Reproductions supplied by EDRS are the best that can be made4.3.1 Create music to interpret stories, rhymes, and poetry. 4.5.1 Create music to interpret readings or dramatizations

DOCUMENT RESUME

ED 441 717 SO 031 341

TITLE Nevada Academic Standards in the Arts: Music.INSTITUTION Nevada State Dept. of Education, Carson City.PUB DATE 1999-09-00NOTE 54p.; For other Nevada Academic Standards in the Arts, see

SO 031 342-343. For most current version, see Nevada StateDepartment of Education Web site.

AVAILABLE FROM Nevada Department of Education, 700 East Fifth Street,Carson City, NV 89701-5096. Tel: 775-687-9217; Fax:775-687-9202. For full text:http://www.nsn.k12.nv.us/nvdoe/.

PUB TYPE Legal/Legislative/Regulatory Materials (090)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Academic Standards; Benchmarkirig; Elementary Secondary

Education; *Music; *Music Appreciation; *Music Education;Public Schools; *State Standards; Student EducationalObjectives

IDENTIFIERS *Nevada; Student Performance Models

ABSTRACTNevada's nine academic standards in music education call for

specific educational outcomes in grades 3 and 5, as well as in middle schooland secondary school. Nevada's standards relate to singing, playinginstruments, listening to music, writing and reading music, and cultural andhistorical connections in music. The standards present performance leveldescriptors in grades 3, 5, 8, and 12. (BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

NevadaAcademicStandards

in theArts

Music

September 1999

http://www.nsn.k12.nv.usinvdoe/

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

Nevada Department of Education700 East Fifth Street

Carson City, NV 89701-5096702-687-9217 office 702-687-9202 fax

BEST COPY AVAILABLE

2

re'

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

CI Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

A

MU

SIC

: Sin

ging

Con

tent

Sta

ndar

d 1.

0:B

y th

e en

d of

Gra

de 3

stu

dent

skn

ow a

nd a

re a

ble

to:

Stud

ents

sin

g a

vari

ed r

eper

toir

e of

mus

ic a

lone

and

with

oB

y th

e en

d of

Gra

de 5

stu

dent

sSt

uden

ts w

ho e

lect

to ta

ke a

mus

ickn

ow a

nd a

re a

ble

to d

o ev

eryt

hing

clas

s at

the

mid

dle

scho

ol le

vel

requ

ired

in e

arlie

r gr

ades

and

:kn

ow a

nd a

re a

ble

to d

o ev

eryt

hing

requ

ired

in e

arlie

r gr

ades

and

:

ther

s. Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hese

cond

ary

leve

l kno

w a

nd a

re a

ble

to d

o ev

eryt

hing

req

uire

d in

ear

lier

trad

es a

nd:

1. 3

.1 S

ing

with

acc

urat

e pi

tch.

1.5.

1 Si

ng in

depe

nden

tly a

ndex

pres

sive

ly.

1.8.

1 Si

ng w

ith te

chni

cal a

ccur

acy

and

good

bre

ath

cont

rol t

hrou

ghou

tth

eir

sing

ing

rang

es.

1.12

.1 P

erfo

rm w

ith te

chni

cal

accu

racy

and

goo

d br

eath

con

trol

thro

ugho

ut th

eir

sing

ing

rang

es.

Indi

vidu

alSi

ngin

gT

echn

ique

1.5.

2 Si

ng in

an

ense

mbl

e w

hile

follo

win

g a

cond

ucto

r.1.

8.2

Sing

a r

eper

toir

e of

voc

allit

erat

ure

in s

mal

l and

larg

een

sem

bles

with

exp

ress

ion,

tech

nica

lac

cura

cy, a

nd b

reat

h co

ntro

l.

1.12

.2 P

erfo

rm u

sing

cor

rect

into

natio

n, d

ictio

n, to

ne q

ualit

y, a

ndap

prop

riat

e ex

pres

sive

qua

litie

s in

smal

l and

larg

e en

sem

bles

with

and

with

out a

con

duct

or.

Cho

ral

Sing

ing

Tec

hniq

ue

1.3.

3 Si

ng s

impl

e os

tinat

i and

two-

part

rou

nds

such

as

Row

, Row

, Row

You

r B

oat.

1.5.

3 Si

ng d

esca

nts,

par

tner

son

gs,

and

thre

e-pa

rt r

ound

s.1.

8.3

Sing

cho

ral l

itera

ture

wri

tten

intw

o an

d th

ree

part

s w

ith a

nd w

ithou

tac

com

pani

men

t.

1.12

.3 P

erfo

rm c

hora

l lite

ratu

rew

ritte

n in

thre

e/fo

ur p

arts

with

and

with

out a

ccom

pani

men

ts.

Inde

pend

ent

Part

Sin

ging

1.3.

4 Si

ng p

atri

otic

son

gs, f

olk

song

s, a

nd m

ulti-

cultu

ral s

elec

tions

.1.

5.4

Sing

mor

e co

mpl

ex p

atri

otic

song

s, f

olk

song

s, a

nd m

ulti-

cultu

ral

sele

ctio

ns.

1.8.

4 Si

ng m

usic

rep

rese

ntin

gdi

vers

e ge

nres

and

sty

les

(e.g

.B

aroq

ue, c

lass

ical

).

1.12

.5 P

erfo

rm m

usic

rep

rese

ntin

gdi

vers

e ge

nres

and

sty

les.

Var

iety

of

Rep

erto

ire

Ost

inat

i - A

sho

rt m

usic

al p

atte

rn r

epea

ted

pers

iste

ntly

thro

ugho

ut a

com

posi

tion.

BE

ST

CO

PY

AV

AIL

AB

LE

3D

RA

FT 9

/30/

99Pa

ge 1

4

MU

SIC

: Pla

ying

Ins

trum

ents

Con

tent

Sta

ndar

d 2.

0: S

tude

nts

perf

orm

a v

arie

d re

pert

oire

of

mus

ic o

n in

stru

men

ts a

lone

and

with

oth

ers.

By

the

end

of G

rade

3 s

tude

nts

know

By

the

end

of G

rade

5 s

tude

nts

Stu

dent

s w

ho e

lect

to ta

ke a

mus

icSt

uden

tsw

ho e

lect

to ta

ke a

nan

d ar

e ab

le to

:kn

ow a

nd a

re a

ble

to d

o ev

eryt

hing

clas

s at

the

mid

dle

scho

ol le

vel

adva

nced

mus

ic c

lass

at t

here

quire

d in

ear

lier

grad

es a

nd:

know

and

are

abl

e to

do

ever

ythi

ngre

quire

d in

ear

lier

grad

es a

nd:

seco

ndar

y le

vel k

now

and

are

able

to d

o ev

eryt

hing

req

uire

d in

plev

ious

gra

des

and:

2.3.

1 Pl

ay c

lass

room

inst

rum

ents

usin

g pr

oper

tech

niqu

e.2.

5.1

Play

rhy

thm

ic, m

elod

ic, a

ndch

orda

l pat

tern

s.2.

8.1

Play

with

exp

ress

ion

and

tech

nica

l acc

urac

y on

at l

east

one

stri

ng, w

ind,

per

cuss

ion,

or

clas

sroo

m in

stru

men

t.*

2.12

.1 P

erfo

rm w

ith e

xpre

ssio

n,an

d te

chni

cal a

ccur

acy

on a

t lea

ston

e st

ring

, win

d, p

ercu

ssio

n, o

rcl

assr

oom

inst

rum

ent.*

Indi

vidu

alP

layi

ngT

echn

ique

s

2.8.

