Any 9 weeks session can be taught during any 9 week period
Standard 1: Language of Music – The student will read, notate and interpret
music.
1.1*
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally
1.2*
Experiment with variations in and demonstrate understanding of tempo (speed),
tone quality (sound quality), dynamics (degree of loudness) and phrasing for
expressive purpose in performing music.
1.3*
Identify basic notational symbols (written representation of music), including:
treble and bass clef, time signatures (2/4, ¾, 4/4, and 6/8); note values (whole
note, half note, quarter note, eighth note, dotted half note, dotted quarter
note, and the corresponding rests.)
1.4
Define and use correct terminology to identify and discuss the elements of music
including: Melody (steps, wide and narrow leaps, repeated tones, phrases,
pentatonic scale [five-tone scale], intervals, major and minor scales), Rhythm
(steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
Harmony (partner songs, rounds, descants, countermelody, major and minor
chords). Form (Unity and variety, AB, ABA, round, rondo, theme and variations,
introduction, coda, verse/refrain, prelude). Tone Color (opera, musical theatre,
duet, trio, quartet, chorus, voice ranges and instrument ranges, a cappella, and
electronic tone color) Pitch (range and register, change pitch with
compositional devices such as imitation, inversion, and transposition), Tempo
(allegro – fast, lento – slow, andante – walking, moderato - moderate). Dynamics
(forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium
soft, crescendo and decrescendo).
1.5
Identify visually and aurally Instrumental ensembles (marching band, symphony
orchestra, jazz band). Families of orchestral instruments (strings, woodwinds,
brass, percussion). Classification of voice ranges (Soprano, alto, tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
2.1*
Sing or play a variety of folk, ethnic, classical, and contemporary musical
compositions.
2.2*
Identify and differentiate the use of musical elements and instruments from
other parts of the world and compare them to the use of musical elements in
American music (patriotic, orchestral, band, and folk).
2.3*
Recognize, describe and listen to music from a variety of: Styles (jazz,
mariachi band, opera, musical, call-response). Periods (Baroque, Classical,
Romantic, Impressionism, and Contemporary). Cultures including European, Native
American, African American, Hispanic, and Asian.
Standard 3: Music Expression – The student will perform, compose, improvise, and
arrange a variety of music within specific guidelines.
3.1*
Perform basic tonal patterns and rhythmic patterns on classroom instruments
(autoharp, recorder, percussion instruments, and guitar).
3.2*
Demonstrate the ability to read music from basic notation in treble or bass clef
(written representation of music)
3.3*
Use a variety of sound sources, including electronic and computer
3.4*
Respond physically or using classroom instruments to basic rhythm patterns
3.5*
Perform in solo or group ensembles through singing and playing instruments
3.6*
Sing or play musical compositions demonstrating knowledge of tonal and rhythmic
elements
3.7*
Use a system of counting beat and rhythm patterns (rhythm syllables and body
movement) to demonstrate knowledge of rhythms found in musical compositions.
3.8*
Identify uses of music in everyday life (film, television, background music, and
commercials).
3.9*
Recognize and identify the appropriate ways to use the following elements of
musical style: Dynamics (piano, forte); Tempo (Allegro, Lento, Andante,
Moderato); Conducting patterns of simple meters (2/4, ¾, 4/4, 6/8); Articulation
(staccato, legato, accent).
Standard 4: Music Appreciation – The student will learn to appreciate music and
expand their listening beyond music currently familiar to the student.
4.1*
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
4.2*
Demonstrate respect for music performed by the student and by other students and
professional performers.
4.3*
Use appropriate terms to explain preferences for musical works and styles
4.4*
Identify criteria for evaluating a musical composition or a musical performance
Standard 1: Language of Music – The student will read, notate and interpret
music.
1.1*
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally
1.2*
Experiment with variations in and demonstrate understanding of tempo (speed),
tone quality (sound quality), dynamics (degree of loudness) and phrasing for
expressive purpose in performing music.
1.3
Identify basic notational symbols (written representation of music), including:
treble and bass clef, time signatures (2/4, ¾, 4/4, and 6/8); note values (whole
note, half note, quarter note, eighth note, dotted half note, dotted quarter
note, and the corresponding rests.)
1.4
Define and use correct terminology to identify and discuss the elements of music
including: Melody (steps, wide and narrow leaps, repeated tones, phrases,
pentatonic scale [five-tone scale], intervals, major and minor scales), Rhythm
(steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
Harmony (partner songs, rounds, descants, countermelody, major and minor chords,
polyphony, harmony in thirds and sixths). Form (Unity and variety, AB, ABA,
round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges
and instrument ranges, a cappella, electronic tone color) Pitch (range and
register, change pitch with compositional devices such as imitation, inversion,
and transposition), Tempo (allegro – fast, lento – slow, andante – walking,
moderato – moderate). Dynamics (forte – loud, piano – soft, mezzo forte – medium
loud, mezzo piano – medium soft, crescendo and decrescendo).
