Purpose
Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition. Scientifically, music is an auditory symbol system that the brain conceives as spatial-temporal reasoning. The brain organizes the elements of pitch, rhythm, timbre and harmony in neurological pathways that cannot be replicated in any other manner. Historically, musical expression is an innate human activity that bridges cultures and time.
In the study of music, students create meaning and expression through the use of listening, composing and improvisational skills. Students attain skill in choral and instrumental performance, as well as critical thinking and self-assessment. Understanding of musical elements and how people in different places and at different times have manipulated them is important in learning how meaning is derived from sound. Students should also be able to identify exemplary musical works.
The framework in music offers a balanced, comprehensive, sequential study of the art form. It uses a music difficulty rating system that is represented by a number ranging from 1 to 6, with 6 signifying the most challenging music (National Standards for Arts Education/Dance, Music, Theatre, Visual Art, 1994, Music Educators National Conference, pg. 78). The framework is written to lead students in an orderly and complete way to a rich mastery of the subject. By progressively mastering the materials in the ten content standards, students will gain understanding of and derive meaningful experience in music.
Broad experience in music is necessary if students are to make informed musical judgments. To meet the standards in this framework, students must learn vocabularies and concepts associated with various types of work in music. By understanding the contribution music makes to culture and history, students are better prepared to live and work in multicultural settings. The adult life of every student is enriched by the skills, knowledge and dispositions acquired through the study of music.
Curriculum Standard 1 - General Music Proficiency Standards |
Sing, alone and with others, a varied repertoire of music. |
End of Grade 4 |
|
End of Grade 8 |
Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo.
Sing expressively, with appropriate dynamics, phrasing, and interpretation.
Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
Sing ostinatos, partner songs, and rounds.
Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
|
|
Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
Sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2 on a scale of 1 to 6, including some songs performed from memory
Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.
Sing music written in two and three parts.
|
Curriculum Standard 1 - Choral Performance Proficiency Standards |
Sing, alone and with others, a varied repertoire of music. |
End of Grade 8 |
|
End of Grade 12 |
|
Additional Grades 9-12 |
Sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3 on a scale of 1 to 6, including some songs from memory.
|
|
Sing with expression and technical accuracy a large and varied repertoire of vocal literature in more than one language with a difficulty level of 4 on a scale of 1 to 6, including some songs performed from memory.
Sing music written in four parts, with and without accompaniment, demonstrating well-developed ensemble skills.
|
|
Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 5 on a scale of 1 to 6.
Sing music written in more than four parts
Sing in small ensembles with one student on each part. |
Return to Standards
|
Curriculum Standard 2 - General Music Proficiency Standards |
Perform on instruments, alone and with others, a varied repertoire of music. |
End of Grade 4 |
|
End of Grade 8 |
Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.
Perform expressively a varied repertoire of music representing diverse genres and styles.
Echo short rhythms and melodic patterns.
Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.
Perform independent instrumental parts while other students sing or play contrasting parts.
|
|
Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, playing position, and good breath, bow, or stick control.
Perform, with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a difficulty level of 2 on a scale of 1 to 6.
Perform music representing diverse genres and cultures, with expression appropriate for the work being performed.
Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.
|
Curriculum Standard 2 - Instrumental Performance Proficiency Standards |
Sing, alone and with others, a varied repertoire of music. |
End of Grade 8 |
|
End of Grade 12 |
|
Additional Grades 9-12 |
Perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3 on a scale of 1 to 6, including some solos performed from memory.
|
|
Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6.
Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.
Perform in small ensembles with one student on a part.
|
|
Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 5, on a scale of 1 to 6. |
Return to Standards
|
Curriculum Standard 3 |
Improvise melodies, variations, and accompaniments. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Improvise "answers" in the same style to given rhythmic and melodic phrases.
Improvise simple rhythmic and melodic ostinato accompaniments.
Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.
Improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
|
|
Improvise simple harmonic accompaniments.
Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.
Improvise short melodies, unaccompanied and with given rhythmic accompaniments, each in a consistent style, meter, and tonality.
|
|
Improvise stylistically appropriate harmonization/homophonic parts.
Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.
Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Improvise stylistically appropriate harmonization/ homophonic parts in a variety of styles.
Improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality.
|
Return to Standards
Curriculum Standard 4 |
Compose and arrange music within specified guidelines. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Create and arrange music to accompany readings or dramatizations.
Create and arrange short songs and instrumental pieces within specified guidelines.
Use a variety of sound sources when composing.
|
|
Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.
Arrange simple pieces for voices or instruments other than those for which the pieces were written.
Use traditional and nontraditional sound sources and electronic media when composing and arranging.
|
|
Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.
Arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.
Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usage of the sound sources.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Compose music, demonstrating imagination and technical skill in applying the principles of composition.
|
Return to Standards
Curriculum Standard 5 |
Read and notate music. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
Use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys.
Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.
Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.
|
|
Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures.
Read at sight simple melodies in both the treble and bass clefs.
Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
Use standard notation to record their musical ideas and the musical ideas of others.
Sight-read accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6. (for choral/instrumental students)
|
|
Demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.
Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6. (for choral/instrumental ensemble/class)
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs.
Interpret nonstandard notation symbols used by twentieth-century composers.
Sight-read, accurately and expressively, music with a difficulty level of 4, on a scale of 1 to 6. (for choral/instrumental students)
|
Return to Standards
Curriculum Standard 6 |
Listen to, analyze, and describe music. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Identify simple music forms when presented aurally.
Demonstrate perceptual skills by moving to, inquiring about, and describing aural examples of music from various styles representing diverse cultures.
Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
Identify the sounds of different instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.
Respond through purposeful movement to selected prominent features in a piece of music.
|
|
Describe specific music events in a given aural example, using appropriate terminology.
Analyze how elements of music are expressed in diverse genres and cultures.
Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.
|
|
Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.
Demonstrate extensive knowledge of the technical vocabulary of music.
Identify and explain composition devices and techniques used to provide unity, variety, and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Demonstrate the ability to perceive and remember music events.
Compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.
Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.
|
Return to Standards
Curriculum Standard 7 |
Evaluate music and music performances. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Devise criteria for evaluating performances and compositions.
Explain, using appropriate music terminology, personal preferences for specific musical works and styles.
|
|
Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their own personal listening and performing.
Evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music.
|
|
Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations, then apply the criteria in their personal participation in music.
Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Evaluate a given musical work in terms of its aesthetic qualities and explain the musical devices it uses to evoke feelings and emotions.
|
Return to Standards
Curriculum Standard 8 |
Understand relationships among music, the other arts, and disciplines outside the arts. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Identify similarities and differences in the meanings of common terms used in the various arts.
Identify ways in which the principles and subject matter of other disciplines are related to those of music.
|
|
Compare in two or more arts how the characteristic features of each art discipline can be used to transform similar events, scenes, emotions, or ideas into works of art.
Describe ways in which the principles and subject matter of other disciplines are related to those of music.
|
|
Explain how elements, artistic processes and organizational principals, such as unity or variety, are used in similar and distinctive ways in the various arts.
Compare characteristics of the arts within a particular period, style, or culture.
Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Compare how creators, performers, and others involved in the production and presentation of the various arts are similar to and different from one another.
|
Return to Standards
Curriculum Standard 9 |
Understand music in relation to history and culture. |
End of Grade 4 |
|
End of Grade 8 |
|
End of Grade 12 |
Identify by genre or style aural examples of music from various historical periods and cultures.
Describe in simple terms how elements of music are used in various world cultures.
Identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.
Identify and describe the roles of musicians in music settings and cultures.
Demonstrate audience behavior appropriate for the context and style of music performed.
Describe the way music has been a continuous part of the history of human culture.
|
|
Describe distinguishing characteristics of representative music genres and styles from different cultures.
Classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.
Compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world.
|
|
Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications.
Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
Identify and explain the stylistic features of a given music work that serve to define its aesthetic tradition and its historical or cultural context.
Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.
|
Return to Standards
|