2 Pl

ay in

larg

e en

sem

bles

dem

onst

ratin

g ap

prop

riat

e en

sem

ble

tech

niqu

e w

hile

fol

low

ing

aco

nduc

tor.

2.12

.2 P

lay

in s

mal

l and

larg

een

sem

bles

dem

onst

ratin

gad

vanc

ed e

nsem

ble

tech

niqu

e.

Ens

embl

eP

layi

ngT

echn

ique

2.8.

3 Pe

rfor

m m

ultip

le-p

art

ense

mbl

e lit

erat

ure.

2.12

.3 P

erfo

rm c

ontr

apun

tal

ense

mbl

e lit

erat

ure

Inde

pend

ent

Par

t Pla

ying

2.3.

4 A

ccom

pany

sim

ple

folk

,tr

aditi

onal

, and

mul

ticul

tura

l mus

ic.

2.5.

4 Pl

ay o

r ac

com

pany

fol

k,tr

aditi

onal

, and

mul

ticul

tura

l mus

ic.

2.8.

4 Pl

ay a

var

ied

repe

rtoi

re o

fin

stru

men

tal l

itera

ture

rep

rese

ntin

gdi

vers

e ge

nres

and

sty

les.

2.12

.4 P

erfo

rm a

larg

e an

dva

ried

rep

erto

ire

of in

stru

men

tal

liter

atur

e re

pres

entin

g di

vers

ege

nres

and

sty

les.

Var

iety

of

Rep

erto

ire

* C

lass

room

Ins

trum

ents

: Ins

trum

ents

typi

cally

use

d in

the

gene

ral m

usic

cla

ssro

om, i

nclu

ding

, for

exa

mpl

e, r

ecor

der-

type

inst

rum

ents

, cho

rded

zith

ers,

mal

let i

nstr

umen

ts,

sim

ple

perc

ussi

on in

stru

men

ts, *

fret

ted

inst

rum

ents

, and

ele

ctro

nic

inst

rum

ents

.

BE

ST

CO

PY

AV

AIL

AB

LE

5D

RA

FT 9

/30/

99Pa

ge 2

Con

tent

Sta

ndar

d 3.

0: S

tude

nts

impr

ovis

e m

elod

ies,

var

iatio

ns, a

nd a

ccom

pani

men

ts.

By

the

end

of G

rade

3 s

tude

nts

know

and

are

able

to:

By

the

end

of G

rade

5 s

tude

nts

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

pre

viou

s gr

ades

and

:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

he m

iddl

esc

hool

leve

l kno

w a

nd a

re a

ble

to d

oev

eryt

hing

req

uire

d in

pre

viou

sgr

ades

and

:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hese

cond

ary

leve

l kno

w a

nd a

reab

le to

do

ever

ythi

ng r

equi

red

innr

evio

us e

rade

s an

d:3.

3.1

Impr

ovis

e sh

ort m

elod

ic a

ndrh

ythm

ic p

atte

rns.

3.5.

1 Im

prov

ise

mel

odic

and

rhyt

hmic

pat

tern

s w

ithin

the

cont

ext

of a

mus

ical

phr

ase.

3.8.

1Im

prov

ise

sim

ple

mel

odie

s.3.

12.1

Impr

ovis

e co

mpl

exm

elod

ies

in a

giv

en k

ey.

Impr

ovis

ing

Rhy

thm

s an

dM

elod

ies

3.8.

2Im

prov

ise

sim

ple

harm

onie

sin

a g

iven

key

.3.

12.2

Im

prov

ise

styl

istic

ally

appr

opri

ate

harm

onie

s (e

.g. 1

2-ba

r bl

ues)

Impr

ovis

ing

Har

mon

ies

3.5.

3Im

prov

ise

intr

oduc

tions

and

coda

s, B

sec

tions

, and

cha

ngin

g pa

rts

of th

e ro

ndo.

3.8.

3Im

prov

ise

mel

odic

and

rhyt

hmic

em

belli

shm

ents

on

give

npe

ntat

onic

mel

odie

s.

3.12

.3 I

mpr

ovis

e m

elod

ic a

ndrh

ythm

ic v

aria

tions

on

give

npe

ntat

onic

mel

odie

s an

d m

elod

ies

in m

ajor

key

s.

Impr

ovis

ing

Var

iatio

ns

BE

ST

CO

PY

AV

AIL

AB

LE

7D

RA

FT 9

/30/

99Pa

ge 3

B

MU

SIC

: Wri

ting

Con

tent

Sta

ndar

d 4.

0: S

tude

nts

com

pose

and

arra

nge

mus

ic w

ithin

spe

cifi

ed u

ideh

nes.

By

the

end

of G

rade

3 s

tude

nts

know

and

are

able

to:

By

the

end

of G

rade

5 s

tude

nts

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

he m

iddl

esc

hool

leve

l kno

w a

nd a

re a

ble

to d

oev

eryt

hing

req

uire

d in

ear

lier

grad

esan

d:

- -

--

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hehi

gh s

choo

l lev

el k

now

and

are

able

to d

o ev

eryt

hing

req

uire

d in

earl

ier

grad

es a

nd:

Cre

atin

g4.

3.1

Cre

ate

mus

ic to

inte

rpre

tst

orie

s, r

hym

es, a

nd p

oetr

y.4.

5.1

Cre

ate

mus

ic to

inte

rpre

tre

adin

gs o

r dr

amat

izat

ions

.

4.3.

2 C

reat

e sh

ort s

ongs

and

inst

rum

enta

l pie

ces.

4.5.

2 C

reat

e an

d pe

rfor

m s

ongs

and

inst

rum

enta

l pie

ces.

4.8.

2 C

ompo

se s

hort

pie

ces

usin

gth

e el

emen

ts o

f m

usic

.4.

12.2

Com

pose

mus

ic in

seve

ral d

istin

ct s

tyle

s us

ing

the

elem

ents

of

mus

ic.

Com

posi

ng

4.3.

3 O

rgan

ize

piec

es u

sing

a v

arie

tyof

sou

nd s

ourc

es.

4.5.

3O

rgan

ize

and

perf

orm

pie

ces

usin

g a

vari

ety

of s

ound

sou

rces

.4.

8.3

Arr

ange

sim

ple

piec

es f

orvo

ices

/inst

rum

ents

oth

er th

an th

ose

for

whi

ch th

e pi

eces

wer

e or

igin

ally

com

pose

d.

4.12

.3 A

rran

ge a

two-

part

pie

cefo

r vo

ices

/inst

rum

ents

oth

er th

anth

ose

for

whi

ch th

e pi

eces

wer

eor

igin

ally

com

pose

d.

Arr

angi

ng

*Ele

men

ts o

f M

usic

incl

ude

pitc

h, r

hyth

m, h

arm

ony,

dyn

amic

s, ti

mbr

e, te

xtur

e, a

nd f

orm

BE

ST

CO

PY

AV

AIL

AB

LE

9D

RA

FT 9

/30/

99Pa

ge 4

10

MU

SIC

: Rea

ding

Con

tent

Sta

ndar

d 5.

0: S

tude

nts

read

and

not

ate

mus

ic.

By

the

end

of G

rade

3 s

tude

nts

know

By

the

end

of G

rade

5 s

tude

nts

and

are

able

to:

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

Stud

ents

who

ele

ct to

take

a m

usic

clas

s at

the

mid

dle

scho

ol le

vel

know

and

arc

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hese

cond

ary

leve

l kno

w a

nd a

rcab

le to

do

ever

ythi

ng r

equi

red

inea

rlie

r Fa

des

and:

5.3.

