TULSA PUBLIC SCHOOLS
General Music Pacing Calendar
High School

1st Quarter

Any 9 weeks session can be taught during any 9 week period.

General Music:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify and define the meanings of symbols for pitch, rhythm, dynamics, tempo, articulation (e.g. staccato, legato, marcato, accent) and expression (phrasing) found in a musical score.
• 1.2 Discuss the use of appropriate vocabulary of musical elements.
  1. Melody (skips, leaps and repeats, major and minor scales, intervals, phrasing, and melodic contour).
  2. Rhythm (quarter notes, eighth notes, half notes, whole notes, sixteenth and dotted notes and corresponding rests in 2/4, ¾, 4/4, 6/8, and 2/2 meter, compound meter, and syncopation).
  3. Harmony (Triads, major and minor chords).
  4. Form (AB, ABA, theme and variations, prelude and fugue, rondo, concerto).
  5. Tone color:
     (1) Vocal ranges and registers of female voices [soprano, mezzo soprano, alto, contralto] and male
            voices [countertenor, tenor, baritone, bass, basso profundo].
     (2) Orchestra instrument families: strings [violin, viola, cello, bass], brass [trumpet, French horn,
     trombone, tuba], woodwinds [piccolo, flute, clarinet, oboe, English horn, bassoon], percussion
     [timpani, bass drum, snare drum, xylophone, marimba, cymbal, triangle, chimes].
  6. Texture
     (1) Monophonic - a single melodic line.
     (4) Homophonic - a single melodic line with chordal accompaniment.
  7. Pitch (Half steps, whole steps, major and minor scales).
  8. Tempo (accelerando, ritardando, presto, allegro, andante, lento).
  9. Dynamics (forte, mezzo forte, mezzo piano, fortissimo, pianissimo, crescendo, decrescendo).
• 1.3 Notate simple rhythms and melodies using standard notation.

Choral or instrumental ensemble:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.4 PROFICIENT: Demonstrate the ability to read an instrumental or vocal score of up to four staves. Demonstrate ability to describe how the elements of music (melody, rhythm, harmony, form, tone color, texture, pitch, tempo, and dynamics) are used.
• 1.5 PROFICIENT: Notate rhythms and melodies in simple meters.

General Music, Choral and Instrumental Ensembles:
Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 PROFICIENT: Classify by genre or style and by historical period or culture unfamiliar by representative aural examples of music and explain the reasoning behind the classification.
  Example: Upon hearing works that have been studied, name the genre (such as opera), style (such as jazz, blues) and historical background (national anthems), period in history ) Baroque, Classical, Romantic, Contemporary), and culture for each, including composers.
• 2.2 PROFICIENT: Describe origins and development of American genres such as musicals, jazz and rock music, including composers.

Choral Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 PROFICIENT: Sing with expression and accuracy, including proper technique and breath control, intonation, diction, correct pitches and rhythms, appropriate for a large and varied repertoire of vocal literature (e.g. madrigal, jazz, barbershop).

Instrumental Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 PROFICIENT: Perform music accurately, and in tune, and following the conductor.

General Music, Choral, and Instrumental Ensembles
Standard 4: Music Appreciation – The Student will learn to appreciate music and extend 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. For example, symphony orchestra concert behavior includes the following guidelines:
  1. Arrive on time.
  2. Refrain from talking during the performance.
  3. Do not use cameras during a performance.
  4. Do not applaud until the conductor steps off the podium (One does not applaud after separate
     movements of a composition).
  5. Prepare for the performance by researching information about the music to be performed.
• 4.2 Demonstrate respect for music performed by the student and by other student 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, arrangement, improvisation or musical performance by comparing it to an exemplary performance or musical work.

