MUSIC
CURRICULUM
GUIDE
GRADES K – 12
March 2001
Prince William County Public Schools
#61582451348G (Rev. 3/01)
DEPARTMENT OF INSTRUCTION
CURRICULUM AND STAFF DEVELOPMENT
MUSIC
March, 2001
Pamela Gauch
Associate Superintendent for Instruction
Lisa Reinshuttle
Director of Curriculum and Staff Development
A. Frederick Milbert
Curriculum Supervisor
PRINCE WILLIAM COUNTY SCHOOL BOARD
Lucy S. Beauchamp, Chairman
John David Allen, Sr., Vice-Chairman
Coles District
Steven Keen
Woodbridge District
Joan R. Ferlazzo
Dumfries District
Stephen R. Wassenberg
Occoquan District
Lyle G. Beefeldt
Brentsville District
Charles J. Colgan, Jr.
Gainesville District
Mary Williams
Neabsco District
Dr. Edward L. Kelly
Superintendent of Schools
The Prince William County School division does not discriminate in employment or in its educational programs and activities against qualified individuals with disabilities, nor on the basis
of age, gender, race, color, religion, or national origin.
ACKNOWLEDGEMENTS
We gratefully acknowledge the assistance of the following teachers and administrators in the development of the Music
Curriculum: Shana Barr, Linda Beville, Elisabeth Boiven, Dennis Brown, Grace Early, Chad Haymon, Lora Ker,
JoEllen Livingston, Joseph MacFarland, Fred Milbert, Carol Mills, Denise Morgan, Theresa Moyers, Katherine Outten,
Janine Parnell, James Pratte, Carol Ann Rethmal, Beverley Thomas, Debra Trowbridge, Michael Trowbridge, and Joyce
Zsembery.
Special assistance in the editing, refining and technical support has been provided by the following: Tiffany Villanueva,
Fred Milbert, Carol Mills and Joyce Zsembery.
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS
MUSIC CURRICULUM
TABLE OF CONTENTS
Table of Contents……………………………………………………………………………………………………………………..…i
Mission Statement ………………………………………………………………………………………………………..…………….ii
Forward……………………………………………………………………………………………………………………………….….iii
Descriptions of Terms…………………………………………………………………………………………………...……………..iv
Music Curriculum Kindergarten – Eighth Grade……………………………………………………………………………………..1
Goals and Benchmarks... …………………………………………………………………………………………………………...……..2
Kindergarten Objectives……………………………………………………………………………………………………………5
First Grade Objectives…………………………………………………………………………………………..…………….……8
Second Grade Objectives…………………………………………………………………………………………………..….…12
Third Grade Objectives………………………………………………………………………………………..………………….15
Fourth Grade Objectives……………………………………………………………………………………………………….…19
Fifth Grade Objectives………………………………………………………………………………………………………….…22
Sixth – Eighth Grade Objectives………………………………………………………………………………………………...25
Instrumental Music Curriculum……………………………………………………………………………………………………….28
Benchmarks …………………………..……………………………………………………………………………………………………29
Perform Objectives………………………………………………………………………………………………………………..33
Create Objectives………………………………………………………………………………………………………………….40
Investigate Objectives…………………………………………………………………………………………………………….41
Connect Objectives………………………………………………………………………………………………………………..44
Choral/Vocal Music Curriculum……………………………………………………………………………...……………………….46
Benchmarks……………...…………………………………………………………………………………………………………………47
Perform Objectives………………………………………………………………………………………………………………..51
Create Objectives………………………………………………………………………………………………………………….58
Investigate Objectives…………………………………………………………………………………………………………….62
Connect Objectives………………………………………………………………………………………………………………..65
MUSIC MISSION STATEMENT
Music is an integral part of humanity and is therefore an essential part of education. It serves as a
vehicle for enjoyment and personal expression through which cultural heritage is passed on to each
generation. Every student will have opportunities to perform, create, investigate, and connect music of many
cultures, styles, and historical periods.
Through music education, our students will obtain skills necessary to develop and use their musical
creativity and talent to the fullest of their capabilities. This will enrich their lives and the lives of others as they
share their music. As they study music, students will learn to think, solve problems and communicate as they
work toward a common goal. The knowledge of music empowers students to contribute to society and to
respect and appreciate cultural similarities and differences.
FORWARD
The Prince William County Music Curriculum is organized by areas and levels of instruction: Music K-8,
Instrumental, and Vocal/Choral. Virginia Standards of Learning are embedded within the Prince William
County Music Curriculum. Virginia Standards of Learning are numbered in Bold font. Prince William County
Objectives are numbered in plain font where they exceed the Virginia Standards of Learning. Combined, they
comprise the Prince William County Music Objectives.
Music K-8 objectives are arranged by grade level. Instrumental and vocal curriculum contains four
levels of instruction: Beginning, Intermediate, Advanced, and Artist. Instrumental levels are based upon the
Virginia Band and Orchestra Directors Association Solo Repertoire List. Vocal levels are based on Virginia
Choral Directors Association manual or comparable guide of graded material, vocal maturation and increasing
musicianship skills. Levels of instruction in Music K-8, Instrumental and Vocal/Choral Music are organized by
four related strands: Perform, Create, Investigate, and Connect.
The Prince William County Instrumental Program is divided into Band and Strings. Band is a seven-year
sequential program beginning in the sixth grade. Strings instruction is an eight-year sequential program
beginning in the fifth grade. Levels identified for band and string objectives are general indications and will
vary among students according to proficiency levels.
Descriptions of Terms
STRANDS – Related aspects of music instruction. These strands are represented at every level.
ƒ PERFORM – The strand in which students develop mastery of skills needed for performance at
increasing levels of difficulty. This involves student participation in playing instruments, singing and/or
moving to music.
ƒ CREATE - The strand in which students develop the ability to express their ideas or feelings through
original compositions or improvisations, either individually or in a group setting.
ƒ INVESTIGATE – The strand in which students gain knowledge of music theory through music reading,
notation and sight-reading. This area also involves students’ development of critical and analytical skills.
ƒ CONNECT – The strand in which students discern the commonalities found between music and other
disciplines. Such connections include the relationship of rhythm to mathematics, musical expression as
it relates to historical or cultural studies and sound/acoustics as it relates to scientific principles.
BENCHMARKS – Specific targeted goals for students to achieve by the completion of designated levels.
OBJECTIVES – Sequential pedagogical skills and areas of knowledge that will be addressed at each level of
instruction.
MUSIC K-8
BENCHMARKS, STRANDS, GOALS AND OBJECTIVES
MUSIC EDUCATION GOALS AND BENCHMARKS
Strand: PERFORM
Goal: Students will express musical ideas through performing individually, in ensembles and in large groups.
•
•
•
•
•
THIRD GRADE
Perform and play on various
classroom instruments in unison,
ostinati, partner songs, and
rounds.
Sing in tune pentatonic melodies,
demonstrating clear tone and
breath control.
Imitate rhythmic and melodic
patterns presented aurally.
Play and sing in groups, with
attention to steady beat, matching
pitch and dynamic levels.
Identify and perform rhythm and
pitch using various meters, tempi
and dynamics.
•
•
•
•
•
FIFTH GRADE
Sing and play accurately and
independently in unison and
harmony in both small and large
ensembles.
Perform with appropriate posture
and style diatonic melodies
(diction, clear tone, breath control,
etc.)
