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GRADE STRAND 3-5

The Core Music Standards do not ignore the development of skills, knowledge, and dispositions that music teachers have stressed for generations. Rather, they involve the use of these building blocks as we move toward each student’s music literacy. Some draft lists of knowledge, skills, and dispositions have been provided by the NAfME Councils here to help teachers and curriculum planners make these essential connections. More such lists are under preparation to serve as guides for other music classes.

This document is intended to be provided as a guide of the knowledge and skills students should possess by the end of eighth grade. As the educational needs of students change, this document will be enhanced as educators continue to strive for excellence in music education for ALL learners.

Updated: 1/29/2017Please note: The first two pages of this document provide descriptions of the dispositions along with the format and

descriptions of the knowledge and skills sections.

DISPOSITIONSThe list below are the ideal dispositions for all students to possess throughout their musical career in education.

CollaborationWorking with others interdependently to perform a task and to achieve shared goals.

FlexibilityDemonstrating the ability to see multiple perspectives and monitor and adjust work based on differing conditions.

Goal SettingEstablishing specific and timely goals for completion of work.

InquisitivenessHaving curiosity and drive to learn more about known and unknown strategies, techniques, concepts, ideas and phenomena.

Openness and respect for the ideas and work of othersListening with understanding and empathy to others expressing differing ideas and/or cultural backgrounds.

Responsible Risk TakingWilling to chance making mistakes while tackling challenging problems that do not have easy, obvious or conventional solutions – seeing these challenges as opportunities for learning rather than potentials for failure.

Self-ReflectionApplying self-knowledge and objective evaluation to personal work through questioning and introspection.

Self-discipline and PerseveranceDemonstrating independence and self-motivation, managing impulsivity, and being comfortable with delayed gratification as they strive for excellence.

Knowledge and Skills Grades 3-5 page 1

Knowledge SkillsStructure

This category of knowledge refers to the organization of music, using knowledge of music theory and notation to identify how the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation) are used within a piece, including the difficulty or challenges of music being performed or created.

Performing

This area of skills refers to the performance qualities that are expected at a specific grade or level (often found on audition and adjudication forms). These include areas such as technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work using effective practice strategies and work habits. In addition it includes the presentation or performance of work demonstrating appropriate etiquette and deportment (See context). These skills are expressed through singing, playing instruments, and movement.

Context

This category of knowledge refers the historical, cultural and social context of the music as well as the impact of purpose and venue on our choices (selections) and presentation of music, including programing, etiquette and deportment.

Creating

This area of skills refers to the creating skills that are expected at a specific grade or level, in areas such as imagination, craftsmanship, and the ability to refine work by making effective choices for specific contexts and to express personal intent. These are expressed through improvising, arranging, and composing.

Evaluation Criteria

This category of knowledge refers to our understanding of the criteria that are used to evaluate music and performances and how this knowledge impacts our ability to diagnose and solve problems and make musical decisions based on an awareness their own and others strengths, limitations and/or preferences.

Listening, Reading, Notating

This area of skills refers to the aural and notational skills needed to hear, read, and notate, melodic, rhythmic, harmonic and expressive elements of music at specific grades of levels. These are expressed through listening (audiating), reading, and notating music.

Evaluating

This area of skills refers to the application of evaluative criteria to the processes of creating, performing and responding to music. It is expressed through self-assessments and critiques of music and performances.

CREATINGKnowledge and Skills Grades 3-5 page 2

ImagineGenerate and conceptualize artistic ideas and work.

Standard: MU:Cr1.1.5aImprovise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential QuestionHow do musicians generate creative ideas?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure● Pitches● Patterns● Sounds & Silences● Variation● Rhythms (e.g. dotted rhythms, sixteenth, syncopation)● Tempo● Phrasing● Timbre● Dynamics● Motif● Form (e.g. AB, ABA, ABAA, Rondo, Theme & Variations)

Context● Social● Cultural● Historical● Political● Social Influence● Concert Etiquette

Evaluation Criteria

Students will demonstrate their knowledge and skills through various modalities and individualized strengths.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing● Students perform their own compositions that reflect the

knowledge outlined under the Enduring Understandings in the left column.

● Performances reflect the social, cultural and historical purpose and context studied in music class. Additionally, performances reflect students’ musical aptitude, performance skills, and accommodations necessary for students’ individualized instruction and assessment.

Creating● Based on chosen purpose and context, students improvise

musical ideas, motives, rhythms, sounds and silences.

For example: Using a story as thematic material, students use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of the story – character motifs, changes in expressive qualities as needed for action, etc.

