MMSD 6-12 th Grade Level Choral Music Standards 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 Wisconsin Academic Standards- Music... 2 Music Standards and Choral Benchmarks- 6-8 th Grade... 3-9 Middle School Report Card Power Standards... 9 Middle School Music Power Standards Rubrics... 10-12 Standards and Benchmarks- Music 12 th, 8 th, 4 th, & 2 nd Grade... 13-25 Cooksey Classification.... 25
Choral Standards -6-8 th Grade Acknowledgments The Middle School Choral Grade Level Performance Standards Committee developed expectations that all students need to achieve in order to reach the Performance Standards for grade eight. Each Grade Level Performance standard is important in the process of reaching the grade eight performance standard. These standards were developed from the national standards and are in alignment with the state standards which were developed afterwards. The standards embody important elements that have been implemented by excellent teachers over decades as choral instruction evolved across the nation. At this point in the history of art education, this widespread successful practice has been place in written form for the benefit of all students. A goal of choral teachers across the nation for the 21st century is to have students learn that which is essential and enduring, that to which students have a right, and which transcends specific pieces of music, as they meet or exceed the standards. The revisions in 2008 provide additional information to assist in the reporting of student progress towards the WI Academic Standards explored in general music 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 skills/techniques, knowledge, and application of the content area. 1998 Madison Metropolitan School District Music Standards Committee: James Huschka Black Hawk Sharon Hyma Sherman Dan Krunnfusz Hamilton Pat Lee-Meissen Spring Harbor Jack Pingel Wright Kathy Punwar Sennett Mariel Wozniak -- Coordinator of Fine Arts (2002) July 2008 Updates: Julie Palkowski-- Coordinator of Fine Arts August 2013 Updates: Laurie Fellenz-- Coordinator of Fine Arts 1
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 2
Music Standards and Choral Benchmarks- 6-8 th Grade Level Content Standard One...Sings alone and with others, a varied repertoire of music. The student will be able to: State Performance Standard Grade 8 Grade 6 Grade 7 Grade 8 Sings accurately with good breath control, diction, posture, and tone quality. Sings accurately within an appropriate range (a-e2) with good breath control, diction, posture, and tone quality. Sings accurately within an appropriate range (treble voices - a-f2, changing voices [reference Cooksey classifications]) with good breath control, diction, posture, and tone quality. Sings accurately within an appropriate range (treble voices - a-f2, changing voices, [reference Cooksey classifications]) with good breath control, diction, posture, and tone quality. 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. Sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory. Sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory. 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. Sings music representing diverse genres and cultures, with expression appropriate for the work being performed Sings a varied repertoire of songs with expression and interpretation appropriate to the genre including works in a foreign language (at least one) Sings a varied repertoire of songs with expression and interpretation appropriate to the genre including works in a foreign language (at least two) Sings a varied repertoire of songs with expression and interpretation appropriate to the genre including works in a foreign language (at least two) Sings music written in two and three parts. Sings music written in 2 parts Sings music written in 3 parts Sings music written in 3 parts and part divisi. Sings in groups, blending vocal timbres, matching dynamic levels, and responds to the cues of a conductor. Sings in groups, blending vocal timbres, while responding to the interpretive cues of a conductor (phrasing, dynamics, articulation, tempo). Sings in groups, blending vocal timbres, while responding to the interpretive cues of a conductor (phrasing, dynamics, articulation, tempo). Sings in groups, blending vocal timbres, while responding to the interpretive cues of a conductor (phrasing, dynamics, articulation, tempo). 3
Content Standard Two...Plays alone and with others, a varied repertoire of music on instruments. The student will be able to: State Performance Standard Grade 8 Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. Grade 6 Plays music representing diverse genres and cultures, with expression appropriate to the music (unpitched percussion instruments). Grade 7 Plays music representing diverse genres and cultures, with expression appropriate to the music (unpitched percussion and melodic instruments). Grade 8 Plays music representing diverse genres and cultures, with expression appropriate to the music (unpitched percussion and melodic instruments). Plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. Plays simple melodies on melodic instruments. Plays simple accompaniments on a percussion instrument. Plays simple melodies on melodic instruments. Plays simple accompaniments on a percussion instrument. Plays simple melodies on melodic instruments. Plays simple accompaniments on a percussion instrument and harmonic instrument. Plays on a classroom instrument accurately and independently, alone and in small and large ensembles. Plays on a classroom instrument accurately and independently in a large ensemble. Plays on a classroom instrument accurately and independently in a large ensemble. Plays on a classroom instrument accurately and independently in a small or large ensemble. Content Standard Three...Improvises music. The student will be able to: State Performance Standard Grade 8 Improvises simple harmonic accompaniments. Improvise melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. Grade 6 Improvises simple rhythmic accompaniments. Improvises simple rhythmic variations and simple melodic embellishments on given pentatonic melodies. Grade 7 Improvises simple rhythmic and some harmonic accompaniments (i.e. I, IV, V roots with rhythm embellishments). Improvises simple rhythmic variations and simple melodic embellishments on given pentatonic and major melodies. Grade 8 Improvises simple harmonic accompaniments. Improvises simple rhythmic variations and simple melodic embellishments on given pentatonic, major and/or minor melodies. Improvises short melodies, each in a consistent style, meter, and tonality. Improvises short rhythm patterns, each in a consistent style and meter. Improvises short rhythm patterns and melodies, each in a consistent style, meter, and tonality. Improvises short melodies, each in a consistent style, meter, and tonality. 4