Recognize and imitate rhythm,
pitch, tempo, and dynamic
changes.
Play or sing in groups, with
attention to blending timbres,
matching pitch and dynamic levels.
Identify and perform notation
symbols of rhythm and pitch, using
meter, tempi, and dynamics.
Articulation and expression should
also be explored.
•
•
•
SEVENTH GRADE
Recognize and identify various
rhythms, dynamics, and tempi
when presented aurally.
Perform in groups, blending
instrumental and/or vocal timbres
and pitch, matching dynamic
levels.
Identify and perform standard
notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and
expression.
MUSIC EDUCATION GOALS AND BENCHMARKS
Strand: CREATE
Goal: Students will develop skills to compose, improvise and arrange original ideas.
•
•
•
THIRD GRADE
Create music and movement.
Improvise rhythmic and melodic
ostinati accompaniments.
Create melodic embellishments
and/or rhythmic and melodic
patterns.
•
•
•
FIFTH GRADE
Create short songs and/or
instrumental pieces within
specified guidelines.
Improvise rhythmic and melodic
ostinati accompaniments.
Create melodic embellishments
and/or rhythmic and melodic
patterns.
•
•
•
•
SEVENTH GRADE
Create movement to accompany
music.
Compose music using a variety of
sound sources.
Improvise short unaccompanied
melodies.
Create melodic embellishments or
rhythmic and melodic variations in
C, F, and G tonalities.
MUSIC EDUCATION GOALS AND BENCHMARKS
Strand: INVESTIGATE
Goal: Students will develop skills in music theory through music reading, notation and sight-reading.
Students will critically listen to and analyze music.
•
•
•
THIRD GRADE
Recognize form, (i.e., AB, ABA,
and Rondo), instruments and vocal
tone colors when presented
aurally.
Explore characteristics in music of
world cultures.
Recognize music symbols
indicating rhythm, pitch, dynamics
and directional markings.
•
•
•
•
FIFTH GRADE
Recognize form (i.e., AB, ABA,
Rondo, and Theme and
Variations).
Distinguish between various
musical styles and genres.
Explore characteristics in music of
world cultures.
Recognize music symbols
indicating rhythm, pitch, dynamics,
and directional markings.
•
•
SEVENTH GRADE
Demonstrate knowledge of the
components of music in aural
examples.
Trace the sources of various
musical styles or eras and site
representative composers,
performers, and compositions.
Strand: CONNECT
Goal: The students will explore the connection between music and other disciplines.
•
•
THIRD GRADE
Demonstrate knowledge of the
concert etiquette as a performer
and as a listener.
Exhibit knowledge of the
relationships between music and
other disciplines.
•
•
FIFTH GRADE
Demonstrate knowledge of the
concert etiquette as a performer
and as a listener.
Exhibit knowledge of the
relationships between music and
other disciplines
•
•
SEVENTH GRADE
Demonstrate knowledge of concert
etiquette as a performer and as a
listener.
Exhibit knowledge of the
relationships between music and
other disciplines.
MUSIC CURRICULUM
Kindergarten
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
SOL K.1 The student will
sing songs and play
instruments.
• Participate individually
and in groups.
• Accompany songs and
chants with body
percussion and
classroom instruments.
• Imitate two pitch (solmi) patterns sung or
played.
SOL K.7 The student will
employ creativity in a variety
of music experiences.
• Use classroom
instruments, body
percussion, and
movement.
• Use the voice in
speech and song.
• Dramatize songs,
stories, and poems.
K.1.1 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem. (SOL K.1)
K.1.2 The student will sing
alone or in a group in unison.
(SOL K.1)
K.1.3 The student will sing in
K.7.1 The student will devise
unique motions to interpret
what is heard.
(SOL K.7)
K.7.2 The student will move
(dance) interpretively to
various styles of music.
(SOL K.7)
K.7.3 The student will select
and use a classroom
instrument to accompany
INVESTIGATE
SOL K.8 The student will
recognize and demonstrate
expressive qualities of
music: fast/slow and
loud/soft.
K.8.1 The student will
demonstrate that music can
move at a fast or slow
tempo. (SOL K.8)
K.8.2 The student will
recognize that music can be
loud or soft. (SOL K.8)
SOL K.9 The student will
identify classroom
instruments by sight and
sound.
K.9.1 The student will
identify unpitched percussion
instruments when presented.
(SOL K.9)
SOL K.10 The student will
CONNECT
SOL K.11 The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
K.11.1 The student will
recognize how music relates
to other disciplines.
(SOL K.11)
CORE
CORRELATION
K.1
English: K.1,2,3,4
Science: K.2,10
K.2
English: K.1
Math: K.3,7,16
K.4
English: K.1,2,7,8
Soc. Sci.: K.1,2,5
K.5
English: K.1,2,3,4
K.6
Math: K.5
K.7
English:
K.1,2,3,7,8,11
K.8
unison in a group using solmi. (SOL K.1)
and/or embellish a song or
poem. (SOL K.7)
K.1.4 The student will
identify and perform melodic
contours. Emphasis should
be on pitch direction.
distinguish between tone
colors.
• Identify voices and
instruments.
• Identify men’s,
women’s and children’s
voices.
SOL K.2 The student will
perform rhythm patterns that
include sounds and silences.
K.10.1 The student will
identify male and female
voices. (SOL K.10)
K.2.1 The student will echoclap or play rhythm patterns
presented by the teacher.
(SOL K.2)
K.10.2 The student will
identify by timbre basic
classroom instruments.
(SOL K.10)
SOL K.3 The student will
sing, play, or move at the
appropriate time following a
vocal/instrumental
introduction.
K.10.3 The student will
recognize when music
phrases are same or
different.
K.3.1 The student will
recognize and respond to
introduction and/or coda.
K.10.4 The student will
experience and identify
unison melody, accompanied
and/or unaccompanied.
SOL K.4 The student will
respond to music with
movement.
• Match movement to
rhythm patterns.
• Employ locomotor and
non-locomotor
movement.
• Use movement to
enhance music,
stories, and poems.
• Perform dances and
games from various
cultures.
•
Use the body to
illustrate moods and
English: K.1
Science: K.2,9
K.9
Math: K.1,19,20
K.10
English: K.1
Math: K.12,19.20
Science: K.4
contrasts in music.
K.4.1 The student will move
interpretively to various
styles of music. (SOL K.4)
K.4.2 The student will devise
unique motions to interpret
what is heard. (SOL K.4)
K.4.3 The student will
perform patterned
dances/movement activities.
(SOL K.4)
SOL K.5 The student will
demonstrate the difference
between a singing voice and
a speaking voice.
K.5.1 The student will imitate
a variety of voice inflections
as spoken by the teacher to
include pitch and vocal
quality. (SOL K.5)
SOL K.6 The student will
demonstrate steady beat.
• Use body percussion,
instruments, and
movement.
• Use children’s
literature, chant, and
song.
K.6.1 The student will
demonstrate steady beat.
(SOL K.6)
MUSIC CURRICULUM
First Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand:
Goal:
CONNECT
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
SOL 1.1 The student will sing
songs and play instruments.
•
Sing songs that contain
sol, mi and la pitches.
•
Sing a variety of songs
individually and in
groups.
•
Develop a repertoire of
songs.
•
Play pitched and nonpitched instruments.