Aural & Notational Skills● Student improvises using patterns, repetition, ornamentation,

sounds and silences, and portions of numerous songs.

For example: Explore the iconic and symbolic traditions used by modern composers, as a model for notating their orchestrated stories

Evaluating● Peer assessment● Student self-assessment● Teacher assessment (formative and summative)

Vocabulary (Please note: Vocabulary includes terms within the term. E.g. Tempo defined + adagio, allegretto, etc.)● Tempo● Rhythm● Phrase● Beat● Rest● Slur● Improvisation

Standard: MU:Cr1.1.5bGenerate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.Enduring Understanding Essential Question


The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

How do musicians generate creative ideas?


Structure● Melodies● Chords● Rhythms● Motives● Tonalities● Asymmetric meter (5/8, 7/8)● Changing meter

Context● Social● Historical● Political Influence

Evaluation Criteria● Students will compose music using a variety of rhythms,

melodies, and tonalities, and various meters.


Performing● Perform pre-written musical ideas.● Students perform harmonic accompaniments using Orff

instruments and/or boomwhackers.● Students perform choreographed dances in asymmetric meters.

Creating● Create music combining various rhythms, melodies, and

including various tonalities and meters.

Aural & Notational Skills● Notate simple rhythms and melodies, within a specified meter

and tonality.

Evaluating● Students will perform pre-written music using a variety of

rhythms, melodies, and tonalities, and various meters.

Vocabulary● Meter● Chord● Melody● Tonality● Asymmetric Meter


Plan and MakeOrganize and develop artistic ideas and work

Standard: MU:Cr2.1.5aDemonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?


Structure● Form

Musical context● Improvisation

Context● Historical● Social● Political

Evaluation Criteria● Students will compose music using a variety of musical forms

through improvisation alone or with others.


Performing● Perform improvisations on instrument● Collaborate in small groups to create rhythm complements

based on repeated improvised patterns layered around a steady beat – using found sounds or rhythm instruments

Creating● Students work in small groups to share and refine musical ideas.

Aural & Notational Skills● Students notate compositions

Evaluating● Student writes short self-reflections about his/her composition

and the creative process.● Student provides feedback and positive constructive criticisms to

assist peers in developing ideas.

Vocabulary● Improvisation● Arrangement● Composition● Feedback● Criticism● Brainstorm● Free improvisation● Collaboration

Standard: MU:Cr2.1.5bUse standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two chord harmonic musical ideas.Enduring Understanding Essential Question


Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

How do musicians make creative decisions?


Structure● Recording technology● Standard notation● Musical ideas● Symbolic notation● Icons

Context● Recording industry

Evaluation Criteria● Use of standard notation● Use technological tools, such as Print Music or Finale, to

compose music comprised of basic notation and symbols.


Performing● Student performs on musical instruments to create recordings.● Student performs peer compositions from notation.

Creating● Composing musical ideas

Aural & Notational Skills● Ability to write music using standard notation

Evaluating● Accurate use of notation and evidence of harmonic musical

ideas● Student discusses composer intent and impact of composed

material on the listener.

Vocabulary● Standard notation● Chord changes● Rhythm● Composition● Harmonic Ideas● Composer Intent● Constructive Feedback● Refining Ideas


Evaluate and RefineRefine and complete artistic work

Standard: MU:Cr3.1.5aEvaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes.Enduring UnderstandingMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their creative work?


Structure● Use of Rubric● Collaboration● Evaluation

Context● Social Influence

Evaluation Criteria● Students explain and demonstrate their refined music for the

teacher and the rest of the class.


Performing● Student performs peer compositions

Creating● Student refines and edit compositions based on peer and

teacher feedback

Aural & Notational Skills● Student changes notation based on peer and teacher feedback

to accurately depict desired changes

Evaluating● Evidence of self and peer assessment● Evidence of revisions● Student contributes to a rubric or checklist for self-assessing

his/her creative work● Student listens to peer recordings or performances of

composition and provide feedback

Vocabulary● Rubric● Collaboration● Refine● Revision● feedback

PresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Standard: MU:Cr3.2.5bPresent the final version of personal created music to others that demonstrates craftsmanship, and explain connection to


expressive intent.Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen is creative work ready to share?


Structure● Presentation● Expression● Concert● Etiquette

Context● Students are able to consider the purpose of a composition prior

to development of the music and explain the process and/or purpose of their composition.

Evaluation Criteria● Evidence of originality● Student explains the purpose and context behind the chosen

instruments, lyrics, melody, rhythm, etc. used in their personally created music.