1R

ead

quar

ter

note

s, q

uart

erre

sts

and

eigh

th n

otes

.5.

5.1

Rea

d w

hole

, hal

f, d

otte

d ha

lf,

quar

ter

and

eigh

th n

otes

and

res

ts.

5.8.

1R

ead

who

le, h

alf,

qua

rter

,ei

ghth

, six

teen

th, a

nd d

otte

d no

tes

and

rest

s in

2/4

, 3/4

, 4/4

, 6/8

, 3/8

,an

d al

la b

reve

met

er s

igna

ture

s.

5.12

.1R

ead

com

plex

rhy

thm

s in

all m

eter

s w

ithin

the

cont

ext o

fth

e re

pert

oire

.

Rhy

thm

icR

eadi

ng

5.3.

2 R

ead

mel

odic

pat

tern

s us

ing

solf

ege,

num

bers

and

/or

lette

rs.

5.5.

2 R

ead

mel

odic

pat

tern

s in

the

treb

le c

lef

usin

g so

lfeg

e, n

umbe

rsan

d/or

lette

rs.

5.8.

2 R

ead

sim

ple

mel

odie

s in

the

stud

ent's

app

ropr

iate

cle

f.5.

12.2

Rea

d co

mpl

ex m

elod

ies

with

in th

e co

ntex

t of

the

repe

rtoi

re.

Mel

odic

Rea

ding

5.3.

3U

se s

impl

e m

usic

sym

bols

(e.g

. fer

mat

a, r

epea

t sig

ns, a

nddo

uble

bar

line

s).

5.5.

3 U

se c

ompl

ex m

usic

sym

bols

(e.g

. dyn

amic

s, te

mpo

).5.

8.3

App

ly m

usic

sym

bols

to th

ere

pert

oire

.5.

12.3

App

ly s

tand

ard

and

nons

tand

ard

mus

ic s

ymbo

lsw

ithin

the

cont

ext o

f th

ere

pert

oire

.

Mus

ical

Sym

bols

5.5.

4Si

ght r

ead

rhyt

hmic

and

mel

odic

pat

tern

s.5.

8.4

Sigh

t rea

d in

uni

son

with

tech

nica

l acc

urac

y an

d ex

pres

sion

.5.

12.4

Sig

ht r

ead

in p

arts

with

tech

nica

l acc

urac

y an

dex

pres

sion

.

Sigh

t Rea

ding

5.3.

5N

otat

e si

mpl

e rh

ythm

ic a

ndm

elod

ic p

atte

rns

(e.g

. ico

ns,

man

ipul

ativ

es).

5.5.

5N

otat

e si

mpl

e rh

ythm

and

mel

ody

usin

g st

anda

rd s

ymbo

ls.

5.8.

5N

otat

e si

mpl

e m

usic

alph

rase

s us

ing

stan

dard

sym

bols

.5.

12.5

Not

ate

mus

ical

phr

ases

usin

g st

anda

rd a

nd n

onst

anda

rdsy

mbo

ls (

e.g.

use

d by

som

e 20

thce

ntur

y co

mpo

sers

).

Not

atin

g

* A

lla B

reve

is th

e m

eter

sig

natu

re in

dica

ting

the

equi

vale

nt o

f 2/

2 tim

e

BE

ST

CO

PY

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AIL

AB

LE

11

DR

AFT

9/3

0/99

Page

5

12

Con

tent

Titl

e: M

USI

C: L

iste

ning

Con

tent

Sta

ndar

d 6.

0: S

tude

nts

liste

n to

, ana

lyze

, and

By

the

end

of G

rade

3 s

tude

nts

know

and

are

able

to:

By

the

end

of G

rade

5 s

tude

nts

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

desc

ribe

mus

ic.

Stud

ents

who

ele

ct to

take

a m

usic

clas

s at

the

mid

dle

scho

ol le

vel

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hese

cond

ary

leve

l kno

w a

nd a

reab

le to

do

ever

ythi

ng r

equi

red

inea

rlie

r er

ades

and

:6.

3.1

Iden

tify

sim

ple

elem

ents

of

mus

ic.

6.5.

1C

ompa

re a

nd c

ontr

ast s

impl

eel

emen

ts o

f m

usic

whe

n pr

esen

ted

aura

lly.

6.8.

1A

pply

kno

wle

dge

of th

eel

emen

ts o

f m

usic

in a

ural

exa

mpl

es.

6.12

.1D

emon

stra

te e

xten

sive

know

ledg

e of

the

tech

nica

lvo

cabu

lary

of

the

elem

ents

of

mus

ic in

ana

lyzi

ng a

ural

exam

ples

.

Ana

lysi

s of

Ele

men

ts o

fM

usic

and

Perf

orm

ance

6.8.

2D

escr

ibe

the

uses

of

the

elem

ents

of

mus

ic in

aur

al e

xam

ples

repr

esen

ting

dive

rse

genr

es a

ndcu

lture

s.

6.12

.2 A

naly

ze e

xam

ples

of

ava

ried

rep

erto

ire

of m

usic

repr

esen

ting

dive

rse

genr

es a

ndcu

lture

s by

des

crib

ing

the

uses

of

the

elem

ents

of

mus

ic a

ndex

pres

sive

dev

ices

.

Ana

lysi

sW

ithin

Cul

tura

l and

His

tori

cal

Con

text

BE

ST

CO

PY

AV

AIL

AB

LE

13D

RA

FT 9

/30/

99Pa

ge 6

14

MU

SIC

: Eva

luat

ion

Con

tent

Sta

ndar

d 7.

0: S

tude

nts

eval

uate

mus

ic a

nd m

usic

per

form

ance

s.B

y th

e et

id o

f G

rade

3 s

tude

nts

know

and

are

able

to:

,

By

the

end

of G

rade

5 s

tude

nts

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

pre

viou

s gr

ades

and

Stud

ents

who

ele

ct to

take

a m

usic

clas

s at

the

mid

dle

scho

ol le

vel

know

and

are

abl

e to

do

ever

ythi

ngre

quir

ed in

pre

viou

s gr

ades

and

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hehi

gh s

choo

l lev

el k

now

and

are

able

to d

o ev

eryt

hing

req

uire

d in

prev

ious

gra

des

and:

7.3.

1U

se c

rite

ria

to e

valu

ate

perf

orm

ance

s an

d co

mpo

sitio

ns.

7.5.

1C

onst

ruct

cri

teri

a us

ing

stan

dard

mus

ic v

ocab

ular

y.7.

8.1

Dev

elop

mus

ical

cri

teri

a fo

rev

alua

ting

the

qual

ity a

ndef

fect

iven

ess

of p

erfo

rman

ces

and

com

posi

tions

.

7.12

.1 A

pply

spe

cifi

c m

usic

alcr

iteri

a fo

r m

akin

g in

form

edcr

itica

l eva

luat

ions

of

the

qual

ityan

d ef

fect

iven

ess

of p

erfo

rman

cean

d co

mpo

sitio

ns.

Dev

elop

ing

Mus

ical

Cri

teri

a

7.3.

2E

xpla

in p

erso

nal p

refe

renc

esfo

r sp

ecif

ic m

usic

al w

orks

and

sty

les

usin

g si

mpl

e m

usic

al v

ocab

ular

y(e

.g. l

oud/

soft

; hig

h/lo

w).

7.5.

2E

xpla

in p

erso

nal p

refe

renc

esfo

r sp

ecif

ic m

usic

al w

orks

and

sty

les

usin

g co

mpl

ex m

usic

al v

ocab

ular

y(e

.g. c

resc

endo

/dec

resc

endo

; ron

dofo

rm).