SOL 1.4 The student will
employ creativity in a variety
of music experiences.
•
Use classroom
instruments, body
percussion, and
movement.
•
Use the voice in speech
and song.
•
Dramatize songs,
stories, and poems.
1.1.1 The student will sing
melodies using sol, la and mi.
(SOL 1.1)
1.4.1 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem. (SOL 1.4)
1.1.2 The student will play a
simple bordun on melodic
percussion instruments.
1.1.3 The student will
improvise accompaniments
on pitched and unpitched
percussion instruments.
1.4.2 The student will devise
unique motions to interpret
what is heard. (SOL 1.4)
1.4.3 The student will create
melodic patterns that move
INVESTIGATE
SOL 1.5 The student will
distinguish between melodic
rhythms and steady beat by
sight and sound.
1.5.1 The student will identify
changes in rhythm patterns
presented aurally. (SOL 1.5)
1.5.2 The student will notate
using manipulatives, rhythm
patterns to include quarter
note, quarter rest and eighth
note. (SOL 1.5)
1.5.3 The student will
demonstrate ability to
maintain a steady beat.
1.5.4 The student will
demonstrate the difference
between steady beat and
rhythm.
SOL 1.6 The student will
CONNECT
SOL 1.11 The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
1.11.1 The student will
recognize how music relates
to other disciplines.
(SOL 1.12)
CORE
CORRELATION
1.1
Science: 1.1,2
1.3
Soc. Sci.:
1.1,2,3,4,7
1.4
English: 1.1,1.11
1.5
English: 1.1,2
Math: 1.3
1.6
English: 1.1
Science: 1.1
1.7
Science: 2.1, 1.8
English: 1.1
Science: 1.1
1.9
(SOL 1.1)
up, down, or stay the same.
SOL 1.2 The student will
perform rhythm patterns.
• Relate rhythm
patterns to notation.
• Demonstrate melodic
rhythm.
1.4.4 The student will create
movement to dramatize
songs, poems or stories.
1.2.1 The student will perform
rhythm patterns to include
quarter note, eighth note, and
quarter rest. (SOL 1.2)
1.2.2 The student will
recognize iconic notation for
quarter note, eighth note and
quarter rest. (SOL 1.2)
1.2.3 The student will
improvise using a given set of
rhythm patterns.
SOL 1.3 The student will
respond to music with
movement.
•
Perform line and circle
dances.
•
Perform dances and
games from various
cultures.
•
Demonstrate locomotor
and non-locomotor
movements.
•
Dramatize songs,
stories and poems.
1.3.1 The student will perform
student choreographed
recognize when music
changes from one section to
a contrasting section.
English: 1.1,2
Math: 20
Science: 1.1,2,8
1.6.1 The student will identify
changes in contrasting
sections of music to include
AB and ABA form. (SOL 1.6)
1.10
English: 1.1,2
SOL 1.7 The student will
recognize and describe
sudden changes in
expressive qualities of music.
•
Demonstrate changes
in dynamics and tempo
vocally, instrumentally,
and with movement.
1.7.1 The student will
recognize that music can be
loud or soft. (SOL 1.7)
1.7.2 The student will identify
and perform changes in
dynamics. (SOL 1.7)
1.7.3 The student will identify
and perform changes in
tempo. (SOL 1.7)
1.7.4 The student will identify
changes in contrasting
sections of music.
SOL 1.8 The student will
identify high pitches and low
pitches.
•
Demonstrate different
pitches vocally,
instrumentally, and with
movement.
•
Distinguish between
extreme contrasts of
and/or teacher directed
movement activities.
(SOL 1.3)
1.3.2 The student will devise
unique motions to interpret
what is heard to include
contrasting sections, tempo
and dynamic changes.
(SOL 1.3)
1.3.3 The student will move
(dance) interpretively to
various styles of music.
(SOL 1.3)
1.3.4 The student will
dramatize songs, poems, or
stories.
sound.
1.8.1 The student will
recognize melodies using sol,
la, and mi. (SOL 1.8)
1.8.2 The student will
demonstrate changes of
musical sound: pitch and/or
vocal quality. (SOL 1.8)
1.8.3 The student will explore
relationship between size of
instrument and pitch.
SOL 1.9 The student will
identify pitched and nonpitched classroom
instruments by sight and
sound.
1.9.1 The student will identify
by timbre pitched and
unpitched classroom
instruments. (SOL 1.9)
SOL 1.10 The student will
distinguish between
accompanied and
unaccompanied vocal music.
1.10.1 The student will
identify unison melody,
accompanied and
unaccompanied.
(SOL 1.10)
1.10.2 The student will
identify voices by timbre to
include male, female, and
child. (SOL 1.10)
MUSIC CURRICULUM
Second Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
INVESTIGATE
SOL 2.1 The student will
sing songs and play
instruments.
• Sing melodies within
the range of a sixth.
• Sing a variety of songs,
individually and in
groups.
• Develop a repertoire of
songs.
• Play ostinato and single
chord accompaniments
on classroom
instruments.
SOL 2.5 The student will
employ creativity in a variety
of music experiences.
• Create lyrics to familiar
melodies.
• Create new verses to
songs.
• Create
accompaniments and
ostinato.
• Create music to
enhance songs, stories,
and poems.
• Create interpretive
movement.
2.6 The student will
recognize form in music.
• Identify like and unlike
melodic phrases.
• Identify and perform
music in two-part (AB)
form.
• Identify the beginning
and ending of phrases.
2.6.1 The student will
recognize and perform
compositions in AB and ABA
form. (SOL 2.6)
CONNECT
SOL 2.10 The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
2.10.1 The student will
recognize how music relates
to other disciplines.
(SOL 2.11)
CORE
CORRELATION
2.1
English:
2.1,2,3,4,5,6,7,8
2.2
Math: 2.4,5,9,10
2.3
English: 2.3
Soc. Sci.: 2.1,2.3
2.4
English: 2.4,5,6,7,8
2.5
Soc. Sci.: 2.1,2,3,9
2.1.1 The student will sing
melody patterns in tune
using sol, la, mi, re, and do.
(SOL 2.1)
2.5.1 The student will move
creatively to various styles
of music. (SOL 2.5)
2.6.2 The student will
recognize phrase
beginnings and endings.
(SOL 2.6)
2.1.2 The student will play a
broken bordun on melodic
2.5.2 The student will
compose a vocal or
2.6.3 The student will
recognize same and
2.7
Math: 2.2
percussion instruments.
(SOL 2.1)
instrumental ostinato.
(SOL 2.5)
different phrases.
(SOL 2.6)
2.8
English: 2.2,4
Soc. Sci.: 2.1,2,3
2.6
Science: 2.1
2.1.3 The student will play a
moving bordun on melodic
percussion instruments.
2.1.4 The student will
perform harmony to include
vocal ostinati and canons.
(SOL 2.1)
SOL 2.2 The student will
perform and notate rhythm
patterns using traditional
notation.
2.2.1 The student will echoclap and perform rhythm
patterns to include half note,
half rest, whole note, and
whole rest. (SOL 2.2)
2.2.2 The student will notate
rhythm patterns using
manipulatives. (SOL 2.2)
2.2.3 The student will
identify and perform sets of
beats grouped in twos and
fours.
SOL 2.3 The student will
respond to music with
movement.
• Perform line and circle
dances.
• Perform dances and
games from various
cultures.