2nd Quarter

General Music:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify and define the meanings of symbols for pitch, rhythm, dynamics, tempo, articulation (e.g. staccato, legato, marcato, accent) and expression (phrasing) found in a musical score.
• 1.2 Discuss the use of appropriate vocabulary of musical elements.
  1. Melody (skips, leaps and repeats, major and minor scales, intervals, phrasing, and melodic contour).
  2. Rhythm (quarter notes, eighth notes, half notes, whole notes, sixteenth and dotted notes and
     corresponding rests in 2/4, ¾, 4/4, 6/8, and 2/2 meter, compound meter, and syncopation).
  3. Harmony (Triads, major and minor chords).
  4. Form (AB, ABA, theme and variations, prelude and fugue, rondo, concerto).
  5. Tone color:
     (1) Vocal ranges and registers of female voices [soprano, mezzo soprano, alto, contralto] and male
     voices [countertenor, tenor, baritone, bass, basso profundo].
     (2) Orchestra instrument families: strings [violin, viola, cello, bass], brass [trumpet, French horn,
     trombone, tuba], woodwinds [piccolo, flute, clarinet, oboe, English horn, bassoon], percussion
     [timpani, bass drum, snare drum, xylophone, marimba, cymbal, triangle, chimes].
  6. Texture
     (1) Monophonic - a single melodic line.
     (4) Homophonic - a single melodic line with chordal accompaniment.
  7. Pitch (Half steps, whole steps, major and minor scales).
  8. Tempo (accelerando, ritardando, presto, allegro, andante, lento).
  9. Dynamics (forte, mezzo forte, mezzo piano, fortissimo, pianissimo, crescendo, decrescendo).
• 1.3 Notate simple rhythms and melodies using standard notation.

Choral or instrumental ensemble:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.4 PROFICIENT: Demonstrate ability to describe how the elements of music (melody, rhythm, harmony, tone color, texture, pitch, tempo, and dynamics) are used.
• 1.5 PROFICIENT: Notate rhythms and melodies in simple meters

General Music, Choral and Instrumental Ensembles:
Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 PROFICIENT: Classify by genre or style and by historical period or culture unfamiliar by representative aural examples of music and explain the reasoning behind the classification.
  Example: Upon hearing works that have been studied, name the genre (such as opera), style (such as jazz, blues) and historical background (national anthems), period in history ) Baroque, Classical, Romantic, Contemporary), and culture for each, including composers.
• 2.2 PROFICIENT: Describe origins and development of American genres such as musicals, jazz and rock music, including composers.

Choral Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 PROFICIENT: Sing with expression and accuracy, including proper technique and breath control, intonation, diction, correct pitches and rhythms, appropriate for a large and varied repertoire of vocal literature (e.g. madrigal, jazz, barbershop).
• 3.2 PROFICIENT: Sing music written in four parts, with and without accompaniment at a moderate level of difficulty.

Instrumental Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 PROFICIENT: Perform music accurately, and in tune, and following the conductor.
• 3.2 PROFICIENT: Perform with expression and technical accuracy a large and varied repertoire of instrumental literature.

General Music, Choral and Instrumental Ensembles:
Standard 4: Music Appreciation – The Student will learn to appreciate music and extend 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. For example, symphony orchestra concert behavior includes the following guidelines:
  1. Arrive on time;
  2. Refrain from talking during the performance;
  3. Do not use cameras during a performance;
  4. Do not applaud until the conductor steps off the podium (One does not applaud after separate
     movements of a composition);
  5. Prepare for the performance by researching information about the music to be performed.
• 4.2 Demonstrate respect for music performed by the student and by other student 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, arrangement, improvisation or musical performance by comparing it to an exemplary performance or musical work.

