gle-music

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MUSIC

GRADE-LEVEL EXPECTATIONS

Missouri Department of Elementary and Secondary EducationMay, 2007

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MUSIC GRADE LEVEL EXPECTATIONS

The Music Grade Level Expectations (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEsare not a curriculum. They are, however, the learner outcomes that should be assessed at the local level to appraise student achievement.The GLEs should not be taught in i solation. Rather, they should be bundled together where possible into well-planned, sequential, andtargeted lessons to accomplish district objectives to meet the Show-Me Standards.

Alignment to the Missouri Show- Me Content standards is found in the row titled “State Standards.” The row titled “National Standards”refers to the nine standards from MENC: The National Association for Music Education .

The following coding system should be used to reference the Music GLEs:

STRANDS:PP = Product/PerformanceEP = Elements and Principles of MusicAP = Artistic PerceptionsIC = Interdisciplinary ConnectionsHC = Historic and Cultural Contexts

BIG IDEAS:Use the numeral preceding the Big Idea

CONCEPTS:

Use the capital letter designation

EX: The GLE “identify standard pitch notation in the treble clef” can be found in the Elements of Music strand (EP), under the first Big Idea– Develop and apply the knowledge and skills to read and notate music (1), in the concept Melodic Notation (A), in grade 4. Therefore, thecode for that particular GLE is: EP1A4 . Generally avoid the use of periods or dashes in the coding.

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Product Performance

Missouri Department of Elementary and Secondary EducationMusic Grade Level Expectations

3 Rev. 2/15/2011

1. Develop and apply singing skills to perform and communicate through the arts

A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

I n d e p e n

d e n

t S i n g

i n g

Use singing,speaking,

whisperingand shoutingvoices

Reproduce/echo melodies

in limitedrange [ sol-mi,la-sol-mi ]

Use a singingvoice with ahead tone

Applyaccurate

*pitch relationshipswhile singingin a limitedrange [ la-sol- mi, sol-mi-re- do ]

Demonstrateappropriatesingingposture

Applyaccurate pitch

relationshipswhile singingin a limitedrange [ la- sol-mi, sol- mi-re-do ]

Match pitch inan extended

range[octave]

Use breathcontrol and

accurate*diction while singing

General MusicClasses:

Demonstratesinging skillsusing a singingvoice

[Reasoning:Some MS classesare part of anexploratory wheel

– may bekeyboards only,world music, etc.)

Vocal ClassesDemonstratesinging skillsusing a singingvoice and matchpitch in anappropriate range

Demonstrateappropriate

singing posture,breath support,and diction

General Music/InstrumentalClasses:

Demonstrate singing skillsand match pitch in anappropriate range

Vocal Performance Classes:ProficientDemonstrate properfundamental singingtechnique when performingmusic of moderate*technical demands,expanded range, and variedinterpretations

AdvancedDemonstrate propersinging technique in thefollowing:

*intonation tone quality breathing diction *rhythm

note accuracy posture memorization

NationalStandards

MU 1 MU 1 MU 1 MU 1 MU 1 MU 1 MU 1 MU 1

ContentStandards

FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1

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Product Performance


4 Rev. 2/15/2011

1. Develop and apply singing skills to perform and communicate through the artsB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

E x p r e s s

i v e

S i n g

i n g

Demonstratefast and slow*tempo

Demonstrateloud and soft*dynamics [p,f ] and fast andslow tempo

Demonstrate dynamics [ p, f,* crescendo,

*decrescendo/diminuendo ]and tempi

[fast, slow, * ritardando ]

Interpret expressive markings[accent ,

*fermata ]

Use dynamicsand *phrasing to communicateaninterpretation ofa given *style

General MusicClasses:Use dynamicsand phrasing tocommunicateaninterpretation ofa given style

VocalPerformanceClasses:

Apply vocaltechniques

required forexpressiveperformance ofvaried literature

GeneralMusic/Choir andInstrumentalClasses:Proficient

Apply vocaltechniquesrequired forexpressiveperformance ofvaried literature

Advanced VocalPerformance

Classes: Apply vocaltechniquesrequired forexpressiveperformance ofvaried literature

NationalStandards

MU 1 MU 1 MU 1 MU 1 MU 1 MU 1

ContentStandards

FA 1 FA 1 FA 1 FA 1 FA 1 FA 1

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Product Performance


5 Rev. 2/15/2011

1. Develop and apply singing skills to perform and communicate through the arts

C.Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

R e p e r t o

i r e

Perform a varied repertoire of songs, including *patriotic

*folk Seasonal

*spirituals

Perform avaried

repertoire ofsongs including patriotic folk seasonal spirituals multicultural

Perform avaried

repertoire ofsongs including patriotic folk seasonal

includingsome frommemory

General MusicClasses:

Apply stylisticelementsneeded toperform themusic of various*genres andcultures


Apply stylisticelementsneeded toperform themusic of variousgenres andcultures

VocalPerformance

Classes:Proficient

Apply stylisticelementsneeded toperform themusic ofvarious genresand cultures

Advanced Apply stylisticelementsneeded toperform themusic ofvarious genresand cultures