7.8.

2 E

valu

ate

the

qual

ity o

f th

eir

own

and

othe

rs' p

erfo

rman

ces

and

com

posi

tions

, jus

tifyi

ng th

eir

opin

ions

.

7.12

.2 A

pply

spe

cifi

c m

usic

alcr

iteri

a in

eva

luat

ing

thei

r ow

nm

usic

per

form

ance

s an

d th

ose

ofsi

mila

r or

exe

mpl

ary

mod

els.

App

lyin

gM

usic

al .

Cri

teri

a

BE

ST

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AIL

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LE

1JD

RA

FT 9

/30/

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ge 7

1 6

Con

tent

Titl

e: M

USI

C: A

pplic

atio

n to

Lif

eC

onte

nt S

tand

ard

8.0:

Stu

dent

s de

mon

stra

te r

elat

ions

hips

bet

wee

n m

usic

, the

oth

er a

rts,

and

dis

cipl

ines

out

side

the

arts

.B

y th

e en

d of

Gra

de 3

stu

dent

s kn

owan

d ar

e ab

le to

:B

y th

e en

d of

Gra

de 5

stu

dent

skn

ow a

nd a

re a

ble

to d

o ev

eryt

hing

requ

ired

in e

arlie

r gr

ades

and

:

Stud

ents

who

ele

ct to

take

a m

usic

clas

s at

the

mid

dle

scho

ol le

vel

know

and

arc

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

Stud

ents

who

ele

ct to

take

an

adva

nced

mus

ic c

lass

at t

hese

cond

ary

leve

l kno

w a

nd a

reab

le to

do

ever

ythi

ng r

equi

red

inea

rlie

r er

ades

and

:8.

8.1

Com

pare

how

the

char

acte

rist

ics

appr

opri

ate

to e

ach

art

form

can

be

used

to d

escr

ibe

sim

ilar

them

es (

e.g.

mot

ion,

insp

irat

ion)

,

8.12

.1 C

ompa

re h

ow th

ech

arac

teri

stic

s ap

prop

riat

e to

eac

har

t for

m c

an b

e us

ed to

des

crib

esi

mila

r th

emes

and

cite

exa

mpl

es(e

.g. e

mot

ion,

inte

nsity

).

Com

mon

aliti

esA

mon

g th

eA

rts

8.8.

2C

ompa

re c

once

pts

com

mon

8.12

.2A

naly

ze c

once

pts

Com

mon

aliti

esto

mus

ic a

nd o

ther

dis

cipl

ines

out

side

com

mon

to m

usic

and

oth

erB

etw

een

the

the

arts

that

are

inte

rrel

ated

with

disc

iplin

es o

utsi

de th

e ar

ts (

e.g.

Art

s an

d O

ther

thos

e of

mus

ic (

e.g.

the

Und

ergr

ound

conf

lict-

reso

lutio

n: E

nglis

h -

Dis

cipl

ines

Rai

lroa

d an

d th

e us

e of

spi

ritu

als

for

"Rom

eo a

nd J

ulie

t," H

isto

ryco

ded

esca

pe m

essa

ges)

.T

he C

ivil

War

, Sci

ence

-ch

emic

al r

eact

ions

, Mus

ic-

tens

ion

and

rele

ase)

.

17D

RA

FT 9

/30/

99Pa

ge 8

18

Con

tent

Titl

e: M

USI

C: C

ultu

ral a

nd H

isto

rica

l Con

nect

ions

Con

tent

Sta

ndar

d 9.

0: S

tude

nts

dem

onst

rate

kno

wle

d e

of th

e hi

stor

ical

per

iods

and

cul

tura

l div

ersi

ty o

f m

usic

.B

y th

e en

d of

Gra

de 3

stu

dent

s kn

owB

y th

e en

d of

Gra

de 5

stu

dent

sSt

uden

ts w

ho e

lect

to ta

ke a

mus

icSt

uden

ts w

ho e

lect

to ta

ke a

nan

d ar

c ab

le to

:kn

ow a

nd a

rc a

ble

to d

o ev

eryt

hing

clas

s at

the

mid

dle

scho

ol le

vel

adva

nced

mus

ic c

lass

at t

here

quir

ed in

ear

lier

grad

es a

nd:

know

and

arc

abl

e to

do

ever

ythi

ngre

quir

ed in

ear

lier

grad

es a

nd:

seco

ndar

y le

vel k

now

and

are

able

to d

o ev

eryt

hing

req

uire

d in

earl

ier

grad

es a

nd:

9.3.

1Id

entif

y se

vera

l sty

les

ofm

usic

fro

m v

ario

us c

ultu

res.

9.5.

1Id

entif

y by

sty

le a

ural

exam

ples

fro

m v

ario

us h

isto

rica

lpe

riod

s, A

mer

ican

mus

ical

his

tory

,an

d w

orld

cul

ture

s.

9.8.

1D

escr

ibe

dist

ingu

ishi

ngch

arac

teri

stic

s of

rep

rese

ntat

ive

styl

es f

rom

a v

arie

ty o

f hi

stor

ical

peri

ods,

Am

eric

an m

usic

al h

isto

ry,

and

wor

ld c

ultu

res.

9.12

.1C

lass

ify

mus

ic e

xam

ples

by s

tyle

, his

tori

cal p

erio

ds,

Am

eric

an m

usic

al h

isto

ry, a

ndw

orld

cul

ture

s.

Cul

tura

l and

His

tori

cal

Con

text

9.3.

2Id

entif

y va

riou

s us

es f

or m

usic

in d

aily

exp

erie

nce.

9.5.

2 D

escr

ibe

the

role

of

mus

icia

nsin

var

ious

set

tings

and

cul

ture

s (e

.g.

perf

orm

ers,

edu

cato

rs, c

ritic

s,co

mpo

sers

).

9.8.

2C

ompa

re a

nd c

ontr

ast t

hero

les

of m

usic

ians

and

the

cond

ition

sun

der

whi

ch th

ey p

erfo

rm in

sev

eral

wor

ld c

ultu

res.

9.12

.2 D

escr

ibe

vari

ous

role

s th

atm

usic

ians

pla

y an

d ci

te th

eac

hiev

emen

ts o

f re

pres

enta

tive

indi

vidu

als.

Rol

e of

Mus

ican

dM

usic

ians

BE

ST

CO

PY

AV

AIL

AB

LE

DR

AFT

9/3

0/99

Page

9

2 0

Performance Level DescriptorsMusic

Grade 3

Content Standard 1.0: Students sing a varied repertoire of music alone and withothers.

Exceeds Sing folk songs, patriotic songs, and multi-cultural selectionsStandard using leaps with correct pitch and mood using the head tone.

Sing simple ostinati on pitch consistently and in ensemble.Maintain a part while singing a round in a small ensemble.

Meets Sing folk songs, patriotic songs, and multi-cultural selections withStandard correct pitch and mood using the head tone.

Sing simple ostinati on pitch.Maintain a part while singing a round in an ensemble.

Approaches Match pitch inconsistently.Standard Sing ostinati on pitch inconsistently.

Maintain apart while singing a round with assistance.Below Do not sing simple melodies demonstrating correct pitch.

Standard Do not sing ostinati on pitch.Do not maintain a part in a round.

21

DRAFT 10/8/99 Page 1


Grade 5


Exceeds Sing complex folk, patriotic, and multicultural songsStandard independently and expressively with correct intervals, mood, and

tempo while using the head voice.Respond to conductor nuances.Sing complex ostinati on pitch and in a small ensemble.Maintain their own parts while singing descants, partner songs,and three-part rounds in a small ensemble.