1.5
Identify visually and aurally Instrumental ensembles (marching band, symphony
orchestra, jazz band). Families of orchestral instruments (strings, woodwinds,
brass, percussion). Classification of voice ranges (Soprano, alto, tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
2.1*
Sing or play a variety of folk, ethnic, classical, and contemporary musical
compositions.
2.2
Identify and differentiate the use of musical elements and instruments from
other parts of the world and compare them to the use of musical elements in
American music (patriotic, orchestral, band, and folk).
2.3
Recognize, describe and listen to music from a variety of: Styles (jazz,
mariachi band, opera, musical, call-response). Periods (Baroque, Classical,
Romantic, Impressionism, and Contemporary). Cultures including European, Native
American, African American, Hispanic, and Asian.
Standard 3: Music Expression – The student will perform, compose, improvise, and
arrange a variety of music within specific guidelines.
3.1*
Perform basic tonal patterns and rhythmic patterns on classroom instruments
(autoharp, recorder, percussion instruments, and guitar).
3.2*
Demonstrate the ability to read music from basic notation in treble or bass clef
(written representation of music)
3.3*
Use a variety of sound sources, including electronic and computer
3.4*
Respond physically or using classroom instruments to basic rhythm patterns
3.5*
Perform in solo or group ensembles through singing and playing instruments
3.6*
Sing or play musical compositions demonstrating knowledge of tonal and rhythmic
elements
3.7*
Use a system of counting beat and rhythm patterns (rhythm syllables and body
movement) to demonstrate knowledge of rhythms found in musical compositions.
3.8*
Identify uses of music in everyday life (film, television, background music, and
commercials).
3.9
Recognize and identify the appropriate ways to use the following elements of
musical style: Dynamics (piano, forte); Tempo (Allegro, Lento, Andante,
Moderato); Conducting patterns of simple meters (2/4, ¾, 4/4, 6/8); Articulation
(staccato, legato, accent).
Standard 4: Music Appreciation – The student will learn to appreciate music and
expand their listening beyond music currently familiar to the student.
4.1*
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
4.2*
Demonstrate respect for music performed by the student and by other students and
professional performers.
4.3*
Use appropriate terms to explain preferences for musical works and styles
4.4*
Identify criteria for evaluating a musical composition or a musical performance
Standard 1: Language of Music – The student will read, notate and interpret
music.
1.1*
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally
1.2*
Experiment with variations in and demonstrate understanding of tempo (speed),
tone quality (sound quality), dynamics (degree of loudness) and phrasing for
expressive purpose in performing music.
1.3
Identify basic notational symbols (written representation of music), including:
treble and bass clef, time signatures (2/4, ¾, 4/4, and 6/8); note values (whole
note, half note, quarter note, eighth note, dotted half note, dotted quarter
note, and the corresponding rests.)
1.4
Define and use correct terminology to identify and discuss the elements of music
including: Melody (steps, wide and narrow leaps, repeated tones, phrases,
pentatonic scale [five-tone scale], intervals, major scale, and minor scales),
Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2
meter).
Harmony (partner songs, rounds, descants, countermelody, major and minor chords,
polyphony, harmony in thirds and sixths). Form (Unity and variety, AB, ABA,
round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges
and instrument ranges, a cappella, electronic tone color) Pitch (range and
register, change pitch with compositional devices such as imitation, inversion,
and transposition), Tempo (allegro – fast, lento – slow, andante – walking,
moderato – moderate). Dynamics (forte – loud, piano – soft, mezzo forte – medium
loud, mezzo piano – medium soft, crescendo and decrescendo).
1.5
Identify visually and aurally Instrumental ensembles (marching band, symphony
orchestra, jazz band). Families of orchestral instruments (strings, woodwinds,
brass, percussion). Classification of voice ranges (Soprano, alto, tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
2.1*
Sing or play a variety of folk, ethnic, classical, and contemporary musical
compositions.
2.2
Identify and differentiate the use of musical elements and instruments from
other parts of the world and compare them to the use of musical elements in
American music (patriotic, orchestral, band, and folk).
2.3
Recognize, describe and listen to music from a variety of: Styles (jazz,
mariachi band, opera, musical, call-response). Periods (Baroque, Classical,
Romantic, Impressionism, and Contemporary). Cultures including European, Native
American, African American, Hispanic, and Asian.
Standard 3: Music Expression – The student will perform, compose, improvise, and
arrange a variety of music within specific guidelines.
3.1*
Perform basic tonal patterns and rhythmic patterns on classroom instruments
(autoharp, recorder, percussion instruments, and guitar).