NationalStandards

MU 1 MU 1 MU 1 MU 1 MU 1

ContentStandards

FA 1 FA 1 FA 1 FA 1 FA 1

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Product Performance


6 Rev. 2/15/2011

1. Develop and apply singing skills to perform and communicate through the artsD. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

P a r t

S i n g

i n g

Perform*ostinati

Performostinati and *rounds

Performostinati ,rounds, canons andpartner songs

Perform simpleharmonic songs rounds canons partner

songs two-part

General MusicClasses:Perform simpleharmonic songs rounds canons partner

songs two-part

VocalPerformanceClasses:Perform

*harmony insongs of twoand three parts

Vocal PerformanceClasses:ProficientPerform one on apart in variousarrangements fortwo or more voiceparts *a cappella and with*accompaniment

AdvancedPerform one on apart in various four

or more voice partarrangements acappella and withaccompaniment

NationalStandards

MU 1 MU 1 MU 1 MU 1 MU 1 MU 1

ContentStandards

FA 1 FA 1 FA 1 FA 1 FA 1 FA 1

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Product Performance


7 Rev. 2/15/2011

1. Develop and apply singing skills to perform and communicate through the artsE. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

G r o u p

S i n g

i n g

Perform ingroupsfollowing cuesof the*conductor

Perform ingroups using asteady beatfollowing thecues of theconductor

Perform ingroups using asteady beat,matchingdynamics,following thecues of theconductor

Perform ingroupsmatchingtempo anddynamicchanges,following thecues of theconductor

Demonstratecharacteristic*timbre ,dynamics andrhythmicaccuracy intime duringgroupperformance,following thecues of theconductor

Demonstratecharacteristictimbre,dynamics andrhythmic accuracy intime whilesinging in an*ensemble

Respondexpressively toconductor ’s cues

General MusicClasses:Demonstratecharacteristictimbre, dynamicsand rhythmicaccuracy in timewhile singing inan ensemble

Respondexpressively toconductor ’s cues


Apply techniquesfor expressiveperformance ofvocal literature ofLevel 1-2 in achoral ensemble(refer to glossaryfor *Level ofDifficulty )

VocalPerformanceClasses:Proficient

Apply techniquesfor expressiveperformance ofvocal literature oflevel 1-3 in achoral ensemble(refer to glossaryfor grade-leveldefinitions)

Advanced Apply techniquesfor expressiveperformance ofvocal literature ofLevel 4 or higherin a chamber orchoral ensemble(refer to glossaryfor Level ofDifficulty)

NationalStandards


ContentStandards


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Product Performance


8 Rev. 2/15/2011

2. Develop and apply instrumental music skills to perform and communicate through the arts A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

I n s t r u m e n

t a l

P e r f o r m a n c e

S k i l l s

Performusing twodynamiclevels —soft andloud

Echoessimplerhythms(long andshortsounds)

Performa steadybeat

Echosimplerhythmicpatterns

Perform the followingrhythmic patternsusing standard oriconic notation: Whole note/rest Quarter note/rest Half note/ rest Eighth note pairs

Read andperform atleast three(3) pitcheson a melodicinstrument

Read andperformrhythmicpatterns Whole

note/rest Quarter

note/rest Halfnote/rest

Eighthnote/restpairs

Dottedhalf note

Sixteenthnotes

Read andperform at leastfive (5) pitcheson a melodicinstrument

Read andperform rhythmsin simple*meter Whole

note/rest Quarter

note/rest

Halfnote/rest Eighth

note/rest Dotted half

note Sixteenth

notes Dotted

quarterfollowed byeighth

*Syncopation

General Music Classes:Read and perform at leastfive (5) pitches on a

melodic instrument

Read and perform rhythmsin simple meter Whole note/rest Quarter note/rest Half note/rest Eighth note/rest Dotted half note Sixteenth notes Dotted quarter

followed by eighth Syncopation

Read and perform a shortsong/ piece using effectiveexpression andcharacteristic timbre

Instrumental PerformanceClasses:Demonstrate instrumentaltechnique (e.g., fingerings,bowings, stickings, playingposition, tone quality,*articulation )

Demonstrate instrumentmaintenance and care

General Music/Vocal MusicClasses:Demonstrate basic instrumentalskills and knowledge on selectedinstruments (e.g., keyboardinstrument, bells, auxiliarypercussion , drum, guitar)

Instrumental Performance Classes:Proficient

Apply instrumental technique (e.g.,fingerings, bowings, stickings,playing position, tone quality,articulation) for grade 2-3

literature

Demonstrate instrumentmaintenance and care

Apply the ability to adjust the pitchto a given standard duringperformance (play in tune)

Advanced Apply instrumental technique (i.e.,fingerings, bowings, stickings,playing position, tone quality,articulation) for grade 4 or higherliterature

NationalStandards

MU 2 MU 2 MU 2 MU 2 MU 2 MU 2 MU 2

ContentStandards

FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1

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Product Performance


9 Rev. 2/15/2011

2. Develop and apply instrumental music skills to perform and communicate through the artsB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

E x p r e s s

i o n a n

d T e c h n

i c a

l S k i l l s

Demonstratefast and slowtempi

Demonstrateloud and softdynamics [ p, f ]and fast andslow tempi

Interpretexpressivemarkings[accent,fermata ]

