wht is desirle in musicl piece nd explins wht is possile in tht style or genre of music I D D Students evolve specific criteri for mking informed, criticl evlutions of the qulity nd effectiveness of performnces, compositions, rrngements, nd improvistions nd pply criteri in their personl prticiption in music. (CM, LS) Evlute technicl qulities of performnce D D D D Evlute expressive or musicl qulities of performnce D D D D c Evlute overll effect of performnce D D D D d Ale to evlute performnce consistently with techer's evlution D D D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 12
Students will evlute performnce, composition, rrngement, or improvistion y compring it to similr or exemplry models. (CM, LS, HOTS) Distinguish etween two interprettions y descriing severl of the most importnt distinguishing fetures of ech, using pproprite music terminology D D D D Identify setting in which ech interprettion would e pproprite nd explin why D D D D Students will evlute given musicl work in terms of its esthetic qulities nd explin the musicl mens it uses to evoke feelings nd emotions. (CM, LS, HOTS) Evlute musicl work y mking one or two relevnt nd meningful comments on the esthetic mening of the work Demonstrte ility to comment ccurtely nd meningfully on the musicl mens y which the work conveys feeling, emotion, nd esthetic mening D D D D D D D D VIII * * STANDARD: Students will understnd reltionships etween music, the other rts, nd disciplines outside the rts. Students will identify similrities nd differences in the menings of common terms used in the vrious rts. (CM, LS) Respond to selected terms common to music nd nother rt form I I I D D D Identify selected terms common to music nd other rt forms I I I D D D Students will identify wys in which the principles nd suject mtter of other disciplines tught in the school re interrelted with those of music. (LS, HOTS) Identify the conceptul elements of selected discipline or disciplines in the school Respond to the conceptul elements of nother discipline s it reltes to the conceptul elements of music. I I I D D D I I I D D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 13
Grdes 6-8 Students compre rts s to how the chrcteristic mterils of ech rt cn e used to trnsform similr events, scenes, emotions, or ides into works of rt. (CM, LS, CE, HOTS, T) Identify prticulr event, scene, emotion, or concept s prt of nother rt (thetre, dnce, music or visul rts) I D D Demonstrte how n event, scene, emotion, or concept might e represented s prt of nother rt (thetre, dnce, music or visul rts) I D D c Fmilir with the chrcteristic mterils of the other rts I D D Students will descrie wys in which the principles nd suject mtter of other disciplines tught in the school re interrelted with those of music. (CM, LS, CE, HOTS) Explin wys in which the skills nd knowledge lerned in music might e helpful in lerning reding, mth, science, history, etc. I D D Grdes 9-12 IX * * Students explin how elements, rtistic processes, nd orgniztionl principles re used in similr nd distinctive wys in vrious rts nd cite exmples. (CM, LS, CE, GE, HOTS, MCGF) Demonstrte knowledge of ech of the rts discussed D D D D Identifies exmples in which the imgintion nd the crftsmnship of the writer, choreogrpher, pinter or composer re used effectively to crete n imge or emotion D D D M STANDARD: Students will understnd music in reltion to history nd culture. Students will identify y genre or style url exmples of music from vrious historicl periods nd cultures. (CM, LS, GE, HOTS, MCGF) Her, identify, nd perform ptterns which chrcterize cultures nd/or historicl periods I I D D R M Her nd identify instruments of vrious cultures nd/or historicl periods I I D D R M 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 14
> 4 Students will identify vrious uses of music in their dily experiences nd descrie chrcteristics tht mke certin music suitle for ech use. (CM, LS, CE, HOTS) Determine when nd where music is prt of their dily lives in nd outside the music clssroom. I I D D R M Identify/descrie genre or style of music used in their dily lives (e.g., clssicl, mrch, pop, folk). I I D D R M c Identify/descrie chrcteristics of music in their dily lives (e.g., sd, scry, soothing) I I D D R M Students will identify nd descrie roles of musicins in vrious music settings nd cultures. (CM, LS, CE, GE, HOTS, MCGF) Identify vrious music professions (e.g. oper singer, disc jockey, composer, director, technicins) I I D R M M Identify the role of musicins in vrious cultures I I D D D M Students will demonstrte udience ehvior pproprite for the context nd style of music performed. (CM, LS, GE) Identify pproprite concert ehviors in vrious musicl settings I I D D R M Demonstrte pproprite concert ehviors in vrious musicl settings (clssroom listening nd/or live concerts) I I D D R M Grdes 6-8 Students descrie distinguishing chrcteristics of representtive music genres nd styles from vriety of cultures. (CM, LS, MCGF) Identify the distinguishing chrcteristics of different genres or styles of music I D D Give exmples of genres nd styles from different cultures I D D Students will compre, in severl cultures of the world, functions music serves, roles of musicins, nd conditions under which music is typiclly performed. (CM, LS, GE, HOTS, MCGF) Identify three roles nd provides sic nd correct informtion out ech I D D 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 15
Grdes 9-12 Students will clssify y genre or style nd y historicl period or culture unfmilir ut representtive url exmples of music nd explin the resoning ehind their clssifictions. (CM, LS, GE, HOTS) Identify the genre or style nd the historicl period or culture of two works D D D M Ale to justify identifiction y mens of relevnt nd ccurte comments (medium, form, rhythm, melody, hrmony or texture) D D D M Students identify vrious roles tht musicins perform, cite representtive individuls who hve functioned in ech role, nd descrie their ctivities nd chievements. (LS, CE) Identify three roles nd provides sic nd correct informtion out ech D D M R 8/11/2009 Key: I = introduce; D = develop; M = mster; R = review 16