• Demonstrate locomotor
and non-locomotor
movements.
• Dramatize songs,
stories, and poems.
• Perform interpretive
movement.
2.5.3 The student will select
and use a classroom
instrument to accompany
and/or embellish a song,
story or poem. (SOL 2.5)
2.5.4 The student will
improvise a melody using
given pitches and rhythm
patterns.
2.6.4 The student will
recognize melodic
movement of step, skip and
repeat.
2.6.5 The student will
recognize measures, bar
lines, double bar lines, and
repeat signs.
2.6.6 The student will
recognize the function of the
top number of the meter
signature in two and four.
2.6.7 Demonstrate the
difference between steady
beat and rhythm.
SOL 2.7 The student will
recognize sudden and
gradual changes in
expressive qualities of
music.
• Demonstrate changes
in dynamics and tempo
vocally, instrumentally,
and with movement.
• Use music terminology
to describe changes.
2.7.1 The student will
identify and perform gradual
changes in dynamics.
(SOL 2.7)
2.7.2 The student will
identify and perform gradual
changes in tempo.
(SOL 2.7)
SOL 2.8 The student will
identify selected orchestral
and folk instruments by sight
2.9
English: 2.1,3
and sound.
2.3.1 The student will
perform student
choreographed and/or
teacher directed movement
activities. (SOL 2.3)
2.3.2 The student will devise
unique motions to interpret
what is heard. (SOL 2.3)
2.3.3 The student will move
(dance) interpretively to
various styles of music.
SOL 2.4 The student will
read lyrics containing more
than one verse and
including words divided into
syllables.
2.4.1 The student will
demonstrate ability to follow
multi-versed score.
(SOL 2.4)
2.8.1 The student will
identify by timbre, selected
classroom, orchestral and
folk instruments. (SOL 2.7)
SOL 2.9 The student will
identify melody patterns that
move upward, downward,
and remain the same.
• Use the voice,
instruments, and
movement.
• Use music terminology.
• Use the seven letters of
the music alphabet.
2.9.1 The student will
identify and perform melodic
contours to include do, re,
mi, sol, and la. (SOL 2.9)
2.9.2 The student will
recognize melodic
movements of up, down,
stay the same. (SOL 2.9)
MUSIC CURRICULUM
Third Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
SOL 3.1 The student will sing
in tune with a clear tone
quality.
• Sing melodies within the
range of an octave.
• Develop a repertoire of
familiar songs.
• Perform in a two-part
music ensemble.
• Accompany singing with
rhythm and/or melody
instruments.
• Use terminology to
interpret a music
selection.
SOL 3.6 The student will
employ creativity in a variety
of music experiences.
• Create accompaniments
and ostinato for songs
and chants.
• Create interpretive
movement.
• Create lyrics to familiar
melodies.
• Create new verses to
songs.
3.1.1 The student will
perform melodies within the
range of an octave with
emphasis on do-centered
pentatonic. Emphasis should
be placed on vocal tone
quality and intonation.
3.6.2 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem. (SOL 3.6)
3.6.1 The student will move
creatively to music using
manipulative. (SOL 3.6)
3.6.3 The student will
INVESTIGATE
SOL 3.7 The student will
identify ABA form.
3.7.1 The student will identify
and perform AB, ABA and
Rondo form. (SOL 3.7)
3.7.2 The student will explore
guided listening to music
through the use of call charts
or maps, following changes
in dynamics, instrumentation,
form, etc.
CONNECT
SOL 3.12 The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
3.12.1 The student will
recognize how music relates
to other disciplines.
(SOL 3.12)
CORE
CORRELATION
3.1
English:
3.1,2,3,4,5,10
3.2
Math: 3.3,4
3.3
English: 3.3
Soc.Sci.:3.1,2,3
3.5
English: 3.1,2
SOL 3.8 The student will
recognize music symbols
within a composition and
use music terminology to
explain their functions.
3.6
English: 3.1,2
Science: 3.1
3.8.1 The student will identify
rhythm patterns to include
whole note, dotted half note,
3.8
English: 3.1,2,5
3.7
English: 3.1,2,5
(SOL 3.1)
3.1.2 The student will
perform in a two-part music
ensemble. (SOL 3.1)
3.1.3 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem. (SOL 3.1)
SOL 3.2 The student will
notate and perform melody
and rhythm patterns from the
treble staff.
• Using traditional
notation.
• Use melody
instruments.
• Use a wide range of
tempos and dynamics.
• Recognize that music is
divided into measures.
3.2.1 The student will notate
using standard notation or
manipulatives, rhythm
patterns to include whole
note, whole rest, half rest,
dotted half. (SOL 3.2)
3.2.2 The student will identify
and perform melodic
contours to include do, re,
mi, sol, la. (SOL 3.2)
3.2.3 The student will
demonstrate gradual
changes of musical sound to
include tempo and
dynamics. (SOL 3.2)
improvise a melody to a set
rhythm pattern. (SOL 3.6)
half note, quarter note, eighth
note, whole rest, half rest
and quarter rest. (SOL 3.8)
3.8.2 The student will
recognize dynamic markings
to include crescendo,
decrescendo. (SOL 3.8)
3.8.3 The student will
recognize directional
markings to include D.C. al
Fine, D.C. al Coda, D.S.,
Fine and Coda. (SOL 3.8)
SOL 3.9 The student will
explore the music of world
cultures through song,
dance, and movement.
• Study folk tales and
musical settings of folk
tales.
• Listen to examples of
instruments not
traditionally found in
bands or orchestras.
• Interpret music through
movement.
• Perform traditional
dances.
3.9.1 The student will identify
the instrumentation in a
variety of musical
compositions. (SOL 3.9)
3.9.2 The student will move
creatively to music using
manipulatives. (SOL 3.9)
3.9.3 The student will devise
unique motions to interpret
the music. (SOL 3.9)
3.9
English: 3.6
Soc. Sci.:
3.1,2,3,4,6,7,10,12
3.10
English: 3.1,2,5
Science: 3.2,3
3.11
English: 3.1,2
Science: 3.1
3.2.4 The student will follow
and perform a single line on
melodic percussion
instruments and/or recorders.
(SOL 3.2)
3.9.4 The student will
perform student
choreographed and/or
teacher directed movement
activities. (SOL 3.9)
SOL 3.3 The student will
respond to music with
movement.
• Perform line and circle
dances.
• Perform dances and
games from various
cultures.
• Dramatize songs,
stories, and poems.
• Perform interpretive
movement.
SOL 3.10 The student will
identify the four orchestral
families (woodwind, string,
brass, percussion) by sight
and sound.
3.3.1 The student will move
creatively to music using
manipulatives.
(SOL 3.3)
3.3.2 The student will devise
unique motions to interpret
music. (SOL 3.3)
3.3.3 The student will
perform student
choreographed and/or
teacher directed movement
activities. (SOL 3.3)
SOL 3.4 The student will
perform I and V (V7) chords
to accompany a two-chord
melody using classroom
instruments.
3.4.1 The student will use
melodic percussion to
perform I –V harmony.
3.10.1 The student will
identify orchestral
instruments visually and
aurally. (SOL 3.10)
SOL 3.11 The student will
demonstrate the melodic
shape (contour) of a musical
phrase using music
terminology to describe how
pitch levels may move
upward, downward, or stay
the same.
3.11.1 The student will
recognize melodic movement
of step, skip and repeat.