Demonstratedynamics [ p, f ]and tempi[fast, slow]

Interpretexpressivemarkings [accent,fermata ]

Demonstratedynamics [ p, f, crescendo,descrescendo/dim-inuendo ] andtempi [fast, slow,ritardando ]

Read andperform a shortsong usingeffective*expressionandcharacteristictimbre

InstrumentalPerformanceClasses:Read andperform musicnotation at a

―beginning‖ to2 grade-level(refer toglossary forLevel ofDifficulty)

Read and

perform a shortsong/ piece using effectiveexpression andcharacteristictimbre

InstrumentalPerformanceClasses:ProficientRead andperform musicnotation at a 3grade-level(refer toglossary forLevel ofDifficulty)

Advanced

Read andperform musicnotation at a 4grade-level orhigher (refer toglossary forLevel ofDifficulty)

NationalStandards


ContentStandards


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Product Performance


10 Rev. 2/15/2011

2. Develop and apply instrumental music skills to perform and communicate through the artsC. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

R e p e r t o

i r e

Perform a varied repertoire of music including instrumental accompaniments

representing diverse cultures, genres, and styles

General MusicClasses:Perform a variedrepertoire ofmusic includinginstrumentalaccompanimentsrepresentingdiverse cultures,genres, andstyles

InstrumentalPerformance

Classes:Perform a variedrepertoire ofmusicrepresentingdiverse cultures,genres and styles

Apply stylisticelements neededto perform themusic of variouscultures, genresand styles

InstrumentalPerformanceClasses:Perform avariedrepertoire ofmusicrepresentingdiversecultures, genresand styles

Apply stylisticelements

needed toperform themusic ofvariouscultures, genresand styles

NationalStandards

MU 2 MU 2 MU 2

ContentStandards

FA 1 FA 1 FA 1

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Product Performance


11 Rev. 2/15/2011

2. Develop and apply instrumental music skills to perform and communicate through the artsD. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

I m i t a

t i o n

( p l a y

b y e a r )

Echo short rhythmic patterns on rhythminstruments and/or body percussion

Echo short rhythmic and melodic patternson *classroom instruments

General MusicClasses:Echo rhythmicand melodicpatterns ofincreasingcomplexity onclassroominstruments

InstrumentalPerformanceClasses:Play by ear

simple melodieson a melodicinstrument orsimpleaccompanimentson a harmonicinstrument

InstrumentalPerformanceClasses:ProficientPlay by earsimple melodies(4-6 pitches) ona melodicinstrument orsimpleaccompanimentson a harmonicinstrument

AdvancedPlay by earmelodies orphrases ofincreasingcomplexity, on amelodicinstrument orsimpleaccompanimentson a harmonicinstrument

NationalStandards

MU 2 MU 2 MU 2 MU 2

ContentStandards

FA 1 FA 1 FA 1 FA 1

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Product Performance


12 Rev. 2/15/2011

2. Develop and apply instrumental music skills to perform and communicate through the artsE. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

G r o u p

P l a y i n g

Perform ingroupsfollowing cuesof theconductor

Perform ingroups using asteady beatfollowing thecues of theconductor

Perform ingroups using asteady beat,matchingdynamics, andfollowing thecues of theconductor

Perform ingroupsmatchingtempo anddynamicchanges, andfollowing thecues of theconductor

Performindependentlyin a group,demonstratingcharacteristictimbre, tempo,and dynamics,following thecues of theconductor

Demonstratecharacteristictimbre, tempo,and dynamicsindependentlyfor groupperformance,respondingexpressively tothe cues of theconductor

General MusicClasses:Demonstratecharacteristictimbre, tempo,and dynamics onclassroom/percussion instrumentsfor groupperformance,respondingexpressively tothe cues of theconductor

InstrumentalPerformanceClasses:Demonstratecharacteristictimbre, tempo,and dynamicsindependently forgroupperformance,respondingexpressively tothe cues of theconductor

InstrumentalPerformanceClasses:ProficientPerform with otherinstrumentalists toachieve acharacteristicensemble soundincludingdynamics, timbre,balance, blend,and intonation

AdvancedPerform with otherinstrumentalists toachieve a refinedensemble soundincludingdynamics, timbre,balance, blend,and intonation inadvancedliterature toinclude *solos ,chamberensembles, andlarge groups

NationalStandards


ContentStandards


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Product Performance


13 Rev. 2/15/2011

3. Develop and apply improvisation skills in music to communicate through the arts A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

I m p r o v

i s a

t i o n

*Improvise shortrhythmicpatterns

Improviseshortrhythmicand melodicpatterns

Improvise simplerhythmic andmelodic ostinatiaccompaniments

Improvise simplerhythmic andmelodic ostinatiaccompaniments

Improvise shortrhythmic andmelodic patterns

Improvisesimple rhythmic,melodic and/orharmonicaccompaniments

Improvisesimple rhythmic*variations onfamiliar melodies

Improvise shortsongs andinstrumentalpieces, using avariety of soundsources

General MusicClasses:Improvise shortrhythmic andmelodic patterns

Improvise simplerhythmic, melodicand/or harmonicaccompaniments

Improvise simplerhythmic variationson familiar melodies

Improvise shortsongs andinstrumental pieces,using a variety ofsound sources

Vocal andInstrumentalPerformanceClasses:Improvise simplerhythmic variationsin a consistent styleand meter