Meets Sing folk, patriotic, and multicultural songs demonstrating correctStandard pitch, mood, and tempos while using the head voice

Respond to conductor cues.Sing complex ostinati on pitch consistently.Maintain their own parts while singing descants, partner songs,and three-part rounds in a large ensemble.

Approaches Sing independently a phrase from a simple melody demonstratingStandard correct pitch.

Respond to conductor cues inconsistently.Sing simple ostinati on pitch inconsistently or inappropriately.Maintain their own parts while singing descants, partner songs,and three-part rounds with assistance.

Below Do not sing a simple melodic phrase on pitch.Standard Do not respond to conductor cues.

Lack ability to sing simple ostinati on pitch.Do not maintain their own part while singing descants, partnersongs and three-part rounds with assistance.

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Grade 8


ExceedsStandard

Sing repertoire independently and with precision in expression,technical accuracy, good breath control, correct intonation,articulation, and rhythm throughout their singing rangesconsistently.Sing repertoire independently in small and large ensembles.Sing two and three-part repertoire with and withoutaccompaniment, maintaining their own parts, with expression,technical accuracy, and good breath control.

MeetsStandard

Sing with expression, technical accuracy, good breath control,correct intonation, articulation, and rhythm throughout theirsinging ranges, alone and with others.Sing in small and large ensembles while following a conductor.Sing repertoire in two and three parts, with and withoutaccompaniment, maintaining their own parts.

Approaches Sing with limited expression, breath control, and technicalStandard accuracy throughout their singing ranges alone and with others.

Sing in small and large ensembles with limited accuracy inintonation; diction/articulation, and rhythm while following aconductor.Sing repertoire written in two and three parts, withaccompaniment and teacher assistance, maintaining their ownparts, with expression, technical accuracy, and breath control.

BelowStandard

Sing with insufficient breath control and technical accuracy,needing teacher assistance.Sing in small and large ensembles demonstrating poor intonation,diction/articulation, and rhythm and with difficulty following aconductor.Display- inability to maintain their own parts in two and three-partchoral literature with teacher assistance.

23DRAFT 10/8/99 Page 3


Grade 12


Exceeds Sing complex varied three and four-part repertoire in small andStandard large ensembles using expression, good breath control, intonation,

diction/articulation, and tone/timbre quality, maintaining theirown parts, alone and with others.Sing four or more part complex repertoire with and withoutaccompaniment.

MeetsStandard

Sing repertoire in small and large ensembles using expression,technical accuracy, good breath control, intonation,diction/articulation, and tone/timbre quality, maintaining theirown parts.Sing in four parts with and without accompaniment.

Approaches Sing in small and large ensembles using expression, limitedStandard technical accuracy, breath control, intonation, diction/articulation,

and tone/timbre quality, maintaining their own parts, withaccompaniment and teacher assistance.Sing in three or four parts with accompaniment and teacherassistance.

Below Display inability to maintain their own parts in two and three-partStandard choral literature, with teacher assistance.

Display inability to maintain their own parts in three or four-partrepertoire.

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Grade 3

Content Standard 2.0: Students perform a varied repertoire of music oninstruments alone and with others.

Exceeds Play independently a melodic or rhythmic pattern on classroomStandard instruments with proper technique.

Accompany simple folk, traditional, and multicultural musicusing complex rhythmic and melodic patterns.

Meets Play a melodic or rhythmic pattern on classroom instruments withStandard proper technique.

Accompany simple folk, traditional, and multicultural musicusing accurate rhythmic and melodic patterns.

Approaches Play melodic or rhythmic patterns on classroom instruments withStandard inconsistent technique.

Accompany simple folk, traditional, and multicultural musicusing rhythmic and melodic patterns with assistance.

Below Display inability to play a melodic or rhythmic pattern on aStandard classroom instrument.

Accompany simple folk, traditional, and multicultural musicusing inaccurate rhythmic and melodic patterns.

25

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Grade 5


ExceedsStandard

Play melodic, rhythmic, and simple chordal patternsindependently on classroom instruments with proper technique.Echo a sixteen beat rhythmic and melodic pattern.Play or accompany independently any folk, traditional, andmulticultural music using accurate rhythm and melodic patterns.

Meets Play a melodic, rhythmic, and chordal pattern on classroomStandard instruments with proper technique.

Echo an eight beat rhythmic and melodic pattern.Play or accompany folk, traditional, and multicultural music usingaccurate rhythm and melodic patterns.

Approaches Play a melodic, rhythmic, or chordal pattern on classroomStandard instruments with proper technique.

Echo an eight beat rhythmic and melodic pattern demonstratingthe lack of ability to maintain a steady beat.Play or accompany folk, traditional, and multicultural music usingaccurate rhythm and melodic patterns with assistance.

Below Play inaccurate melodic, rhythmic, or choral pattern on classroomStandard instruments with proper technique.

Lack ability to echo an eight beat pattern.Play or accompany folk, traditional, and multicultural music usingrhythm and melodic patterns inaccurately.



Grade 8Content Standard 2.0: Students perform a varied repertoire of music on

instruments alone and with others.Exceeds Perform with expression, technical accuracy, and appropriateStandard ensemble skills on at least one instrument a varied repertoire with

a level of difficulty of 3 on a scale of 1 to 6 in small and largeensembles following conducting subtleties.Perform complex mixed-meter literature making a smoothtransition from one meter to another.Perform various and complex genres with stylistic accuracy andexceptional expression.

Meets Play with expression, technical accuracy, and appropriateStandard ensemble skills on at least one instrument a varied repertoire with

a level of difficulty of 2 on a scale of 1 to 6 in small and largeensembles while following conductor.Play mixed-meter repertoire, making a smooth transition fromone meter to another.Play diverse genres with stylistic accuracy and appropriateexpression.

Approaches Play with limited expression and technical accuracy and ensembleStandard skills on at least one instrument a varied repertoire with a level of

difficulty of 2 on a scale of 1 to 6 in small and large ensembleswith limited response to conductor.Play mixed-meter repertoire, making a transition from one meterto another with hesitation.Play diverse genres with limited stylistic accuracy and expression.

Below Play with inadequate technical accuracy on an instrument aStandard limited repertoire at a level of difficulty of 1 on a scale of 1 to 6 in

small and large ensembles with poor response to conductor.Do not make a transition from one meter to another withoutstopping.Play genres with minimal stylistic accuracy and expression.

27 DRAFT 10/8/99 Page 7


Grade 12


ExceedsStandard

Perform with expression, technical accuracy, and appropriateensemble skills a large and varied repertoire with a level ofdifficulty of 5 or 6 on a scale of 1 to 6 in small and largeensembles while following a conductor.Perform complex contrapuntal music with rhythmic and melodicaccuracy and appropriate balance.

Meets Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of

difficulty of 4 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Perform contrapuntal music with rhythmic and melodic accuracyand appropriate balance.

Approaches Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of

difficulty of 3 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Perform contrapuntal music demonstrating inconsistent rhythmicand melodic accuracy and balance.

Below Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of

difficulty of 2 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Do not perform contrapuntal music with rhythmic and melodicaccuracy and balance.

BEST COPY AVAILABLE

2 8 DRAFT 10/8/99 Page 8


Grade 3

Content Standard 3.0: Students improvise melodies, variations, andaccom I animents.

ExceedsStandard

Improvise two pentatonic phrases while maintaining a steadybeat.

MeetsStandard

Improvise a pentatonic phrase while maintaining a steady beat.