(SOL 3.11)
3.11.2 The student will
identify and perform melodic
contours within the range of
an octave, using do-centered
pentatonic. (SOL 3.11)
(SOL 3.4)
3.4.2 The student will add
harmony by performing a
crossover bordun on melodic
percussion instruments.
SOL 3.5 The student will
identify and perform sets of
beats that are grouped in
twos and threes using
descriptive terminology to
identify which beats are
strong and which beats are
weak.
3.5.1 The student will identify
and perform sets of beats
grouped in threes. (SOL 3.5)
MUSIC CURRICULUM
Fourth Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
INVESTIGATE
SOL 4.1 The student will sing
in tune with a clear tone
quality.
• Sing with expression
using indicated
dynamics and phrasing.
• Sing in a group
performing songs in
simple harmony.
• Develop a repertoire of
songs.
SOL 4.5 The student will
employ creativity in a variety
of music experiences.
• Improvise simple
melodic and rhythmic
accompaniments.
• Create melodic or
rhythmic motives to
enhance literature using
a variety of sound
• sources, including
technology.
• Create interpretive
movement, individually
or in groups.
SOL 4.6 The student will
identify and explain extended
examples of AB and ABA
forms.
4.1.1 The student will perform
in tune and with good tone
quality melodic patterns in the
hexatonic scale. (SOL 4.1)
4.1.2 The student will
distinguish between docentered (major) and lacentered (minor) tonalities.
4.1.3 The student will identify
4.6.1 The student will
recognize and perform AB,
ABA, Rondo and Theme and
Variations. (SOL 4.6)
SOL 4.7 The student will
recognize dynamic markings
and interpret them in
performance.
4.5.1 The student will move
creatively to music using
manipulatives. (SOL 4.5)
4.7.1 The student will
respond to changes of
dynamics within a musical
composition.
4.5.2 The student will
improvise melodic and
rhythmic patterns on
instruments. (SOL 4.5)
4.7.2 The student will
recognize and interpret
dynamic markings to include
pp and ff. (SOL 4.7)
CONNECT
SOL 4.12. The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
4.12.1 The student will
recognize how music relates
to other disciplines.
(SOL 4.12)
CORE
CORRELATION
4.1
English:
4.1,2,3,4,5,6
4.2
Math: 4.1,7,21,22
4.5
English:
4.1,2,3,4,5,6,7
4.6
English: 4.1,2
4.7
English: 4.1,2,3
4.8
English: 4.1,2,3,4
4.9
English: 4.1,2
4.10
and perform dynamic
markings to include pp, ff.
4.1.4 The student will follow a
single line from a two-part
score. (SOL 4.1)
SOL 4.2 The student will
notate and perform melody
and rhythm patterns from the
treble staff using traditional
notation.
• Identify melodic
movements as step,
leap, or repeat.
• Use pitched and nonpitched instruments.
4.2.1 The student will perform
a single line on melodic
percussion instruments
and/or recorders. (SOL 4.2)
4.2.2 The student will identify
and perform rhythm patterns
to include syncopation, dotted
rhythms and eighth rests.
(SOL 4.2)
4.2.3 The student will notate
grade appropriate rhythms
when dictated by the teacher.
(SOL 4.2)
4.2.4 The student will perform
rhythm patterns in large and
small ensembles. (SOL 4.2)
SOL 4.3 The student will
respond to music with
movement.
• Perform interpretive
movement.
• Perform traditional folk
4.5.3 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem. (SOL 4.5)
4.5.4 The student will create
a four-measure song for
melodic instruments.
SOL 4.8 The student will
identify instruments from
various music ensembles by
sight and sound including
instruments from other
cultures.
4.8.1 The student will identify
music and instrumentation
from various cultures.
(SOL 4.8)
SOL 4.9 The student will
identify the function of the top
and bottom numbers of a
meter signature involving 2,
3, and 4 beats.
4.9.1 Identify and perform
meter signatures of 2, 3 and
4 beats. (SOL 4.9)
SOL 4.10 The student will
distinguish between major
and minor tonality.
4.10.1 The student will
identify major and minor
tonality. (SOL 4.10)
SOL 4.11 The student will
use music terminology to
describe various styles of
music.
• Place musical examples
into broad categories of
style.
•
Identify a composer and
a music composition
from each of four
different music historical
periods.
English: 4.1,2
Science: 4.1,2
4.11
English: 4.1,2,7,8,9
•
dances and/or
choreography.
Use body percussion.
4.3.1 The student will move
creatively using
manipulatives. (SOL 4.3)
4.3.2 The student will perform
student choreographed
and/or teacher directed
movement activities.
(SOL 4.3)
SOL 4.4 The student will play
I, IV, and V (or V7) chords to
accompany a three-chord
melody.
4.4.1 The student will perform
an accompaniment pattern on
melodic percussion
instruments. (SOL 4.4)
4.4.2 The student will perform
in a I-IV-V accompaniment
pattern on melodic
percussion instruments.
(SOL 4.4)
4.11.1 The student will
identify and discuss music
from various cultures.
(SOL 4.11)
4.11.2 The student will
explore guided listening
through the use of listening
charts or maps. Follow
changes in dynamics,
instrumentation, form, etc.
MUSIC CURRICULUM
Fifth Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
SOL 5.1 The student will sing
in tune with a clear tone
quality.
• Demonstrate beginning
choral behaviors and
skills in group singing.
• Sing a varied repertoire
of music alone and with
others.
• Participate in group
singing involving threepart harmony.
• Develop age-appropriate
ability in singing skills.
5.1.1 The student will perform
in tune and with good tone
quality melodic patterns in the
diatonic scale. (SOL 5.1)
5.1.2 The student will identify
and perform a single line from
a two-part and/or three-part
CREATE
SOL 5.4 The student will
employ creativity in a variety
of music experiences.
• Create movement to
music.
• Create non-traditional
notation.
5.4.1 The student will move
creatively to music using
manipulatives. (SOL 5.4)
5.4.2 The student will select
and use a classroom
instrument to accompany
and/or embellish a song or
poem.
5.4.3 The student will create a
four-measure song for a
melodic instrument.
5.4.4 The student will
improvise melodic and
INVESTIGATE
SOL 5.5 The student will
identify and explain music
forms of rondo and theme
and variations.
5.5.1 The student will
recognize form to include AB,
ABA, Rondo and Theme and
Variations. (SOL 5.5)
SOL 5.6 The student will use
music terminology to describe
music performances and
compositions.
• Identify music symbols
within a music
composition and explain
their functions.
5.6.1 The student will identify
and perform dynamic
markings to include mp and
mf. (SOL 5.6)
5.6.2 The student will
CONNECT
SOL 5.10 The student will
demonstrate an
understanding of the
relationship between music
and other disciplines.
5.10.1 The student will
recognize how music relates
to other disciplines.
(SOL 5.10)
CORE
CORRELATION
5.1
English: 5.1
Math: 5.3
5.3
English: 5.2
5.4
English: 5.1,2,3,7
5.6
English: 5.1,3,2
5.7
English: 5.1,3,4,7,8
Science: 5.2
Soc. Sci.:
5.1,3,6,7,9
5.8
English: 5.1
Math: 5.3
score. (SOL 5.1)
SOL 5.2 The student will
notate and perform melody
and rhythm patterns from the
treble staff using traditional
notation.