3rd Quarter

General Music:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify and define the meanings of symbols for pitch, rhythm, dynamics, tempo, articulation (e.g. staccato, legato, marcato, accent) and expression (phrasing) found in a musical score.
• 1.2 Discuss the use of appropriate vocabulary of musical elements.
  1. Melody (skips, leaps and repeats, major and minor scales, intervals, phrasing, and melodic contour).
  2. Rhythm (quarter notes, eighth notes, half notes, whole notes, sixteenth and dotted notes and
     corresponding rests in 2/4, ¾, 4/4, 6/8, and 2/2 meter, compound meter, and syncopation).
  3. Harmony (Triads, major and minor chords).
  4. Form (AB, ABA, theme and variations, prelude and fugue, rondo, concerto).
  5. Tone color:
     (1) Vocal ranges and registers of female voices [soprano, mezzo soprano, alto, contralto] and male
     voices [countertenor, tenor, baritone, bass, basso profundo].
     (2) Orchestra instrument families: strings [violin, viola, cello, bass], brass [trumpet, French horn,
     trombone, tuba], woodwinds [piccolo, flute, clarinet, oboe, English horn, bassoon], percussion
     [timpani, bass drum, snare drum, xylophone, marimba, cymbal, triangle, chimes].
  6. Texture
     (1.) Monophonic - a single melodic line.
     (4). Homophonic - a single melodic line with chordal accompaniment.
  7. Pitch (Half steps, whole steps, major and minor scales).
• 1.3 Notate simple rhythms and melodies using standard notation.

Choral or instrumental ensemble:
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.4 PROFICIENT: Demonstrate the ability to read an instrumental or vocal score of up to four staves. Demonstrate ability to describe how the elements of music (melody, rhythm, harmony, tone color, texture, pitch, tempo, and dynamics) are used.
• 1.5 ADVANCED: Notate rhythms and melodies in simple and compound meters
• 1.6 PROFICIENT: Identify compositional devices used in choral and instrumental compositions such as key changes, cadences, and articulation
• 1.7 PROFICIENT: Describe the characteristic features of particular instrumental (or choral) compositions.

General Music, Choral and Instrumental Ensembles
Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind the classifications. Compare and contrast music from a variety of genres, styles, periods and cultures.
• 2.2 Describe origins and development of American genres such as musicals, jazz and rock music, including composers. Identify and differentiate two or more cultural sources of influence and determine the historical context that created a synthesis of influences.

Choral Ensembles
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 ADVANCED: Sing with expression and accuracy, including proper technique and breath control, intonation, diction, correct pitches and rhythms, and a variety of articulations appropriate for a large and varied repertoire of vocal literature (e.g. madrigal, jazz, barbershop).
• 3.2 ADVANCED: Sing music for a variety of voicings (first soprano, second soprano, alto, tenor, baritone, bass) with and without accompaniment (a cappella) at a moderate level of difficulty

Instrumental Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 ADVANCED: Perform music accurately (pitch, rhythm, phrasing, intonation and articulation), in tune, balancing with the rest of the ensemble and responding to the conductor’s cues.
• 3.2 ADVANCED: Perform on an instrument with expression (phrasing and interpretation) and accuracy (varied keys and meters), including appropriate technique specific to the instrument (i.e. breathing techniques, mallet techniques and bowing techniques), using appropriate dynamics, tempo and articulations appropriate for the style of music.

General Music, Choral and Instrumental Ensembles:
Standard 4: Music Appreciation – The Student will learn to appreciate music and extend 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. For example, symphony orchestra concert behavior includes the following guidelines:
  1. Arrive on time.
  2. Refrain from talking during the performance.
  3. Do not use cameras during a performance.
  4. Do not applaud until the conductor steps off the podium (One does not applaud after separate
     movements of a composition).
  5. Prepare for the performance by researching information about the music to be performed.
• 4.2 Demonstrate respect for music performed by the student and by other student 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, arrangement, improvisation or musical performance by comparing it to an exemplary performance or musical work.