Content Standard Four...Composes and arranges music The student will be able to: State Performance Standard Grade 8 Composes short pieces withinspecific guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. Arranges simple pieces for voices or instruments other than those for which the pieces were written. Composes and arranges musicfor a variety of traditional and nontraditional sound sources and electronic media. Grade 6 Arranges and creates a short song (4-8 measures) demonstrating knowledge of the following elements of music: form (AB or ABA), melody and rhythm. Arranges simple pieces for voices or instruments other than those for which the pieces were written: 1 part with simple modifications i.e. text, phrasing). Composes and arranges music using sounds available in the classroom (non-traditional). Grade 7 Arranges and creates a short song (4-8 measures) demonstrating knowledge of the following elements of music: form (AB, ABA, rondo), dynamics, melody and rhythm. Arranges simple pieces for voices or instruments other than those for which the pieces were written: 1 part with more modifications i.e. tonality, rhythm). Composes and arranges music combining traditional and nontraditional sounds and styles. Grade 8 Arranges and creates a short song (4-8 measures) demonstrating knowledge of the following elements of music: form (AB, ABA, rondo, AABA), dynamics/expression, melody, harmony (2-pt.) and rhythm. Arranges simple pieces for voices or instruments other than those for which the pieces were written: 2 parts with any modifications previously used. Composes and arranges music combining traditional, nontraditional, and ethnic sounds and styles. Content Standard Five...Reads and notates music. The student will be able to: State Performance Standard Grade 8 Reads whole, half, quarter,eighth, sixteenth, and dotted notes and rests in 2 3 4 6 3 4 4 4 8 8 and alla breve meter signatures. Reads at sight simple melodiesin both the treble and bass clefs, in major and minor modes. Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Grade 6 Uses the number counting system to read eighth rest and eighth note. Reads step-wise melodies in the major mode key using whole, half, quarter, eighth notes and pairs, and the corresponding rests in the treble clef. Identifies symbols and traditional terms with the addition of: Cresc., decresc., rit., repeat signs s ability to read standard 2-part choral octavo. Grade 7 Uses the number counting system to read eighth note, triplet, and alle breve. Reads step-wise melodies in the major and minor mode using whole, half, quarter, eighth notes and pairs, and the corresponding rests in the voice appropriate clef. Identifies symbols and traditional terms with the addition of: D.C. al fine s ability to read standard 3-part choral octavo. Grade 8 Uses the number counting system to read and the quarter note and triplet. Reads adding skips in do chord. Identifies symbols and traditional terms with the addition of: D.C. and/or D.S al coda s ability to read standard 3-part choral octavo and part divisi. 5
Uses standard notation to record their musical ideas and the musical ideas of others. Sight reads accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. Notates simple rhythmic and melodic (stepwise) patterns 2 measures. Sight reads accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. Notates simple rhythmic and melodic (stepwise) patterns 2 measures. Sight reads accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. Notates simple rhythmic and melodic (steps & skips of a third) patterns 4 measures. Sight reads accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. Content Standard Six...Analyzes and describes music. The student will be able to: State Performance Standard Grade 8 Identifies simple music forms when presented aurally and visually. Grade 6 Identifies AB, ABA, Rondo both aurally and visually. Grade 7 Identifies Theme and Variations, AABA aurally and visually. Grade 8 Identifies a variety of musical forms aurally and visually Describes specific music events in a given aural example, using appropriate terminology. Analyzes the uses of elements of music in aural examples representing diverse genres and cultures. Describes the rhythm and melody in a given aural example, using appropriate terminology. Analyzes the uses of rhythm and melody in aural examples representing diverse genres and cultures. Describes the form and expression in a given aural example, using appropriate terminology. Analyzes the uses of form and expression in aural examples representing diverse genres and cultures. Describes the timbre, texture and harmony in a given aural example, using appropriate terminology. Analyzes the uses timbre, texture and harmony in aural 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. s knowledge of the basic principles of meter, rhythm in their analysis of music. s knowledge of the basic principles of tonality and intervals in their analysis of music. s knowledge of the basic principles of chords and harmonic progressions in their analysis of music. 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. Describes selected prominent music characteristics or specific music events while listening to music. Identifies the sound of male and female adult voices from a variety of cultures. Recognizes selected prominent music characteristics in choral music such as timbre, texture and harmony. Identifies the sound of male and female adult voices and their broad categorizations (SATB) from a variety of cultures. Identifies selected prominent music characteristics in choral music. Identifies the sound of male and female adult voices and their more distinct categorizations (i.e. contralto, coloratura) from a variety of cultures. Describes selected prominent music characteristics in choral music. 6
