Content Standards

All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.

Strand I: Create (C)

Strand II: Perform/Present (P)

Strand III: Respond (R)

5th Grade Music	6th Grade Band	7th & 8th Grade Band	High School Band	High School Vocal

Unit Plans Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8	Unit Plans Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8, Unit 9, Unit 10	Unit Plans Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8, Unit 9, Unit 10, Unit 11, Unit 12, Unit 13, Unit 14, Unit 15, Unit 16, Unit 17	Unit Plans Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8, Unit 9	Unit Plans Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8


Content Standard 1: All students will apply skills and knowledge to perform in the arts. (to top)
E - Elementary	M - Middle School	H - High School
1. Sing and play independently, on pitch and in rhythm, with appropriate timbre, diction, posture, and tempo.	1. Sing and play with expression and technical accuracy a repertoire of vocal and instrumental literature, including some songs performed from memory.	1. Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some songs performed from memory.
2. Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.	2. Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.	2. Sing accurately with good breath control throughout singing ranges.
3. Sing expressively, with appropriate dynamics phrasing, and interpretations.	3. Sing accurately with good breath control throughout singing ranges.	3. Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.
4. Sing ostinatos, partner songs, and rounds.	4. Sing music written in two and three parts.	4. Perform artistically on electronic instruments.
5. Sing and play in groups, blending timbres, matching dynamic levels, and responding to the cues of a conductor.	5. Perform accurately, with appropriate technique, on at least one instrument —solo, in small and large ensembles.	5. Read an instrumental or vocal score of at least four staffs.
6. Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.	6. Use electronic instruments in a variety of ways as a performance medium.	6. Sight read, accurately and expressively, music with a moderate level of difficulty.
7. Echo short rhythms and melodic patterns.	7. Play simple melodies and harmonic accompaniments by ear.	7. Use standard notation to record personal musical ideas and the musical ideas of others.
8. Perform independent instrumental parts while other students sing or play contrasting parts.	8. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests; simple, compound, and alla-breve meters.
9. Read whole, half, dotted half, quarter, and eighth notes and rests in double and triple meter.	9. Sight read simple melodies in treble and bass clefs.
10. Use a system to read simple pitch notation in the treble clef in major keys.	10. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.
11. Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.
Content Standard 2: All students will apply skills and knowledge to create in the arts. (to top)
E - Elementary	M - Middle School	H - High School
1. Improvise simple rhythmic and melodic ostinato accompaniments.	1. Improvise simple harmonic accompaniments.	1. Improvise stylistically appropriate harmonizing parts.
2. Improvise "answers" in the same style to given rhythmic and melodic phrases.	2. Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.	2. Improvise rhythmic and melodic variations given pentatonic melodies and melodies in major and minor keys.
3. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.	3. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.	3. Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.
4. Create and arrange short songs and instrumental pieces within specified guidelines.	4. Compose short pieces within specified guidelines.	4. Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.
5. Arrange simple pieces for voices or instruments other than those for which the pieces were written.	5. 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.	5. Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges, and traditional usage of the sound sources.
6. Use a variety of traditional and nontraditional sound sources and electronic media when composing, arranging, and improvising.	6. Use a variety of traditional and nontraditional sound sources and electronic media when composing, arranging, and improvising.	6. Create or adapt music to integrate with other media.
7. Create and arrange music to accompany readings, dramatizations, or visual media.	7. Communicate an idea through musical arrangements, compositions, and improvisations
Content Standard 3: All students will analyze, describe and evaluate works of art. (to top)
E - Elementary	M - Middle School	H - High School
1. Identify simple music forms when presented aurally.	1. Describe specific music events in a given aural example, using appropriate terminology.	1. Demonstrate extensive knowledge and use of the technical vocabulary of music.
2. Demonstrate perceptual skills by moving, by answering questions, and by describing aural examples of music of various styles representing diverse cultures.	2. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.	2. 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.
3. Use appropriate terminology in explaining music, music notation, musical instruments and voices, and music performances.	3. Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.	3. Identify and explain compositional devices and techniques and their purposes giving examples of other works that make similar uses of these devices and techniques.
4. Identify the sounds of a variety of instruments, including many orchestra, band and electronic instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.	4. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply these criteria when performing.	4. Evaluate the use of music in mixed media environments.
5. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.	5. Evaluate the quality and effectiveness of one's own and others' performances, compositions, arrangements, and improvisations by applying specific and appropriate criteria and offering constructive suggestions for improvement.	5. Make informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations applying specific criteria.
6. Devise criteria for evaluating performances and compositions.		6. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.
7. Explain, using appropriate music terminology, personal preferences for specific musical works, and styles.
Content Standard 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts. (to top)
E - Elementary	M - Middle School	H - High School
1. Identify by genre or style aural examples of music from various historic periods and cultures.	1. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.	1. 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.
2. Describe how elements of music are used in examples from various cultures of the world.	2. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.	2. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
3. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.	3. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.	3. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.
4. Identify and describe roles of musicians in various settings and cultures.	4. Describe the impact of electronic media on music.	4. Analyze the impact of electronic music in society and culture.
5. Demonstrate audience behavior appropriate for the context and style of music performed.
Content Standard 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (to top)
E - Elementary	M - Middle School	H - High School
1. Observe and identify similarities and differences in the meanings of common terms used in the various arts.	1. Compare how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.	1. Explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
2. Observe and identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.	2. Describe ways in which the principles and subject matter of other disciplines are related to music.	2. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
3. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.	3. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. l	3. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.
4. Analyze personal, family, and community use of electronic media.	4. Describe the role of music in artistic applications of electronic media today.	4. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.
		5. Analyze and consider the use of music and media for the future.

Strand I: Create (C) (to top) *The student will:* C.1 Engage in full iterative cycles* of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices, before completion. C.2 Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline. C.3 Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline. C.4 Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision-making, problem solving, editing, and the creation of solutions. C.5 Reflect on and articulate the steps and various relationships of the artistic/creative process. Strand II: Perform/Present (P) (to top) *The student will:* P.1 Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence. P.2 Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline. P.3 Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users. P.4 Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience. Strand III: Respond (R) (to top) *The student will:* R.1 Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts. R.2 Identify, describe, and analyze connections across the visual, performing, and applied arts disciplines, and other academic disciplines. R.3 Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts. R.4 Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/ creative process.