• Use pitched and nonpitched instruments.
• Use computer
technology.
rhythmic patterns using
instruments.
5.4.5 The student will create
and perform Rondo form.
recognize directional
markings commonly found in
a score. (SOL 5.6)
SOL 5.7 The student will
identify instruments from
various music ensembles by
sight and sound including
instruments from other
cultures.
5.2.1 The student will perform
an accompaniment pattern
from a two-part score.
(SOL 5.2)
5.7.1 The student will explore
guided listening through the
use of listening charts or
maps. Follow changes in
dynamics, instrumentation,
form, etc.
5.2.2 The student will follow
and perform a single line on
melodic percussion
instruments and/or recorders.
(SOL 5.2)
5.7.2 The student will identify
music and instruments from
various cultures. (SOL 5.7)
5.2.3 The student will identify
and perform rhythm patterns
of increased complexity to
include sixteenth note and
sixteenth rest, dotted eighth
with sixteenth, and sixteenth
and eighth note combinations.
(SOL 5.2)
5.2.4 The student will notate
grade-appropriate rhythms
when dictated by the teacher.
(SOL 5.2)
SOL 5.3 The student will
respond to music with
movement.
• Perform interpretive
movement.
• Perform dances and
games from various
SOL 5.8 The student will
identify the functions of the
top and bottom numbers of
meter signatures in groupings
of 2, 3, 4, 6, 9, and 12 beats.
(SOL 5.8)
5.8.1 The student will identify
and perform repertoire in
duple and triple meter to
include 6/8 meter.
SOL 5.9 The student will
place music examples into
broad categories of style.
Use music terminology to
compare and contrast a
variety of music styles.
• Explore how vocal style
contributes to the quality
and enjoyment of
musical selections.
5.9
English: 5.1,3,4,7,8
Soc. Sci.:
5.1,2,3,6,7
5.11
English: 5.1,7
Math: 5.3
Science: 5.1,2
CT: 5.2
cultures including
traditional folk dances
and/or choreography.
Use body percussion.
•
5.3.1 The student will move
creatively to music using
manipulatives. (SOL 5.3)
•
•
5.3.2 The student will identify
music from various cultures.
(SOL 5.3)
5.3.3 The student will perform
student choreographed
and/or teacher directed
movement activities.
(SOL 5.3)
•
Explore and perform a
variety of music styles.
Identify notable
characteristics of the
music of world cultures.
Identify a composer and
one music composition
from each of four
different music historical
periods.
5.9.1 The student will
describe and discuss major
differences between eras and
styles of music. (SOL 5.9)
5.9.2 The student will identify
music from various cultures.
(SOL 5.9)
MUSIC CURRICULUM
Middle School Sixth – Eighth Grade
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
Strand: INVESTIGATE
Goal:
The students will develop skills in their music theory through music reading, notation and sight-reading.
The students will listen to and analyze music.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
PERFORM
CREATE
INVESTIGATE
CONNECT
CORE
CORRELATION
SOL MS.1 The student will
participate in a variety of
music experiences as a
means of studying the
elements of music.
• Demonstrate an
understanding of
melody patterns aurally
and visually.
• Demonstrate an
understanding of
rhythm patterns aurally
and visually.
• Demonstrate an
understanding of
harmony aurally and
visually.
• Perform music with the
voice and instruments.
SOL MS.4 The student will
employ creativity in a variety
of music experiences.
• Discuss how a
composer
communicates ideas by
manipulating elements
of music.
• Improvise melodies,
rhythms, and
harmonies.
• Compose melodies,
rhythms, and
harmonies.
• Create arrangements
of known melodies
using traditional or nontraditional sound
sources, including
computer-related
technology.
SOL MS.5 The student will
describe performances, live
or recorded, using music
terminology.
• Develop criteria for
evaluating music
performances.
• Identify music of
diverse cultures
including
representative
composers.
• Identify instruments,
voice classifications
(soprano, alto, tenor,
bass) and a variety of
performing ensembles
aurally and visually.
• Investigate traditional
and non-traditional
sound sources.
SOL MS.8 The student will
demonstrate appropriate
performance behavior as a
participant and/or listener.
• Exhibit respect for the
contributions of self
and others within a
music setting.
• Demonstrate
appropriate audience
behavior for the context
and style of music
performed.
SOL MS.1
English:
7.2,4,6,7,8,9; 8.2,3,5
Math: 6.1; 7.1,3
Soc. Sci.:
8.1,2,3,4,5,6,7,8,10
CT: 8.1,2,3,4
MS.4.1 Create rhythms to
include dotted quarter notes.
MS.5.1 Identify music from
various cultures, composers,
performers and
MS.1.1 Sing two, three
and/or four-part rounds
and/or partner songs.
(SOL MS.1)
MS.1.2 Identify and perform
MS.8.1 Develop a positive
self-image through
awareness of the body and
its relationship to space by
moving, singing and playing
instruments. (SOL MS.8)
MS.8.2 Gain interpersonal
skills by participating in
ensembles. (SOL MS.8)
MS.8.3 Develop aesthetic
SOL MS.2
English:
6.1,2,3,5,7,8,9;
7.1,2,3,4,5,6,7;
8.1,2,3,6
CT: 8.1,2,3,4
Science:
8.1,2,3,4,5,6,7,8,10
SOL MS.3
English: 7.2,7; 8.3
Math: 8.4
Soc. Sci.:
6.2,4,5,6,7; 7.1
SOL MS.4
English: 6.1,2,7,8;
a single line from a two-part
and/or three- part score.
(SOL MS.1)
MS.1.3Read and perform
music in various meters, to
include duple, triple and
compound.
(SOL MS.1)
MS.1.4 Recognize key
signatures of C, G and F.
MS.1.5 Recognize and
perform I, IV, V harmonies.
(SOL MS.1)
MS.1.6 Identify and perform
rhythm patterns of increased
complexity to include
syncopation. (SOL MS.1)
MS.1.7 Perform in
instrumental ensembles
using pitched and unpitched
percussion instruments.
Melody may also be
performed on recorder.
(SOL MS.1)
SOL MS.2 The student will
play and/or sing music from
notation on the grand staff.
MS.2.1 Recognize treble
staff notation including use of
ledger lines. (SOL MS.2)
(SOL MS.4)
compositions. (SOL MS.5)
MS.4.2 Create a melody
using C, F and/or G major
tonalities. (SOL MS.4)
MS.5.2 Recognize by timbre
individual instruments.
(SOL MS.5)
MS.4.3 Create short
compositions that
demonstrate feelings, ideas
or events.
MS.5.3 Listen to, discuss
and evaluate music
performances. (SOL MS.5)
MS.4.4 Improvise rhythmic
and melodic phrases
instrumentally and/or vocally.
(SOL MS.4)
MS.4.5 Create
accompaniments that may
include vocal, instrumental
and/or body percussion.
MS.5.4 Identify voice
classifications (SATB).
(SOL MS.5)
awareness through listening
and performing.
MS.8.4 Develop awareness
of concert etiquette
appropriate to various
settings. (SOL MS.8)
SOL MS.9 The student will
identify and compare
relationships between music
and other disciplines.
MS.5.5 Notate music using
traditional and non-traditional
symbols.
MS.9.1 Perform music of the
world with emphasis on
history, literature, and
culture.
SOL MS.6 The student will
investigate music sounds,
forms, styles, and genres
through listening, discussing,
writing, and performing.