3.2*
Demonstrate the ability to read music from basic notation in treble or bass clef
(written representation of music)
3.3*
Use a variety of sound sources, including electronic and computer
3.4*
Respond physically or using classroom instruments to basic rhythm patterns
3.5*
Perform in solo or group ensembles through singing and playing instruments
3.6*
Sing or play musical compositions demonstrating knowledge of tonal and rhythmic
elements
3.7*
Use a system of counting beat and rhythm patterns (rhythm syllables and body
movement) to demonstrate knowledge of rhythms found in musical compositions.
3.8*
Identify uses of music in everyday life (film, television, background music, and
commercials).
3.9
Recognize and identify the appropriate ways to use the following elements of
musical style: Dynamics (piano, forte); Tempo (Allegro, Lento, Andante,
Moderato); Conducting patterns of simple meters (2/4, ¾, 4/4, 6/8); Articulation
(staccato, legato, accent).
Standard 4: Music Appreciation – The student will learn to appreciate music and
expand their listening beyond music currently familiar to the student.
4.1*
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
4.2*
Demonstrate respect for music performed by the student and by other students and
professional performers.
4.3*
Use appropriate terms to explain preferences for musical works and styles
4.4*
Identify criteria for evaluating a musical composition or a musical performance
Standard 1: Language of Music – The student will read, notate and interpret
music.
1.1*
Notate (written representation of music) simple pitch and rhythm patterns
presented aurally
1.2*
Experiment with variations in and demonstrate understanding of tempo (speed),
tone quality (sound quality), dynamics (degree of loudness) and phrasing for
expressive purpose in performing music.
1.3
Identify basic notational symbols (written representation of music), including:
treble and bass clef, time signatures (2/4, ¾, 4/4, and 6/8); note values (whole
note, half note, quarter note, eighth note, dotted half note, dotted quarter
note, and the corresponding rests.)
1.4
Define and use correct terminology to identify and discuss the elements of music
including: Melody (steps, wide and narrow leaps, repeated tones, phrases,
pentatonic scale [five-tone scale], intervals, major scale, minor scales),
Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2
meter).
Harmony (partner songs, rounds, descants, countermelody, major and minor chords,
polyphony, harmony in thirds and sixths). Form (AB, ABA, round, rondo, theme and
variations, introduction, coda, verse/refrain, prelude, electronic tone color).
Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges
and instrument ranges, a cappella) Pitch (range and register, change pitch with
compositional devices such as imitation, inversion, and transposition), Tempo
(allegro – fast, lento – slow, andante – walking, moderato – moderate). Dynamics
(forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium
soft, crescendo and decrescendo).
1.5
Identify visually and aurally Instrumental ensembles (marching band, symphony
orchestra, jazz band). Families of orchestral instruments (strings, woodwinds,
brass, percussion). Classification of voice ranges (Soprano, alto, tenor, bass).
Standard 2: Music History and Culture – The student will recognize the
development of music from an historical and cultural perspective.
2.1*
Sing or play a variety of folk, ethnic, classical, and contemporary musical
compositions.
2.2
Identify and differentiate the use of musical elements and instruments from
other parts of the world and compare them to the use of musical elements in
American music (patriotic, orchestral, band, and folk).
2.3
Recognize, describe and listen to music from a variety of: Styles (jazz,
mariachi band, opera, musical, call-response). Periods (Baroque, Classical,
Romantic, Impressionism, and Contemporary). Cultures including European, Native
American, African American, Hispanic, and Asian.
Standard 3: Music Expression – The student will perform, compose, improvise, and
arrange a variety of music within specific guidelines.
3.1*
Perform basic tonal patterns and rhythmic patterns on classroom instruments
(autoharp, recorder, percussion instruments, and guitar).
3.2*
Demonstrate the ability to read music from basic notation in treble or bass clef
(written representation of music)
3.3*
Use a variety of sound sources, including electronic and computer
3.4*
Respond physically or using classroom instruments to basic rhythm patterns
3.5*
Perform in solo or group ensembles through singing and playing instruments
3.6*
Sing or play musical compositions demonstrating knowledge of tonal and rhythmic
elements
3.7*
Use a system of counting beat and rhythm patterns (rhythm syllables and body
movement) to demonstrate knowledge of rhythms found in musical compositions.
3.8*
Identify uses of music in everyday life (film, television, background music, and
commercials).
3.9
Recognize and identify the appropriate ways to use the following elements of
musical style: Dynamics (piano, forte); Tempo (Allegro, Lento, Andante,
Moderato); Conducting patterns of simple meters (2/4, ¾, 4/4, 6/8); Articulation
(staccato, legato, accent).
Standard 4: Music Appreciation – The student will learn to appreciate music and
expand their listening beyond music currently familiar to the student.
4.1*
Recognize and practice appropriate audience or performer behavior appropriate
for the context and style of music performed.
4.2*
Demonstrate respect for music performed by the student and by other students and
professional performers.
4.3*
Use appropriate terms to explain preferences for musical works and styles
4.4*
Identify criteria for evaluating a musical composition or a musical performance