Performing● Perform work on musical instrument● Perform compositions on stage in a formal concert for students,

family, and community

Creating● N/A

Aural & Notational Skills● N/A

Evaluating● Student writes reflections following the performance, evaluating

their own and peer compositions.

Vocabulary● Presentation● Performance● Concert● Expressive Intent


PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.5aDemonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.Enduring UnderstandingPerformers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential QuestionHow do performers select repertoire?


Structure● Technical skills● Music selection● Personal music preference

Context● Influence of personal interests● Knowledge● Cultural● Historical● Social context

Evaluation Criteria● N/A


Performing

N/A

Creating

N/A

Aural & Notational Skills

N/A

Evaluating● Students write program notes to accompany performances.● Students write performance reviews of performances.

Vocabulary● Technical skill● Musical preference● Musical context● Program notes

AnalyzeAnalyze the structure and context of varied musical works and their implications for performance.


Standard: MU:Pr4.2.5aDemonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential QuestionHow does understanding the structure and context of musical works inform performance?


Structure● Form● Harmony● Pitch● Rhythm● Phrasing

Context● Historical● Social

Evaluation Criteria● N/A


Performing● Perform pieces with accurate musical phrasing

Creating● Student adheres to a checklist of musical elements when

creating a musical work with a specified form and intent.

Aural & Notational Skills● Notating using standard notation, beginning and intermediate

rhythms, a variety of musical forms, with basic chord harmonies.

Evaluation Criteria● Students self-assess their musical performances for the

inclusion of musical forms, varied rhythms, pitches and harmonies used for their own musical compositions.

● Students assess each others’ work in smaller groups for the inclusion of required elements in musical performance.

Vocabulary● Structure● Form● Harmony● Pitch● Rhythm● Phrasing

Standard: MU:Pr4.2.5bWhen analyzing selected music, read and perform using standard notationEnduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.




Standard notation● Whole, half, quarter, dotted-quarter, eighth, sixteenth notes and

rests● Repeats, double-bars

Context

● Historical● Social

Evaluation Criteria


Performing● Perform music through sight-reading and practiced performance

Creating● N/A



● Recording oneself in performance and completing a self-assessment in skills

● Peer assessment using group-created rubric

Vocabulary● Standard notation● Music analysis● Sight-reading

Standard: MU:Pr4.2.5cExplain how context (such as social, cultural, and historical) informs performances.Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.




Context● Social● Cultural● Historical

Evaluation Criteria● Create program notes for intended audience to explain context● Rubric used as teacher, peer and self-assessment tool


Performing● Student performs music from a variety of cultural and historical

contexts and discuss meanings and purposes of music within those contexts.

● Student engages in play along activities, adding typical rhythmic ostinato to world music examples.

Creating● Student ties together musical ideas to create an advertisement

jingle, tying it to the context of influencing consumers and attracting attention to an identified product.

● Student composes “in the style of” compositions to tie in with unit activities.

Aural & Notational Skills● Student listens and identifies purposes and meanings of

listening examples

Vocabulary● Social context● Cultural context● Historical context


InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.5aDemonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.

Essential QuestionHow do performers interpret musical works?


Structure● Tempo● Dynamics● Musical expression● Performer and composer intent● Articulation

Context● Historical● Cultural● Social

Evaluation Criteria● Checklist for inclusion of dynamic and articulation markings

within performance● Rubric to assess student expression and sight-reading of

articulation and dynamic markings


Performing● Perform on instrument musical expression within a piece● Perform at sight dynamic and articulation markings added to

known pieces.

Creating● Student experiments with dynamics and articulation and

discusses how it changes the impact of a piece.● Student experiments with instrumentation to explore the impact

on a known piece.

Aural & Notational Skills● Student adds dynamic and articulation markings to indicate

his/her intent as a composer.

Vocabulary● Structure● Tempo● Dynamics● Musical expression● Performer and composer intent● Articulation● Timbre● Instrumentation


Rehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.

Standard: MU:Pr5.1.5aApply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their performance?


Structure

N/A

Context● Historical● Social

Evaluation Criteria● Students self-assessment of two different recordings (pre-and

post teacher feedback) to assess refinement of music


Performing● Student records a solo performance for self-reflection.

Creating● Students identifies areas for improvement based on listening to

recordings and creates a work plan to improve performance.


Evaluation● Student evaluates performances using teacher-developed

rubrics.

Vocabulary● Rubric● Feedback● Criteria● Ensemble● Performance● Self-reflection● Self-reflective practice● Self-regulation

MU:Pr5.1.5bRehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their performance?