GeneralMusic/Vocal andInstrumentalPerformanceClasses:Improvise simplerhythmic and/ormelodic variationsin a consistentstyle and meter

Vocal (ShowChoir) andInstrumental

(*Jazz )PerformanceClasses:Improviseharmonized partsImprovise originalmelodies overgiven *chordprogressions ,each in aconsistent style,meter, and*tonality

NationalStandards


ContentStandards


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Product Performance


14 Rev. 2/15/2011

4. Develop and apply skills to *compose, *arrange, and create music to communicate through the arts A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C o m p o s i

t i o n a n

d A r r a n g e m e n

t

Create a singletone or non-pitchedaccompaniment for songs andstories

Create arhythmiccompositionusing *icons

Create a*phrase byarrangingrhythms

Create a rhythmicand/ormelodiccompositionusing icons

Create rhythmicand/or melodicostinati and*soundscapes

Create andnotate arhythmicand/or melodicostinati accompaniment withinteacher’sspecifiedguidelines

General MusicClasses:Create andnotate arhythmicand/or melodicostinati accompanimentwithin teacher’sspecifiedguidelines

Vocal andInstrumental

PerformanceClasses:Create orarrange a short song / piece orphrases using avariety ofsound sourceswithin specifiedguidelines

General Music/Vocaland InstrumentalPerformance Classes:ProficientCreate or arrangesongs or instrumentalpieces using a varietyof sound sourceswithin specifiedguidelines

AdvancedCompose music(phrases) in a distinct

style, demonstratingcreativity in using the*elements ofmusic for expressiveeffect

Arrange simple piecesfor voices orinstruments otherthan those for whichthe pieces wereoriginally written(*transposition )

NationalStandards


ContentStandards


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Elements of Music


15 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to read and notate music A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

R h y t

h m

i c * N o

t a t i o n

Readicons forlong andshortsoundsandsilence induplemeter

Readsimplerhythmpatterns(usingiconic orstandardnotation)consistingof: quarter

note/rest

eighth-

notepairs

Readsimplerhythmpatterns(usingiconic orstandardnotation)consistingof: whole

note/rest

quarter

note/rest half

note/rest

eighth-notepairs

Readsimplerhythmpatterns(usingiconic orstandardnotation)consistingof:

wholenote/rest

quarter

note/rest halfnote/rest

eighth-notepairs

dottedhalfnote

Readstandardrhythmicnotation in2/4, ¾, 4/4metersignatureswith bar linesconsisting of:

wholenote/rest

quarternote/rest

half note/

rest eighth-note pairs

dotted halfnote

sixteenthnotes

Read standardrhythmic notationin 2/4, ¾, 4/4 and6/8 metersignatures withbar linesconsisting of:

whole note/rest quarter

note/rest half note/rest eighth-note

pairs dotted half note

sixteenth notes eighth note/rest dotted quarter

note/rest 3 eighth notes

beamedtogether in 6/8

syncopation

General Music Classes:Interpret standardrhythmic notation in 2/4,¾, 4/4, and 6/8 metersignatures using barlines consisting of:

whole note/rest quarter note/rest half note/rest eighth-note pairs dotted half note sixteenth notes dotted quarter

followed by eighth

dotted quarternote/rest 3 eighth notes

beamed together in6/8

syncopation

Vocal and InstrumentalPerformance Classes:Perform standardrhythmic notation in 2/4,¾, 4/4 and 6/8 metersignature with bar linesusing all rhythm andnote values above

General Music Classes:Interpret and explainduration and meter in 2/4,¾. 4/4 and 6/8 metersignature using bar linesusing

whole note/rest quarter note/rest half note/rest eighth-note pairs dotted half note sixteenth notes dotted quarter followed

by eighth

dotted quarter note/rest 3 eighth notes beamedtogether in 6/8

syncopation

Vocal and InstrumentalPerformance Classes:Interpret and explainstandard rhythmic notationin simple and compoundmeters using all rhythm andnote values above, and add

*syncopation *alla breve

NationalStandards


ContentStandards


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Elements of Music


16 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to read and *notate musicB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

M e

l o d i c

N o

t a t i o n

Identifyicons forhigh andlowsounds

Identify melodiesthat move up,down, or stay thesame

Transfer melodicicons to pitchnotation (e.g.,two line *staff )

Transfer shortmelodic *solfege (e.g., sol-mi, sol-la, sol-la-sol-mi)to pitch notationon the staff usingthe treble * clef

Identifystandardpitchnotation inthe trebleclef

Identify standardpitch notation in thetreble clef, includingone ledger lineabove and belowthe staff

Identify*accidentals

sharps flats natural signs

General MusicClasses:Identify standardpitch notation in thetreble clef, includingone ledger lineabove and belowthe staff

Identify accidentals sharps flats natural signs

Vocal andInstrumentalPerformanceClasses:Employ standardpitch notation in theclef appropriate tostudent’sinstrument or voicein an appropriaterange and *keys