ApproachesStandard

Improvise an incomplete pentatonic phrase while maintaining asteady beat.

BelowStandard

Improvise an incomplete pentatonic phrase.



Grade 5

Content Standard 3.0: Students improvise melodies, variations, andaccompaniments.

Exceeds Improvise two pentatonic phrases (16 beats) using complexStandard rhythms.

Improvise by playing, speaking or singing a specific section ofmusic, such as introductions and codas, independent of theteacher.

Meets Improvise two pentatonic phrases (16 beats) while maintaining aStandard steady beat.

Improvise by playing, speaking or singing a specific section ofmusic, such as introductions and codas.

Approaches Improvise one pentatonic phrase (8 beats) while maintaining aStandard steady beat.

Improvise by playing, speaking, or singing a specific section ofmusic, such as introductions and codas, with assistance.

Below Improvise an incomplete pentatonic phrase.Standard Do not improvise a specific section of music.

BEST COPY AVAILABLE

30DRAFT 10/8/99 Page 10


Grade 8


Exceeds Improvise musical phrases in more than one key.Standard Improvise harmonies in more than one key.

Improvise complex melodic and rhythmic embellishments ongiven pentatonic melodies and melodies in major keys.

Meets Improvise simple musical phrases in a given key.Standard Improvise simple harmonies in a given key.

Improvise melodic and rhythmic embellishments on givenpentatonic melodies.

Approaches Improvise simple musical phrases.Standard Improvise simple harmonies.

Improvise limited melodic and rhythmic embellishments on givenpentatonic melodies.

Below Do not improvise simple musical phrases.Standard Improvise simple harmonies inconsistently.

Improvise limited melodic and rhythmic embellishments withhesitation.

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Grade 12


ExceedsStandard

Improvise melodies over a complex chord progression.Improvise stylistically appropriate harmonies.Improvise complex melodic and rhythmic variations on givenpentatonic melodies and melodies in major and minor keys.

MeetsStandard

Improvise melodies over a simple chord progression.Improvise appropriate harmonies.Improvise melodic and rhythmic variations on given pentatonicmelodies and melodies in major keys.

ApproachesStandard

Improvise simple but unimaginative melodies over a simple chordprogression.Improvise limited harmonies.Improvise limited and simple melodic and rhythmic variations ongiven pentatonic melodies and melodies in major keys.

BelowStandard

Improvise inappropriate harmonies.Improvise inappropriate melodic and rhythmic variations.Improvise an inappropriate melody.

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Grade 3

Content Standard 4.0: Students compose and arrange music within specifieduidelines.

ExceedsStandard

Organize sounds into musical interpretations of stories, rhymes,and poetry in small groups.Create in small groups a two-phrase song /instrumental piece witha beginning, middle, and end using a pentatonic scale.Organize simple pieces using a variety of sound sources in asmall group.

Meets Organize sounds into musical interpretations of stories, rhymes,Standard and poetry in large groups.

Create, with teacher assistance, a two-phrase song/instrumentalpiece with a beginning, middle, and end using a pentatonic scale.Organize simple pieces using a variety of sound sources.

Approaches Create sound effects to stories, rhymes, and poetry in largeStandard groups.

Create, with teacher assistance, a song/instrumental piece withoutform.Organize simple pieces using limited sound sources.

Below Do not associate sounds to events in stories, rhymes and poetry.Standard Do not create short songs or instrumental pieces.

Do not organize simple pieces using a variety of sound sources.

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Grade 5

Content Standard 4.0: Students compose and arrange music within specified, guidelines.

ExceedsStandard

Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a small group.Create and perform independently songs/instrumental pieces in aspecific form (AB, ABA, and rondo) using a variety of soundsources.

MeetsStandard

Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a large group.Create and perform with assistance songs/instrumental pieces in aspecific form (AB, ABA and rondo), using a variety of soundsources.

ApproachesStandard

Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a large group with assistance.Do not use a specified form when creating and performing a songor instrumental piece.

Below Do not identify the elements appropriate for musicalStandard representation.

Do not create and perform a short song or instrumental piecewithin specified guidelines.

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Grade 8

Content Standard 4.0: Students compose and arrange music within specifieduidelines.

Exceeds Compose short pieces independently or in groups demonstratingStandard the use of the elements of music.

Arrange pieces using correct transpositions and appropriatevocal/instrumental ranges.

Meets Compose short pieces in groups using the elements of music.Standard Arrange simple pieces for voices/instruments.

Approaches Compose short pieces using some of the elements of music withStandard teacher assistance and in groups.

Arrange simple pieces for voices/instruments with some incorrecttranspositions.

Below Composes phrases using few of the elements of music.Standard Arrange simple pieces for voices/instruments using many

incorrect transpositions and ranges and other major errors.

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Grade 12

Content Standard 4.0: Students compose and arrange music within specifiedguidelines.

Exceeds Compose music in several distinct styles incorporating theStandard elements of music.

Arrange complex pieces for voices/instruments incorporatingcorrect transpositions and appropriate vocal/instrumental ranges.

Meets Compose music in more than two distinct styles incorporating theStandard elements of music.

Arrange a piece for voices/instruments incorporating correcttransposition and appropriate vocal/instrumental ranges.

Approaches Compose music in one style demonstrating a limitedStandard understanding of the elements of music.

Arrange a simple piece for voices/instruments inconsistentlyincorporating correct transposition and appropriatevocal/instrumental ranges.

Below Compose music with no distinct style demonstrating poor use ofStandard the elements of music.

Arrange a simple piece with many incorrect transpositions andranges.

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Grade 3

Content Standard 5.0: Students read and notate music.Exceeds Read quarter notes, quarter rests and eighth notes independentlyStandard and perform through speaking, body percussion, and instruments.

Create and read simple pentatonic patterns using solfege,numbers, and/or letters.Add music symbols to written notation.Notate and play a simple oral rhythmic pattern.Notate and play a simple oral melodic pattern.

Meets Read quarter notes, quarter rests, and eighth notes and performStandard through speaking, body percussion, and unpitched instruments.

Sing/play simple pentatonic patterns using solfege, numbersand/or letters.Identify music symbols (e.g. fermata, repeat signs, and double barlines).Notate a simple oral rhythmic pattern.Notate a simple oral melodic pattern.

Approaches Read quarter notes, quarter rests, and eighth notes throughStandard speaking and body percussion with assistance,

Sing/play simple pentatonic patterns inconsistently.Identify music symbols such as fermata, repeat signs, and doublebar lines.Notate a simple oral rhythmic pattern with errors.Notate a simple oral melodic pattern with errors.

Below Do not read and perform quarter notes, quarter rests, and eighthStandard notes.

Do not sing/play pentatonic patterns.Do not recognize music symbols.

0 Do not notate rhythmic patterns.Do not notate melodic patterns.

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Grade 5

Content Standard 5.0: Students read and notate music.Exceeds Read and play whole, half, dotted half, quarter, and eighth notesStandard and rests, and sixteenth notes on classroom instruments.

Create and read melodic patterns in the treble clef.Add music symbols to written notation.Sight read rhythmic phrases and pentatonic/diatonic melodicphrases.Notate an eight-beat complex rhythm pattern in standard notation.Notate an eight-beat complex melodic pattern in standardnotation.

Meets Demonstrate knowledge of whole, half, dotted half, quarter, andStandard eighth notes and rests through speaking and body percussion.

Read melodic patterns in the treble clef with solfege, lettersand/or numbers.Define and use musical symbols such as dynamics and tempo.Sight read a rhythmic and pentatonic pattern.Notate an eight-beat rhythm pattern in standard notation.Notate an eight-beat melodic pattern in standard notation.