Structure● Pitch● Rhythm● Timbre● Articulation (instrumental and/or vocal)● Phrases● Breath● Dynamics● Form● Body language (as appropriate) & posture

Context● Within the classroom● Within the rehearsal space prior to performance● After performance to apply to future performances with same

piece(s) and/or apply to other pieces


Performing● Performing rehearsed music, demonstrating technical accuracy● Performing rehearsed music with expressive qualities

Creating● Student identifies strategies to solve problems in performance.

Aural & Notational Skills● Student listens to self-performance and/or group performance

with score and document inaccurate pitches, rhythms, phrasing, etc. of the performance in text.

Evaluating:● Student discusses recordings to identify mistakes and improve

performance.


Evaluation Criteria● Student discusses recordings (audio and/or audio-visual) and

accurately identifies mistakes using academic vocabulary.● Student applies critical evaluation of self-performance or group

performance to improve performance accordingly.

Vocabulary● Technical accuracy● Rehearsal● Expressive qualities● Articulation● Dynamics● Tempo● Self-regulation● Practice strategies● Pitch● Timbre● Phrase(s)● Form● Body language● Posture● Rhythm● Syncopation


PresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Standard: MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?


Structure● Pitches● Patterns● Sounds & Silences● Variation● Rhythms (e.g. dotted rhythms, sixteenth, syncopation)● Tempo● Phrasing● Timbre● Dynamics● Motif● Form (e.g. AB, ABA, ABAA, Rondo, Theme & Variations)

Context● Cultural purpose● Historical purpose● Social purpose

Evaluation Criteria● Students compare and contrast previous recorded performances

in progress with finished product● Students evaluate their own performance for musical

interpretation, expression and technical accuracy


Performing● Performing expressively on instrument (instrument includes

voice), alone or with others

Creating● N/A


● N/A

Vocabulary● Musical interpretation● Expression● Technical accuracy

Standard: MU:Pr6.1.5bDemonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?


Structure● Style● Genre● Étiquette● Attire● Posture● Audience

Context● Student understands venue, context, and/or purpose of the

performance and matching performance decorum and audience


Performing● Perform on instrument in appropriate, style

Creating● N/A



etiquette accordingly.

Evaluation Criteria

● Students use teacher-generated or class-generated rubric to assess a video recording of their performance

Vocabulary● Concert etiquette● Venue● Genre● Style

RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.5aDemonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.Enduring UnderstandingIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential QuestionHow do individuals choose music to experience?


Structure● Tempo● Dynamics● Musical expression● Performer and composer intent● Articulation

Context● Social● Cultural● Political

Evaluation Criteria● Students are able to debate, journal, or explain in an

audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contexts


Performing● N/A

Creating● N/A


Vocabulary● Social context● Cultural context● Historical context● Political context

AnalyzeAnalyze how the structure and context of varied musical works inform the response.

Standard: MU:Re7.2.5aDemonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).


Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential QuestionHow does understanding the structure and context of music inform a response?


Structure● Form● Articulation● Tempo● Dynamics

Context● Social● Cultural● Historical● Political

Evaluation Criteria

● Students are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contexts


Performing● N/A

Creating● N/A


Evaluating● Student discusses and/or writes about the impact of the music

and its meaning or purpose in its authentic context.

Vocabulary● Structure● Form● Articulation● Tempo● Dynamics

InterpretSupport interpretations of musical works that reflect creators’/performers’ expressive intent.

Standard: MU:Re8.1.5aDemonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent.Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential QuestionHow do we discern the musical creators’ and performers’ expressive intent?


Structure● Dynamics● Tempo● Timbre● Articulation

Context● Historical● Social● Political

Evaluation Criteria● Students are able to debate, journal, or explain in an

audio recording or interview how music connects to and is


Performing● Perform, on instrument, expressive qualities with expressive

intent

Creating

● N/A


● Articulation


influences by specific interests, experiences, purposes or contexts

Vocabulary● Dynamics● Tempo● Tibre● Articulation● Expressive intent

EvaluateSupport Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria.

Standard: MU:Re9.1.5aEvaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.Enduring UnderstandingThe personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?


Structure● Form● Tempo● Dynamics● Articulation● Phrasing

Context● Social● Cultural● Historical● Political

Evaluation Criteria● Ability to accurately evaluate works


Performing● N/A

Creating● N/A

Aural & notational skills● N/A

Evaluating● Write reviews of performances

Vocabulary● Rubric● Assessment● Evaluate


Documents

nafme.org€¦ · Web viewMelody. Tonality. Asymmetric Meter. ... melodic, and two chord harmonic . musical ideas. ... adding typical rhythmic ostinato to world music examples