General MusicClasses:Identify standardpitch notation in thetreble clef, includingone ledger lineabove and belowthe staff (*middleC), and identifynotes in the bassclef

Identify accidentals sharps

flats natural signs

Vocal andInstrumentalPerformanceClasses:Employ standardpitch notation in theclef appropriate tostudent’sinstrument or voicein an appropriaterange and keys

NationalStandards


ContentStandards


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Elements of Music


17 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to read and notate musicC. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

S y m

b o

l s o f

E x p r e s s

i o n

Recognizefast andslow tempi

Identify pfor piano and f for forte

Identifystandardsymbols

p for piano

f for forte cresc or < forcrescendo

decres or>fordecrescen do

dim for diminuend o

fast slow

ritardando *accent

Identify standardsymbols

p for piano f for forte

mp for mezzopiano mf for mezzo

forte cresc or < for

crescendo decres or> for

decrescendo dim for

diminuendo fast slow ritardando

accent fermata *ties *slurs

Identify standardsymbols fordynamics, tempo andarticulation


mp for mezzopiano

mf for mezzoforte

pp for pianissimo ff for fortissimo cresc or < for


decrescendo dim for

diminuendo *accelerando *ritardando *allegro *moderato *andante *largo *a tempo accent fermata ties slurs *staccato *legato

General Music Classes:Identify standardsymbols for dynamics,tempo and articulation


mp for mezzo piano mf for mezzo forte pp for pianissimo ff forfortissimo cresc or < for


decrescendo dim for diminuendo accelerando ritardando

allegro moderato andante largo a tempo accent fermata ties slurs staccato legato

Vocal and Instr.Performance Classes:

Apply standard listedfor General Musicclasses

General Music Classes:Identify standard symbols fordynamics, tempo andarticulation


mp for mezzo piano mf for mezzo forte pp for pianissimo ff forfortissimo cresc or < for crescendo decres or> for decrescendo dim for diminuendo accelerando ritardando allegro moderato

andante largo a tempo accent fermata ties slurs staccato legato

Vocal and InstrumentalPerformance Classes:

Apply standard listed forGeneral Music classes, addingmarcato and full complement of dynamicrange including sfz

NationalStandards


ContentStandards


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Elements of Music


19 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to read and notate musicE. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

S i g h t R e a

d i n g

Vocal andInstrumentalPerformance Classes:Independentlyinterpret simplerhythmic and melodicnotation at sight

Vocal andInstrumentalPerformance Classes:Sight read standardmusical notation atlevel 2 difficulty[Level 2 –Easy; mayinclude changes oftempo, *key , andmeter; modestranges]

Vocal andInstrumentalPerformance Classes:ProficientSight read standardmusical notation atlevel 3 difficulty[Level 3--Moderatelyeasy; containsmoderate technical demands, expandedranges, and variedinterpretiverequirements]

AdvancedSight read standardmusical notation atlevel 4 difficulty[Level 4 —moderatelydifficult; requireswell-developedtechnical skills,attention to phrasinginterpretation, andability to performvarious meters andrhythms in a varietyof keys]

NationalStandards

MU 5 MU 5 MU 5

ContentStandards

FA 2 FA 2 FA 2

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Artistic Perceptions


20 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performance A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

M u s i c a

l * F o r m s

Distinguishbetweensame anddifferent

Distinguishbetweenmusicopposites same/differ

ent high/low fast/slow long/short smooth/

separated soft/loud up/down

Recognizebasic formsandcompositiontechniques

question/answer

call/response

AB repeated

patterns[ostinati ]

verse/refrain

repeatsign

*introduction

Recognize basicforms andcompositiontechniques

question/answer

call/response AB repeated

patterns[ostinati ] verse/refrain repeat sign canon ABA

introduction/ *interlude

Identify andanalyze formsandcompositiontechniques

AB ABA canon ostinati verse/refrain repeat sign partnersongs

rondo first and

secondendings *coda *blues

Identify andanalyze formsandcompositiontechniques

AB ABA canon ostinati verse/refrain repeat sign partnersongs

rondo first and

secondendings blues coda theme andvariation

* DC/*Fine *DS alcoda/*Fine

General MusicClasses:Identify andanalyze forms andcompositiontechniques

AB/*binary ABA/*ternary rondo first and secondendings

repeat signs coda two-part songs theme and

variation DC/Fine DS al coda/Fine AABA/songform

fugue

Vocal andInstrumentalPerformanceClasses:Identify formsused in selectedensemblerepertoire

General MusicClasses:Identify and analyzeforms andcompositiontechniques

theme andvariation

DC/Fine DS al coda/Fine AB/binary ABA/ternary song form sonata rondo fugue opera

ballet *musical theatre symphonic Jazz *sonata

Vocal andInstrumentalPerformance Classes:Identify forms used inselected ensemblerepertoire

NationalStandards


ContentStandards


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21 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performanceB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

M u s i c a

l C h a r a c

t e r i s t

i c s ,

E v e n

t s ,

a n d

D e s c r i p

t o r s

Respond andmove to auralexamples ofmusic

sound andsilence

Differentiatebetweennature, man-made, andanimal sounds

Differentiate

betweenvarious vocalproductions:

singing whispering shouting speaking

Demonstrate throughmovement musicalopposites

high/low fast/slow long/short smooth/separated soft/loud same/different up/down beat/no beat