Content Standard Seven...Evaluates music and music performances. The student will be able to: State Performance Standard Grade 8 Develops criteria for evaluating the quality and effectiveness of music performances and compositions and applies the criteria in their personal listening and performing. Explains, using the appropriate music terminology, their personal preferences for specific musical works and styles. Evaluates the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applyingspecific criteria appropriate for the style of the music and offers constructive suggestions for improvement. Grade 6 Evaluates a musical performance or composition, based on given criteria for musicality and technicality using appropriate vocabulary. Listens to a choral work and explains his/her personal preference, using given music terminology (i.e. blend, tempo, voicing, phrasing, texture, balance, and musicianship). Evaluates one performance of his/her class and one performance by others, using appropriate terminology and offers a minimum of two suggestions to improve each performance. Grade 7 Evaluates a musical performance or composition, based on at least three student-generated criteria for musicality and technicality using appropriate vocabulary. Compares and contrasts two different styles of the same composition and explains his/her personal preference using appropriate music terminology. Evaluates one performance of his/her class and one performance by others, using appropriate terminology and offers minimum of three suggestions to improve each performance. Grade 8 Evaluates a musical performance or composition, based on student generated criteria for musicality and technicality using appropriate vocabulary. Compares and contrasts a group of works and explains his/her personal preference using appropriate music terminology. Evaluates one performance of his/her class and one performance by others, using appropriate terminology and offers a minimum of four suggestions to improve each performance. 7
Content Standard Eight...Relates relationships between music, the other arts, and disciplines outside the arts. The student will be able to: State Performance Standard Grade 8 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 intheatre) 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 taught in the school are interrelated with those in music. Grade 6 Compares the characteristics of works in two or more art forms (music, visual art, dance, theatre), that share similar subject matter, historical periods, or cultural context with a focus on subject matter. identifies the connections of music with basic concepts taught in other disciplines focusing on language arts, e.g., Describes how the principle of rhythm is related to the subject matter of poetry in language arts. Grade 7 Compares the characteristics of works in two or more art forms (music, visual art, dance, theatre), that share similar subject matter, historical periods, or cultural context with a focus on historical periods. identifies the connections of music with basic concepts taught in other disciplines focusing on social studies, e.g., Describes how the principle of harmony (dissonance/resonance) is related to the subject matter of conflict and resolution in social studies. Grade 8 Compares the characteristics of works in two or more art forms (music, visual art, dance, theatre), that share similar subject matter, historical periods, or cultural context with a focus on cultural context. identifies the connections of music with basic concepts taught in other disciplines focusing on science and mathematics, e.g., Describes how the principle of form (repetition) is related to the subject matter of tessellation in math. Content Standard Nine Associates music to history and world cultures. The student will be able to: State Performance Standard Grade 8 Identifies by genre or style aural examples of music from various historical periods and world cultures. Describes distinguishing characteristics of representative music genres and styles from a variety of world cultures. Identifies by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works. Grade 6 Recognizes the characteristics of musical works in various eras and cultures. Recognizes the historical and cultural context of a variety of musical works. Identifies by genre and style a varied body of exemplary music works. Grade 7 Identifies and compares the characteristics of musical works in various eras and cultures. Identifies and compares the historical and cultural context of a variety of musical works. Identifies by historical period, a varied body of exemplary music works. Grade 8 Describes the characteristics of musical works in various eras and cultures. Describes a variety of musical works and their historical and cultural context. Identifies by composer and title a varied body of exemplary music works. 8
Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. Compares in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. s audience behavior appropriate for the context and style of music performed. Recognizes a variety of music in their daily experiences and events for which they are used. Recognizes music from a variety of cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. s audience behavior appropriate for the context and style of music performed. Identifies and contrasts a variety of music in their daily experiences and events for which they are used. Identifies and contrasts a variety of cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. s audience behavior appropriate for the context and style of music performed. Describes the various uses of music in their daily experiences and characterize what makes music suitable for each use. Describes the music from several cultures of the world, functions it serves, roles of musicians, and conditions under which music is typically performed. s audience behavior appropriate for the context and style of music performed. Middle School Report Card Power Standards and Rubrics 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. 9