4th Quarter

General Music
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify and define the meanings of symbols for pitch, rhythm, dynamics, tempo, articulation (e.g. staccato, legato, marcato, accent) and expression (phrasing) found in a musical score.
• 1.2 Discuss the use of appropriate vocabulary of musical elements.
  1. Melody (skips, leaps and repeats, major and minor scales, intervals, phrasing, and melodic contour).
  2. Rhythm (quarter notes, eighth notes, half notes, whole notes, sixteenth and dotted notes and
     corresponding rests in 2/4, ¾, 4/4, 6/8, and 2/2 meter, compound meter, and syncopation).
  3. Harmony (Triads, major and minor chords).
  4. Form (AB, ABA, theme and variations, prelude and fugue, rondo, concerto).
  5. Tone color:
     (1) Vocal ranges and registers of female voices [soprano, mezzo soprano, alto, contralto] and male
     voices [countertenor, tenor, baritone, bass, basso profundo].
     (2) Orchestra instrument families: strings [violin, viola, cello, bass], brass [trumpet, French horn,
     trombone, tuba], woodwinds [piccolo, flute, clarinet, oboe, English horn, bassoon], percussion
     [timpani, bass drum, snare drum, xylophone, marimba, cymbal, triangle, chimes].
  6. Texture
     (1.) Monophonic - a single melodic line.
     (4). Homophonic - a single melodic line with chordal accompaniment.
  7. Pitch (Half steps, whole steps, major and minor scales).
• 1.3 Notate simple rhythms and melodies using standard notation.

Choral or instrumental ensemble
Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.4 ADVANCED: Demonstrate the ability to read an instrumental or vocal score of up to four staves. Demonstrate ability to describe how the elements of music (melody, rhythm, harmony, tone color, texture, pitch, tempo, and dynamics) are used. Demonstrate the ability to read and interpret a full instrumental or vocal score including nonstandard notation symbols used by 20th century composers. Demonstrate the ability to describe how elements of music are used and explain all transpositions and clefs.
• 1.5 ADVANCED: Notate rhythms and melodies in simple and compound meters
• 1.6 ADVANCED: Identify use of compositional devices used in choral and instrumental compositions such as key changes, augmentation and diminution, motives, imitation, cadences, and articulation
• 1.7 ADVANCED: Describe the characteristic features of particular instrumental (or choral) compositions. Identify use of formal devices characteristic of a string quartet, march, tone poem, suite, or symphony.

General Music, Choral and Instrumental Ensembles
Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 ADVANCED: Compare and contrast music from a variety of genres, styles, periods, and cultures.
• 2.2 ADVANCED: Identify and differentiate two or more cultural sources of influence and determine the historical context that created a synthesis of influences. &

Choral Ensembles
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 ADVANCED: Sing with expression and accuracy, including proper technique and breath control, intonation, diction, correct pitches and rhythms, and a variety of articulations appropriate for a large and varied repertoire of vocal literature (e.g. madrigal, jazz, barbershop).
• 3.2 ADVANCED: Sing music for a variety of voicings (first soprano, second soprano, alto, tenor, baritone, bass) with and without accompaniment (a cappella) at a moderate to professional level of difficulty

Instrumental Ensembles:
Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 ADVANCED: Perform instrumental music accurately (pitch, rhythm, phrasing, intonation and articulation), in tune, balancing with the rest of the ensemble and responding to the conductor’s cues.
• 3.2 ADVANCED: Perform on an instrument with expression (phrasing and interpretation) and accuracy (varied keys and meters), including appropriate technique specific to the instrument (i.e. breathing techniques, mallet techniques and bowing techniques), using appropriate dynamics, tempo and articulations appropriate for the style of music.

General Music, Choral and Instrumental Ensembles:
Standard 4: Music Appreciation – The Student will learn to appreciate music and extend 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. For example, symphony orchestra concert behavior includes the following guidelines:
  1. Arrive on time.
  2. Refrain from talking during the performance.
  3. Do not use cameras during a performance.
  4. Do not applaud until the conductor steps off the podium (One does not applaud after separate
     movements of a composition).
  5. Prepare for the performance by researching information about the music to be performed.
• 4.2 Demonstrate respect for music performed by the student and by either student 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, arrangement, improvisation or musical performance by comparing it to an exemplary performance or musical work.

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