Differentiate betweenmale, female, and

children’s voices Differentiate betweenaccompanied andunaccompanied

Demonstrate throughmovement musicalopposites and basicforms

high/low fast/slow long/short smooth/separated soft/loud same/different up/down question/answer call/response AB repeated pattern[ostinati ]

verse/refrain

Differentiate betweenclassroompitched/non-pitchedpercussioninstruments

Demonstrateand/or respondthroughmovement toaural examplesof music music forms expressive

elements

Visually andaurally identifyinstrumentalfamilies

Distinguishbetweenmethods ofsoundproduction

Differentiatebetweenensemblegroupings (solovs. group)

Distinguishbetweenvocalensemblegroupingsandorchestralinstruments

Identifyinstrumentsasrepresentative of various

cultures

Identifycontrastingmusicalelements forvocal andinstrumentalmusicincludingmelody,harmony,rhythm,expression,form, andtimbre (e.g.,

voiceclassification-SATB,instrumentalensemblegroupings-JazzBand/ConcertBand, etc.)

General Music Classes and Vocal and InstrumentalPerformance Classes:Determine the musical means(source) and size of group ofan aural example

Describe the musicalexpression (mood) of anaural example

Determine the order andorganization of an auralexample

Determine the possible originof an aural example (e.g.,location and time)

Characterize the use of musicby its intended function(purpose) and its intendedaudience

NationalStandards


ContentStandards


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22 Rev. 2/15/2011

2. Develop and apply the knowledge and skills to evaluate music and musical performance A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C r i

t e r i a

f o r

M u s i c a

l

P e r f o r m a n c e s a n

d C o m p o s i t

i o n s Develop criteria to distinguish between quality

and non-quality performance through listeningand self-assessment with regard to the followingmusical elements: appropriate singing voice loud/soft steady beat posture/stage presence

Develop criteria todistinguish betweenquality and non-quality performancethrough listening andself-assessment withregard to the followingmusical elements: tone quality expression/phrasing rhythmic accuracy pitch accuracy part acquisition blend/balance posture/stagepresence

Develop criteria to distinguishbetween quality and non-quality performance throughlistening and self-assessmentwith regard to the followingmusical elements: tone quality expression/phrasing rhythmic accuracy pitch accuracy part acquisition blend/balance diction/articulation posture/stage

presence

General Music Classes and Vocaland Instrumental PerformanceClasses:Develop criteria to distinguishbetween quality and non-qualityperformance through listeningand self-assessment withregard to the following musicalelements: tone quality expression/phrasing rhythmic accuracy pitch accuracy part acquisition blend/balance diction/articulation

style posture/stage

presence

NationalStandards

MU 7 MU 7 MU 7 MU 7

ContentStandards

FA 3 FA 3 FA 3 FA 3

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23 Rev. 2/15/2011

2. Develop and apply the knowledge and skills to evaluate music and musical performanceB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C r i

t i q u e

M u s i c a

l P e r f o r m a n c e s a n d

C o m p o s i

t i o n s

Useprerequisitemusic terms to

describe theirpersonalresponse to amusicalexample(feelings)

Useprerequisiteappropriate

music terms todescribe theirpersonalresponses to amusicalexample(images/stories)


describe theirpersonalresponse to amusicalexample(tempo)


describe theirpersonalresponse to amusicalexample (tone,timbre)


describe theirpersonalresponse to amusicalexample(function/style)


describe theirpersonalresponse to amusicalexample(offerssuggestions forimprovement)

General MusicClasses:Demonstrate the

ability todistinguishbetween qualityand non-qualityperformancethrough listening

Vocal andInstrumentalPerformanceClasses:Demonstrate theability todistinguishbetween qualityand non-qualityperformancethroughlistening,performing, self-assessment, andoffersuggestions for

improvement

General MusicClasses:Demonstrate the

ability to distinguishbetween qualityand non-qualityperformancethrough listening

Vocal andInstrumentalPerformanceClasses:Demonstrate theability to distinguishbetween qualityand non-qualityperformancethrough listening,performing, andself-assessment

Use musicalterminology todescribe theirpersonal response

to musical exampleNationalStandards


ContentStandards


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Interdisciplinary Connections


24 Rev. 2/15/2011

1. Develop and apply knowledge and skills to understand the relationships between music, the other arts anddisciplines outside the arts

A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C o n

n e c t

i o n s

B e

t w e e n M

u s i c a n

d R e

l a t e d A r t s

a n

d H u m

a n

i t i e s

Usetermssuch asplain orfancy,same ordifferent,bright ordark, inmusicclass andart class

Name wordsand ideasthat are usedto describeworks ofmusic, art,dance, ortheatre, suchas happy andsad, lightand dark, orsame anddifferent

Identify waysideas areuseddifferently inmusic, art,dance, ortheatre (e.g.,how musicheard orsung in classmakes youfeel, and dothe sameafter viewing

a painting, orplay, orballet

Tell howconceptssuch asrepetitionandcontrastare usedin thefine arts

Compareandcontrastterms usedin the arts(e.g.,identifysimilaritieswhencomparingselectedpaintingandlistening toa musicalpiece