Approaches Read inconsistently whole, half, dotted half, quarter, and eighthStandard notes and rests through speaking and body percussion.

Read melodic patterns in treble clef with solfege, letters and/ornumbers inconsistently.Identify music symbols such as dynamics and tempo.Sight read a rhythmic pattern or a pentatonic melodic pattern.Notate an eight-beat rhythm pattern in standard notation witherrors.Notate an eight-beat melodic pattern in standard notation witherrors.

Below Do not identify note values.Standard Do not read patterns in treble clef with solfege, letters, and/or

numbers.Do not recognize music symbols.Do not sight read.Do not notate rhythm pattern.Do not notate melodic pattern.

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Grade 8

Content Standard 5.0: Students read and notate music.Exceeds Read whole, half, quarter, eighth, sixteenth, and dotted notes andStandard rests in various meters while singing or playing an instrument in

parts.Read complex melodies in given major and minor keys instudents' appropriate clefs.Apply standard musical symbols within the context of therepertoire with a level of difficulty of 3 on a scale of 1 to 6.Sight read, with technical accuracy and expression, music with alevel of difficulty of 2 on a scale of 1 to 6.Use standard notation to record complex musical ideas.

Meets Read whole, half, quarter, eighth, sixteenth, and dotted notes andStandard rests in various meters through speaking/body percussion in two

and three parts.Read simple melodies in students' appropriate clefs.Apply standard musical symbols within the context of therepertoire with a level of difficulty of 2 on a scale of 1 to 6.Sight read, with technical accuracy and expression, music with alevel of difficulty of 1 on a scale of 1 to 6.Use standard notation to record simple musical ideas.

Approaches Read inconsistently whole, half, quarter, eighth, and sixteenthStandard notes and rests in various meters through speaking/body

percussion in two and three parts.Read simple melodies in students' clefs inconsistently.Apply some standard musical symbols within the context ofrepertoire with a level of difficulty of 2 or less on a scale of 1 to 6.Sight read, with errors, music with a level of difficulty of 1 on ascale of 1 to 6.

0 Use standard notation with limited accuracy to record simplemusical ideas.

Below Identify rhythmic note values and meters.Standard Read melodic phrases in students' appropriate clefs.

Identify standard musical symbols within the context of repertoirewith a level of difficulty of 3 or less on a scale of 1 to 6.Do not sight read.Identify standard notation symbols.

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Grade 12

1 Content Standard 5.0: Students read and notate music.ExceedsStandard

Read complex rhythms in all meters within the context of therepertoire with a level of difficulty of 5 on a scale of 1 to 6.Read complex melodies within the context of the repertoire with alevel of difficulty of 5 on a scale of 1 to 6.Apply all standard musical symbols within the context of therepertoire with a level of difficulty of 5 on a scale of 1 to 6.Sight read, with technical accuracy, music with a level ofdifficulty of 4 on a scale of 1 to 6.Interpret and create non-standard notation symbols.

Meets Read complex rhythms in all meters within the context of theStandard repertoire with a level of difficulty of 4 on a scale of 1 to 6.

Read complex melodies within the context of the repertoire with alevel of difficulty of 4 on a scale of 1 to 6.Apply all standard musical symbols within the context of therepertoire with a level of difficulty of 4 on a scale of 1 to 6.Sight read, with technical accuracy, music with a level ofdifficulty of 3 on a scale of 1 to 6.Use non-standard notation symbols.

Approaches Read rhythms in most meters within the context of the repertoireStandard of 4 or less on a scale of 1 to 6.

Read melodies with limited accuracy within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Apply most standard musical symbols within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Sight read, with limited accuracy, music with a level of difficultyof 3 or less on a scale of 1 to 6.Demonstrate limited understanding of non-standard notationsymbols.

Below Read rhythms inaccurately in some meters within the context ofStandard the repertoire of 3 or less on a scale of 1 to 6.

Read melodies with limited accuracy within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Apply few standard musical symbols within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Sight read, with minimal accuracy, music with a level of difficultyof 3 or less on a scale of 1 to 6.Demonstrate minimal understanding of non-standard notationsymbols.

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Grade 3

Content Standard 6.0: Students listen to, analyze, and describe music.Exceeds Compare rhythmic and melodic patterns within two musicalStandard pieces.

Compare forms used within two musical pieces.Identify the voices among children's, male and female voiceswhen two are presented together.Identify in a musical example unpitched instruments by name andby family.

Meets Identify repeated rhythmic and melodic patterns within a musicalStandard piece.

Identify and describe a simple musical form.Identify the difference in vocal timbres among children's, maleand female voices when presented separately.Identify unpitched instruments in a musical example.

Approaches Identify repeated rhythmic and melodic patterns within a musicalStandard piece with assistance.

Identify a simple musical form with assistance.Identify two out of three voices when presented separately.Identify unpitched percussion instruments with errors.

Below Do not recognize repeated melodic patterns.Standard Do not identify a musical form.

Identify one out of two voices when presented separately.Do not identify unpitched percussion instruments.

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Grade 5

Content Standard 6.0: Students listen to, analyze, and describe music.ExceedsStandard

Identify and compare groups of repeated rhythmic and melodicpatterns in a listening selection and recognize simple form.Describe musical examples using appropriate musicalterminology and compare that to a second example.Identify individual instruments within an instrument family.

Meets Identify groups of repeated rhythmic and melodic patterns in aStandard listening selection and recognize simple form.

Describe musical examples using appropriate musicalterminology such as tempo, dynamics, and mood.Identify families of instruments.

Approaches Identify groups of repeated rhythmic and melodic patterns in aStandard listening selection and recognize simple form with assistance.

Describe musical examples using musical terminology withassistance.Identify some of the families of instruments.

Below Do not identify groups of repeated rhythmic and melodic patterns.Standard Describe musical examples without using appropriate musical

terminology such as tempo, dynamics, and mood.Do not identify any of the families of instruments.

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Grade 8

Content Standard 6.0: Students listen to, analyze, and describe music. 1Exceeds Apply knowledge of rhythm, melody and musical forms toStandard complex aural examples using appropriate terminology.

Compare and contrast the uses of the elements of music in auralexamples representing diverse genres and cultures.

Meets Apply knowledge of rhythm, melody and musical forms to auralStandard examples using appropriate terminology.

Describe the uses of the elements of music in aural examplesrepresenting diverse genres and cultures.

Approaches Apply limited knowledge of rhythm, melody and musical formsStandard to aural examples using some appropriate terminology.

Demonstrate limited ability to describe the uses of the elements ofmusic in aural examples representing diverse genres and cultures.

Below Apply minimal knowledge of rhythm, melody and musical formsStandard to aural examples without using appropriate terminology.

Demonstrate minimal ability to describe the uses of the elementsof music in aural examples representing diverse genres andcultures.

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Grade 12

Content Standard 6.0: Students listen to. analyze. and describe music.Exceeds Apply extensive knowledge of the technical vocabulary of theStandard elements of music in analyzing aural examples.

Compare and contrast examples of a varied repertoire of musicrepresenting diverse genres and cultures by describing the uses ofthe elements of music and expressive devices.

Meets Apply knowledge of the technical vocabulary of the elements ofStandard music in analyzing aural examples.

Analyze examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music and expressive devices.

Approaches Apply limited knowledge of the technical vocabulary of theStandard elements of music in analyzing aural examples with teacher

assistance.Analyze examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music.

Below Demonstrate minimal knowledge of the technical vocabulary ofStandard elements of music in analyzing aural examples with teacher

assistance.Describe examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music with teacher assistance.