Middle School Music Power Standards Rubrics Music Standard Singing Alone and with others, a varied repertoire of music Skills and Techniques Perform in the content area using essential elements that show proficiency with accurate pitch and rhythm alone and with a group. 4 3 2 1 with accurate pitch and rhythm with minor inconsistencies. with some adjustments needed in pitch and rhythm. Perform with little or no attention to accurate pitch and rhythm. 6-8 th Grade Activities Examples: -Sing a melody. -Sing harmony. -Sing parts. -Sing technical exercises. -Sight read 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 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 performance elements with minor inconsistencies in tone, technique, posture, instrument hold, and stylistic expression. s full improvisation with minor inconsistencies. Composes correct and cohesive compositions with minor inconsistencies. performance elements with some adjustments required in tone, technique, posture, instrument hold, and/or stylistic expression. s partial improvisation with some 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 reading and arranging skills with minor inconsistencies. s reading and arranging skills with some adjustments. s little of improvisation. 4 3 1 2 Composes with limited or no musical elements. 4 3 1 2 Performs with historic and cultural idioms with minor inconsistencies. Performs with historic and cultural idioms with some adjustments. s little of reading or arranging skills. 4 3 2 1 Performs with little of historic and cultural idioms. -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. 10
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 written form, indepth singing concepts. written form, indepth playing concepts. written form, indepth improvisation concepts. written form, indepth composition concepts. written form, indepth reading concepts. written form, indepth historic and cultural idioms. 4 3 1 2 s written form, full singing concepts. written form, full playing concepts. written form, full improvisation concepts. written form, full composition concepts. s written form, partial singing concepts. written form, partial playing concepts. written form, partial improvisation concepts. written form, partial composition concepts. s little of singing concepts. 4 3 2 1 s little of playing concepts 4 3 2 1 written form, full reading concepts. written form, partial reading concepts. s little of improvisation concepts 4 3 2 1 s little of composition concepts 4 3 2 1 written form, full historic and cultural idioms. written form, partial historic and cultural idioms. s little of reading concepts 4 3 2 1 s little 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. 11
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 gives specific, relevant examples in performance of singing concepts gives specific, relevant examples in performance of playing concepts gives specific, relevant examples in performance of improvisation concepts gives specific, relevant examples in performance of playing concepts gives specific, relevant examples in performance of playing concepts 4 3 1 2 gives specific examples in performance of singing concepts most of the time. gives specific examples in performance of playing concepts most of the time. gives specific examples in performance of improvisation concepts most of the time. gives specific examples in performance of singing concepts some of the time. gives specific examples in performance of playing concepts some of the time. gives specific examples in performance of improvisation concepts some of the time. s little of singing concepts. 4 3 1 2 s little of playing concepts. 4 3 1 2 gives specific examples in performance of playing concepts most of the time. gives specific examples in performance of playing concepts some of the time. s little of improvisation concepts. 4 3 1 2 s little of playing concepts. 4 3 1 2 gives specific examples in performance of playing concepts most of the time. gives specific examples in performance of playing concepts some of the time. s little of playing concepts. 6-8 th Grade Activities Examples: -Identifies accurate pitch and rhythm in solo and parts singing examples. - identifies verbal/written means the quality of tone in vocal performances. -Identifies focused tone, accurate pitch, dynamics, and tempo changes verbal/written means. -Recognizes 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. 12
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 out 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 out 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 out 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. 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) 13
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. 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 well-developed 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) 14
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. 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) 15
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. 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. 16
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. 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. 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. 17
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. 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. 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) 18
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. 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. 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. 19
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. 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. 20
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 purposeful movement to selected prominent music characteristics or to specific music events while listening to music. 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. 21
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. 3. Evaluates the quality of theior own and others' performances and offers constructive suggestions for improvement. 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. 22