Compareandcontrastmeaningsof termsused inthe arts,such asunity,variety,repetitionandcontrast(e.g.,listen to arondo andstudypictures ofbuildingsdesignedby famousarchitects;tell whereyou see orhearexamplesofrepetition

Compare themeanings ofterms used inthe variousarts, such asimagination,unity,repetition, orcontrast

Compare intwo or morearts how thecharacteristicmaterials ofeach art(sound inmusic, visualstimuli in visualarts,movement indance, humaninterrelationships in theatre)can be used totransformsimilar events,scenes,

emotions, orideas intoworks of art

General Music/Vocaland InstrumentalPerformance Classes:Compare in two ormore arts how thecharacteristicmaterials of each art(sound in music,visual stimuli in visualarts, movement indance, humaninterrelationships intheatre) can be usedto transform similarevents, scenes,emotions, or ideasinto works of art

Comparecharacteristics of twoor more arts within aparticular historicalperiod or style andcite examples fromvarious cultures

Discuss ways thateach of the arts can

enhanceunderstanding andcommunicationglobally

General Music Classes:Explain how elements, artistic processes(such as imagination or skills), andorganizational principles (such as unity andvariety or repetition and contrast) are used insimilar and distinctive ways in the variousarts and cite examples

Compare characteristics of two or more artswithin a particular historical period or styleand cite examples from various cultures

Explain how the roles of creators, performers,and others involved in the arts resemble anddiffer from one another in the various artsdisciplines

Vocal and Instrumental Performance Classes:Compare the uses of characteristic elements,artistic processes, and organizationalprinciples among the arts in differenthistorical periods and different cultures

Explain how the roles of creators, performers,and others involved in the production andpresentation of the arts are similar to anddifferent from one another in the various arts

Compare characteristics of two or more artswithin a particular historical period or styleand cite examples from various cultures

NationalStandards


ContentStandards


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Interdisciplinary Connections


25 Rev. 2/15/2011

1. Develop and apply knowledge and skills to understand the relationships between music, the other arts, anddisciplines outside the arts

B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C o

n n e c t

i o n s

B e

t w e e n

M u s i c a n

d N o n - A r t s

D i s c i p

l i n e s

Identifyways inwhich theprinciplesandsubjectmatter ofotherdisciplinesareinterrelated withthose of

music

Listcommonthemesfound inall subjectareas(e.g.,repetition)

Identify waysin which theprinciples andsubjectmatter ofotherdisciplinesareinterrelatedwith those ofmusic

Show how

the arts arestudied inwayscommon toothersubjects(e.g., relaterhythmicgroups inmusic to setsinmathematics)

Identify waysin which theprinciples andsubjectmatter ofotherdisciplinesareinterrelatedwith those ofmusic

Relate ideas

learned ordiscussed inmusic toothersituations inlife (e.g.,learn a songaboutimagination,and talkabout howimaginationcan help youin manyways)

Identify waysin which theprinciples andsubject matterof otherdisciplines areinterrelatedwith those ofmusic

Compare thescience ofsound as it

relates tostringed(violin, piano)andpercussioninstruments(e.g.,production ofsound,vibrations)

Describe ways inwhich the principlesand subject matterof other disciplinesare interrelatedwith those of music

Compare andcontrast commonterms used inmusic and othersubject areas (e.g.,tell how sound is

created and relatethis to stringinstruments andpercussioninstruments)

Compare andcontrast patterns inmusic (e.g.,sequence, ABAform, scalepatterns) withpatterns inmathematics

General Music/Vocaland InstrumentalPerformance Classes:Describe ways inwhich the principlesand subject matter ofother disciplines areinterrelated withthose of music

Explain theimportance of groupparticipation,

perseverance, andcommitment inmusical and non-musical settings.

Describe thesimilarities betweenother subject areasand the arts, (e.g.,talk about therelationships betweeninterpreting musicnotation andinterpreting writtenlanguage)

General Music Classes:Explain ways in whichthe principles andsubject matter of variousdisciplines outside thearts are interrelated withthose of music

Compare and contrastthe processes ofanalysis, inquiry, andcreativity used in thearts to their use in othersubject areas such asmathematics, literature,and the physical orsocial sciences

Vocal and InstrumentalPerformance Classes:List several skills learnedin ensembles and relatethem to those skillsneeded in areas such asthe work force, church

or community group,and other school groups

NationalStandards


ContentStandards

FA 4 FA 4 FA 4 FA 4 FA 4, 1.6 FA 4, 1.10 FA 4, 1.10

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Historical and Cultural Contexts


26 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to understand works of art in time and place A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

G e n r e s a n

d S t y l e s

Identifycharacteristicsof teacher-

selected genresor styles lullabies marches nursery

rhymes/chants


selected genresor styles

Westernand non-

Westernmusic

circlegames

*call andresponse

Recognizemusic of nowand *long ago


selected genresor styles patriotic Native American African American *SingingGames



Play party Folkdances/folkmusic

Identify ―TheStar-SpangledBanner‖ as theNational

Anthem



*Worksongs

Cowboysongs

Squaredances

*Spirituals *Blues

Identify musicrepresentingdiverseculturesincludingMissouri(including themusic of*ScottJoplin ) and