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Grade 3

Content Standard 7.0: Students evaluate music and music s erformances.ExceedsStandard

Construct criteria to evaluate performances and compositions.Verbalize responses to evaluate performances and compositionsusing complex musical terminology.

Meets Use provided criteria to evaluate performances and compositions.Standard Verbalize responses to evaluate performances and compositions

using their own words.Approaches Use provided criteria to evaluate performances and compositions

Standard with assistance.Verbalize minimal responses to evaluate performances orcompositions using their own words.

Below Use provided criteria but evaluate performances and compositionsStandard incorrectly.

Offer no responses when evaluating musical performances.

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Grade 5

Content Standard 7.0: Students evaluate music and music performances. 1

Exceeds Construct criteria using musical terms for evaluating aStandard performance or composition independently.

Verbalize insightful responses to evaluate performances andcompositions using standard musical vocabulary.

Meets Construct criteria for evaluating musical performances andStandard compositions.

Verbalize responses to evaluate performances and compositionsusing standard musical vocabulary.

Approaches Construct criteria for evaluating musical performances andStandard compositions with assistance.

Verbalize responses to evaluate performances and compositionsusing nonstandard musical vocabulary.

Below Do not construct applicable criteria for evaluating musicalStandard performances and compositions.

Offer no response to performances and compositions.

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Grade 8

Content Standard 7.0: Students evaluate music and music performances.Exceeds Develop numerous and detailed musical criteria for evaluating theStandard quality and effectiveness of performances and compositions.

Evaluate the quality of their own and others' performances andcompositions and offer in-depth justification.

Meets Develop musical criteria for evaluating the quality andStandard effectiveness of performances and compositions.

Evaluate the quality of their own and others' performances andcompositions and offer justification.

Approaches Develop musical criteria for evaluating the quality andStandard effectiveness of performances and compositions with teacher

assistance.Evaluate the quality or performances and compositions withlimited justification.

Below Formulate musical criteria for evaluating performances andStandard compositions with teacher assistance.

Evaluate the quality of performances with no justificationprovided.

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Grade 12

Content Standard 7.0: Students evaluate music and music 1 erformances.Exceeds Develop specific and well-defined musical criteria thatStandard incorporate the elements of music and use those criteria to make

informed critical evaluations of the quality and effectiveness ofperformances and compositions.Evaluate their participation in music performances andcompositions using critical analysis and offering in-depthjustification for their opinion using appropriate musicterminology. .

Evaluate performances or compositions by comparing them tosimilar or exemplary models and justify their opinions bydescribing in detail the distinguishing features using appropriatemusic terminology.

Meets Develop specific musical criteria for making informed criticalStandard evaluations of the quality and effectiveness of performances and

compositions.Evaluate their personal participation in music performances andcompositions applying specific music criteria and justifying theiropinions.Evaluate performances or compositions by comparing them tosimilar or exemplary models and justify their opinions bydescribing several of the most distinguishing features of eachperformance or composition using appropriate musicterminology.

Approaches Develop basic musical criteria for making critical evaluations ofStandard the quality and effectiveness of performance and compositions in

groups.Evaluate their personal participation in music performances andcompositions applying limited criteria and offering somejustification for their opinions.Evaluate performances or compositions by comparing them tosimilar or exemplary models and by identifying a limited numberof musical similarities and differences.

Below Develop basic music criteria in groups or with teacher assistance.Standard e Evaluate their personal participation in music performances and

compositions with little or no justification for their opinions.Identify musical similarities or differences in performances andcompositions.

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Grade 8

Content Standard 8.0: Students demonstrate relationships between music, the otherarts, and disciplines outside the arts.

Exceeds Compare in detail similar themes found in music and other art forms.Standard Compare concepts and terms common to music and other disciplines

outside the arts.Meets Compare similar themes found in music and other art forms.

Standard Compare concepts common to music and other disciplines outside thearts.

Approaches Compare similar themes found in music and other art forms withStandard teacher assistance and/or in groups.

Compare concepts common to music and other disciplines outside thearts with teacher assistance and/or in groups.

Below Identify themes found in music and other art forms with teacherStandard assistance.

Compare a limited number of concepts common to music and otherdisciplines outside the arts with teacher assistance.

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Grade 12

Content Standard 8.0: Students demonstrate relationships between music, the otherarts, and disciplines outside the arts.

Exceeds Compare in depth and with insight similar themes found in musicStandard and other art forms and analyze how themes are expressed in

each.Analyze in depth and with insight concepts common to music andother disciplines outside the arts.

Meets Compare similar themes found in music and other art forms andStandard analyze how themes are expressed in each.

Analyze concepts common to music and other disciplines outsidethe arts.

Approaches Compare similar themes found in music and other art forms andStandard analyze how themes are expressed in each with limited success in

groups.Analyze concepts common to music and other disciplines outsidethe arts with limited success.

Below Identify themes in music and other art forms.Standard Analyze a limited number of concepts common to music and

other disciplines outside the arts with teacher assistance.

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Grade 3

Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural_ diversity of music.

Exceeds Identify and describe various styles of music from diverseStandard cultures.

Relate a musical setting to the mood of the occasion.Meets Identify various styles of music from diverse cultures.

Standard Identify that various styles of music are used for differentsettings.

Approaches Identify various styles of music from diverse cultures withStandard assistance.

Match the style and setting of the music inappropriately.Below Identify styles of music incorrectly.

Standard Do not match the style of the music with the setting.

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Grade 5

I Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.

Exceeds Name identifydentify specific characteristics of music from variousStandard historical periods and world cultures.

Identify three roles of musicians and offer 4 or more examples.Meets Connect music with various historical periods and world cultures.

Standard Identify roles of musicians and offer an example for each.Approaches Identify music from various historical periods/cultures with

Standard assistance.Identify roles of musicians but are unable to give examples.

Below Connect music to various historical periods/cultures incorrectly.Standard Do not identify musical roles.

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Grade 8

Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.

Exceeds Compare and contrast distinguishing characteristics ofStandard representative styles from a variety of historical periods and

cultures.Compare and contrast the roles of musicians and the conditionsunder which they perform in several world cultures and in varioushistorical periods.

Meets Discuss distinguishing characteristics of representative stylesStandard from a variety of historical periods and cultures.

Discuss the roles of musicians and the conditions under whichthey perform in several world cultures and in various historicalperiods.

Approaches Describe a limited number of distinguishing characteristics ofStandard representative styles from a variety of historical periods and

cultures.Demonstrate limited knowledge of the roles of musicians and theconditions under which they perform in several world culturesand in various historical periods.

Below Identify a limited number of distinguishing characteristics ofStandard representative styles from a variety of historical periods and

cultures with teacher assistance.Demonstrate minimal knowledge of the roles of musicians andthe conditions under which they perform in several world culturesand in various historical periods.

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Grade 12

Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.

Exceeds Compare and contrast musical examples by style, historicalStandard periods, and cultures.

Research and cite the achievements of representative musiciansfrom various historical periods and cultures.

Meets Classify musical examples by style, historical periods, andStandard cultures.

Discuss the achievements of representative musicians fromvarious historical periods and cultures.

Approaches Describe musical examples by style, historical periods, andStandard cultures.

Identify the achievements of representative musicians fromvarious historical periods and cultures.

Below Identify musical examples by style, historical periods, andStandard cultures.

Identify at least one representative musician from various timeperiods and cultures.

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Reproductions supplied by EDRS are the best that can be made4.3.1 Create music to interpret stories, rhymes, and poetry. 4.5.1 Create music to interpret readings or dramatizations