MS.9.2 Develop an
awareness of the
relationship between music
and other disciplines.
(SOL MS.9)
MS.6.1 Through listening
activities, develop auditory
discrimination, memory and
sequencing. (SOL MS.6)
MS.6.2 Listen to and discuss
various forms of music.
(S0L MS.6)
MS.6.3 Listen to and discuss
music of various cultures.
(SOL MS.6)
MS.2.2 Recognize the grand
staff. (SOL MS.2)
MS.6.4 Investigate various
types of contemporary
music. (SOL MS.6)
MS.2.3 Recognize and
perform tempo and dynamic
markings and/or music
MS.6.5 Explore different
historical periods of Western
music. (S0L MS.6)
7.1,3,5,6,7,8,9,10;
8.3,5,6
CT: 8.2,3,4
Math: 8.18
Science: 6.1,LS.1
Soc. Sci.:
6.1,2,4,5,6,7,9,10,11;
7.1,9;
8.1,2,3,4,5,6,7,8
SOL MS.5
English: 7.2; 8.1,5,6
Math: 6.18; 8.18
CT: 6.1,2; 8.1,4
SOL MS.6
English: 7.2,7; 8.1
CT: 8.2
SOL MS.7
English: 7.10; 8.6
SOL MS.8
At user’s discretion.
SOL MS.9
English:
6.1,2,5,7,8,9;
7.1,5,6,10; 8.4,6
Math: 7.6
Science: LS.8,11
Soc. Sci.:
6.1,2,4,5,6,7,9,10,11;
7.1,9;
8.1,2,3,4,5,6,7,8,10
terminology.
MS.2.4 Read and/or sightread a short melodic line.
(SOL MS.2)
MS.2.5 Use soprano and/or
alto recorder to play two-part
compositions. (SOL MS.2)
SOL MS.3 The student will
participate in a variety of
movement activities in the
study of music.
• Demonstrate a variety
of styles, periods, and
forms through
structured and
unstructured dance
and movement.
• Demonstrate elements
of music using body
percussion and other
physical responses.
MS.3.1 Perform student
choreographed and/or
teacher directed movement
activities. (SOL MS.3)
MS.3.2 Recognize and move
to music in duple, triple and
compound meters.
(SOL MS.2)
MS.3.3 Conduct music in
duple, triple and compound
meters. (SOL MS.2)
MS.6.6 Explore and perform
AB melodies on melodic
instruments from music
notation.
SOL MS.7 The student will
investigate the role of music
in society.
• Investigate careers in
music.
• Identify the various
uses of music in daily
experience.
MS.7.1 Differentiate various
roles in the music industry.
(SOL MS.7)
INSTRUMENTAL MUSIC
BENCHMARKS, STRANDS, GOALS AND OBJECTIVES
BEGINNING * INTERMEDIATE
ADVANCED * ARTIST
INSTRUMENTAL MUSIC BENCHMARKS
Strand: PERFORM
Goal: Students will express musical ideas through performing individually, in ensembles and in
large groups.
Instrument: “years” = years of study completed
BEGINNING
INTERMEDIATE
ADVANCED
ARTIST
Band: 2-3 years
Strings: 3 years
Band: 5 years
Strings: 6 years
Band: 7 years
Strings: 8 years
Band: 7 years
Strings: 8 years
1. Perform with expression
and technical accuracy,
appropriate tone and style,
a repertoire of solo literature
at VBODA level I or II.
1. Perform with expression
and technical accuracy,
appropriate tone and style, a
repertoire of solo
literature at
VBODA level II, III, or IV.
2. Perform in an ensemble,
demonstrating appropriate
ensemble skills, a repertoire
of instrumental literature at
VBODA level III or IV.
1. Perform with expression
and technical accuracy,
appropriate tone and style,
a repertoire of solo literature
at VBODA level IV or V.
1. Perform with expression
and technical accuracy,
appropriate tone and style,
a repertoire of solo literature
at VBODA level V or VI.
2. Perform in an ensemble,
demonstrating appropriate
ensemble skills, a repertoire
of instrumental literature at
VBODA level IV, V, or VI.
2. Perform in an ensemble,
demonstrating appropriate
ensemble skills, a repertoire
of instrumental literature at
VBODA level IV, V, or VI.
2. Perform in an ensemble,
demonstrating appropriate
ensemble skills, a repertoire
of instrumental literature at
VBODA level I, II, or III.
INSTRUMENTAL MUSIC BENCHMARKS
Strand: CREATE
Goal: Students will develop skills to compose, improvise and arrange original ideas.
Instrument: “years” = years of study completed
BEGINNING
INTERMEDIATE
ADVANCED
ARTIST
Band: 2-3 years
Strings: 3 years
Band: 5 years
Strings: 6 years
Band: 7 years
Strings: 8 years
Band: 7 years
Strings: 8 years
Demonstrate skills related
to composition and
interpretation.
Demonstrate skills related to
composition and
interpretation.
Demonstrate skills related
to composition and
interpretation.
Demonstrate skills related
to composition and
interpretation.
INSTRUMENTAL MUSIC BENCHMARKS
Strand: INVESTIGATE
Goal: Students will develop skills in music theory through music reading, notation and sightreading. Students will critically listen to and analyze music.
Instrument: “years” = years of study completed
BEGINNING
INTERMEDIATE
ADVANCED
ARTIST
Band: 2-3 years
Strings: 3 years
Band: 5 years
Strings: 6 years
Band: 7 years
Strings: 8 years
Band: 7 years
Strings: 8 years
1. Recognize and identify
various rhythms, intervals,
dynamics and tempos when
presented aurally.
2. Demonstrate knowledge
of the components of music
in aural examples.
1. Recognize and identify
various rhythms, intervals,
dynamics and tempos when
presented aurally.
2. Demonstrate knowledge of
the components of music in
aural examples.
1. Recognize and identify
various rhythms, intervals,
dynamics and tempos when
presented aurally.
2. Demonstrate knowledge
of the components of music
in aural examples.
1. Recognize and identify
various rhythms, intervals,
dynamics and tempos when
presented aurally.
2. Demonstrate knowledge
of the components of music
in aural examples.
INSTRUMENTAL MUSIC BENCHMARKS
Strand: CONNECT
Goal: The students will explore the connection between music and other disciplines.
Instrument: “years” = years of study completed
BEGINNING
INTERMEDIATE
ADVANCED
ARTIST
Band: 2-3 years
Strings: 3 years
Band: 5 years
Strings: 6 years
Band: 7 years
Strings: 8 years
Band: 7 years
Strings: 8 years
Identify and describe the
cultural origins, eras, and
distinguishing musical
characteristics of works
studied.
Identify and describe the
cultural origins, eras, and
distinguishing musical
characteristics of works
studied.
Identify and describe the
cultural origins, eras, and
distinguishing musical
characteristics of works
studied.
Identify and describe the
cultural origins, eras, and
distinguishing musical
characteristics of works
studied.
Instrumental Objectives – Band and Orchestra
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
BEGINNER
SOL IB.1
The student will demonstrate
proper playing position.
• posture
• embouchure
• hand position
Core Connections
English: K.5 Science: 1.5
SOL IB.2
The student will consistently
produce tones that are clear, free of
tension, sustained, and unwavering
in pitch.