Americanheritage


selected genresor styles *Secular *Sacred Multiculturalmusic

American/*patrioticsongs

Opera Ballet Blues *Ragtime

General MusicClasses:Identify music

from variousstyles andhistorical periodsby comparing andcontrastingselected elementsof music

Jazz *Orchestral Classical/

contemporary American/world Musical Theater

Vocal andInstrumentalPerformanceClasses:Identify genre orstyle fromvarious historicalperiods throughlistening to

selectedensemblerepertoire

General MusicClasses:Identify music

from variousstyles andhistoricalperiods bycomparing andcontrastingselectedelements ofmusic

Vocal andInstrumentalPerformanceClasses:

Identify genreor style fromvarioushistoricalperiods throughlistening toselectedensemblerepertoire

NationalStandards


ContentStandards


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27 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to understand works of art in time and placeB. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

S t y l i s t

i c P r a c t

i c e s

Describehowelements of

music areused inteacher-selectedexamples lullabies marches nursery

rhymes/chants


music areused inteacher-selectedexamples

Westernand non-Westernmusic

circlegames

call andresponse


music areused inteacher-selectedexamples

patriotic Native American African American SingingGames

Describe howelements ofmusic are

used inteacher-selectedexamples


Nationalanthem

Describe howelements ofmusic are used

in teacher-selectedexamples

Work songs Cowboy

songs Square

dances Spirituals Ragtime Blues

Describe howelements ofmusic are usedin teacher-selectedexamples ofdiverseculturesincludingMissouri and

American

heritage

Describe howelements of musicare used in teacher-

selected examples Secular/sacred Multicultural music American/patriotic

songs Opera Ballet

General MusicClasses:Conclude

possible originand/orhistorical periodof an auralexample byapplying artisticperceptions toselectedmusicalexamples

Vocal andInstrumentalPerformanceClasses:Concludepossible originand/orhistorical periodof an auralexample byapplying artisticperceptions to

selectedmusicalexamples

General Music Classes:Conclude possibleorigin and/or

historical period of anaural example byapplying artisticperceptions toselected musicalexamples

Vocal andInstrumentalPerformance Classes:

Proficient and Advanced

Conclude possibleorigin and/orhistorical period of anaural example byapplying artisticperceptions toselected musicalexamples

Describe the historical

significance ofselected musicalliterature

NationalStandards


ContentStandards


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28 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to understand works of art in time and placeC. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

M u

s i c ’ s

R o

l e a n

d F u n c

t i o n

i n V a r i o u s

C u

l t u r e s

Describe thefunction ofmusic in

varioussettings andcultural events lullabies marches nursery

rhymes/chants

Identify anddemonstrateappropriatelisteningbehaviorduring aclassroom oroutsideperformance


varioussettings andcultural events Western

and non-Westernmusic

circle games call and

response

Discuss anddemonstrateappropriatelisteningbehavior forvarious typesofperformances


varioussettings andcultural events

patriotic Native American

African American

SingingGames



varioussettings andcultural events


Nationalanthem


Describe thefunction ofmusic

representingdiverse cultures,includingMissouri and

Americanheritage, invarious settingsand culturalevents

Work songs Cowboy

songs Square

dances Spirituals Ragtime Blues

Discuss anddemonstrateappropriatelisteningbehavior for

various typesofperformances

Describe the functionof music in varioussettings and cultural

events Secular/sacred Multicultural music American/patriotic

songs Opera Ballet

Documentunderstanding ofmusical experiencesthrough writingsamples orillustrations


varioussettings andculturalevents

Attend anddescribe livemusicalexperiences

General MusicClasses:Describe the

effects ofsociety, cultureand technologyon music

Vocal andInstrumentalPerformanceClasses:

Proficient and AdvancedCategorize thefunction ofmusic beingperformed inrelation to itsfunction insociety orhistory

NationalStandards


ContentStandards


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29 Rev. 2/15/2011

1. Develop and apply the knowledge and skills to understand works of art in time and placeD. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12

C a r e e r s

i n M u s i c

Identifyresponsibilitiesof a music

leader andgroupparticipants ina classroomsetting

Identifyresponsibilitiesof a music

leader andgroupparticipants ina classroomsetting orperformanceensemblesetting

Identifyresponsibilitiesof an

accompanistand soloist

Identifyresponsibilitiesof a

*composer and conductor

Identifyavailablemusic-related

careers in agive setting inthecommunity

Identifyavailablemusicinvolvementopportunitiesin the schoolsetting suchas band,orchestra,choir, musicaltheatre, etc.

Identifyavailablemusic-related

careers in agiven setting

Compare andcontrast avariety of

music andmusic-relatedvocations andavocations

General Music Classes:Discuss musical figuresand their role as

composers/performers/innovators

Vocal and InstrumentalPerformance Classes:Compare and contrastmusic and music-related vocations andavocations

Cite well-knowncomposers and/orperformers of variousstyles and periodsspecific to ensemblerepertoire

Cite well-knownperformers specific tostudent’s instrumentand/or voice

NationalStandards


ContentStandards


Documents

gle-music