IB.2.1 Strings: The student will use
proper bow placement, weight and
speed. (SOL IB.2)
Core Connections
Science: 1.2, 5.2
SOL IB.3
The student will demonstrate the
ability to adjust pitch while playing
an instrument.
IB.3.1 The student will be able to
match pitches. (SOL IB.3)
IB.3.2 The student will tune to
concert pitch.
IB.3.3 Strings: The student will tune
with fine tuners. (SOL IB.3)
INTERMEDIATE
ADVANCED
ARTIST
SOL II.1
The student will demonstrate
proper playing position.
• posture
• embouchure
• hand position
SOL IAD.1
The student will demonstrate
proper playing position.
• posture
• embouchure
• hand position
SOL IAR.1
The student will demonstrate
proper playing position.
• posture
• embouchure
• hand position
SOL II.2
The student will consistently
produce tones that are clear, free of
tension, sustained, and unwavering
in pitch.
SOL IAD.2
The student will consistently
produce tones that are clear, free of
tension, sustained, and unwavering
in pitch.
SOL IAR.2
The student will consistently
produce tones that are clear, free of
tension, sustained, and unwavering
in pitch.
II.2.1 The student will use subtle
dynamic levels, phrasing, and
nuances. (SOL II.2)
Science: 5.2
IAD.2.1 The student will use subtle
dynamic levels, phrasing and
nuances. (SOL IAD.2)
Science: 5.2, PS 6 PS 8 PH 10
IAR.2.1 The student will use subtle
dynamic levels, phrasing and
nuances. (SOL IAR.2)
Science: 5.2, PS 6 PS 8 PH 10
SOL II.3
The student will demonstrate the
ability to adjust and match pitches.
SOL IAD.3
The student will demonstrate the
ability to adjust and match pitches.
SOL IAR.3
The student will demonstrate the
ability to adjust and match pitches.
II.3.1 The student will match and
center pitches in unisons and
octaves. (SOL II.3)
IAD.3.1 The student will match and
center pitches in unisons and
octaves. (SOL IAD.3)
IAR.3.1 The student will match and
center pitches in unisons and
octaves. (SOL IAR.3)
II.3.2 The student will determine
whether two tones, played
simultaneously, are in or out of tune.
(SOL II.3)
IAD.3.2 The student will determine
whether two tones, played
simultaneously, are in or out of tune.
(SOL IAD.3)
IAR.3.2 The student will determine
whether two tones, played
simultaneously, are in or out of tune.
(SOL IAR.3)
II.3.3 Winds: The student will use
alternate fingerings, moveable
slides or embouchure adjustments
to correct intonation tendencies of
the instrument. (SOL II.3)
IAD.3.3 Winds: The student will use
alternate fingerings, moveable
slides or embouchure adjustments
to correct intonation tendencies of
the instrument. (SOL IAD.3)
IAR.3.3 Winds: The student will use
alternate fingerings, moveable
slides or embouchure adjustments
to correct intonation tendencies of
the instrument. (SOL IAR.3)
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
BEGINNER
Core Connections
SOL IB.4
The student will maintain a steady
tempo while performing materials
being studied.
IB.4.1 The student will demonstrate
rhythmic accuracy individually and
in groups. (SOL IB.4)
Core Connections Math: 2.21, 3.22
INTERMEDIATE
ADVANCED
ARTIST
II.3.4 Winds: The student will
demonstrate refined tuning
techniques appropriate for each
instrument. (SOL II.3)
IAD.3.4 Winds: The student will
demonstrate refined tuning
techniques appropriate for each
instrument. (SOL IAD.3)
IAR.3.4 Winds: The student will
demonstrate refined tuning
techniques appropriate for each
instrument. (SOL IAR.3)
II.3.5 Strings: The student will
tune the instrument arco from a
concert “A”. (SOL II.3)
IAD.3.5 Strings: The student will
tune the instrument with double
stops from a concert “A”.
(SOL IAD.3)
Science: 5.8, PS8, PH10
SOL IAD. 4
The student will incorporate tempo
changes and a variety of rhythms
and meters in materials being
studied.
IAR.3.5 Strings: The student will
tune the instrument with double
stops from a concert “A”.
(SOL IAR.3)
Science: 5.8, PS.8 PH.10
SOL IAR.4
The student will incorporate tempo
changes and a variety of rhythms
and meters while performing
materials being studied.
Soc. Sci.: 7.10
SOL II.4
The student will incorporate tempo
changes and a variety of rhythms
and meters in materials being
studied.
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
SOL IB.5
The student will use contrasting
SOL II.5
The student will demonstrate a
variety of articulations or bowings.
SOL IAD.5
The student will demonstrate a
variety of articulations or bowings.
II.5.1 The student will recognize and
produce the attack, duration, and
release of a musical sound:
• Winds: staccato, legato,
accent, marcato, tenuto
• Strings: brush stroke, hooked
bowings, martelé, marcato,
tremolo, multiple-note slurs
IAD.5.1 The student will recognize
and produce the attack, duration,
and release of a musical sound
• Winds: double-tongue, tripletongue, breath attacks
• Strings: spiccato, sforzando,
louré, flautando
(SOL IAD.5)
articulation.
•
Winds: tonguing, slurring
•
Strings: pizzicato, detache, and
slurring
IB.5.1 The student will recognize
different articulations when heard.
IB.5.2 The student will recognize
and produce the attack, duration,
and release of a musical sound:
• legato,
• staccato
(SOL IB.5)
II.5.2 Strings: The student will
demonstrate spiccato and double
stops. (SOL II.5)
Core Connections
Science: 5.8
BEGINNER
INTERMEDIATE
Science: PS8, PH9, PH10
ADVANCED
SOL IAR.5
The student will perform all
articulations or bowings indicated in
materials being studied.
Science: PS.8, PH.9, 10
ARTIST
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
SOL IB.6
The student will perform four major
scales, ascending and descending.
• Winds and Percussion: F, Bb,
Eb, Ab, C
• Strings: D, G, C, F
IB.6.1 The student will recognize
whole steps, half steps and octaves;
distinguish between steps, skips
and repeated tones.
IB.6.2 The student will recognize
major and minor tonalities.
(SOL. IB.6)
SOL II.6
The student will perform selected
major scales ascending and
descending in eighth notes
(M.M. quarter note = 72).
• Winds: D, G, C, F, Bb, Eb, Ab,
Db
• Violin: C, G, D, A, Bb, Ab, two
octaves, Eb, a, e, d, two
octaves
• Viola/Cello: C, G, D, E, F, Eb,
two octaves, viola/cello: A, Bb,
Ab, a, e, d, two octaves
•
String bass: C, G, D, A, E, F,
Bb, Ab, one octave string bass:
a, e, d, one octave
SOL IAD.6
The student will perform all major
scales and selected melodic minor
scales with one-octave tonic
arpeggios ascending and
descending in eighth notes
(M.M. quarter note = 72).
• Winds/Percussion: e, a, d, g, c,
f, b-flat, e-flat
SOL IAR.6
The student will perform all major
and melodic minor scales ascending
and descending in a variety of
rhythm patterns and articulations.
IAR.6.1 The student will use high
school VBODA standards.
(SOL IAR.6)
IAD.6.1 The student will use high
school VBODA standards:
• Violin: g, a, b-flat, c, three
octaves
• Viola/Cello: c, d, three octaves
• String bass: e, f, g, two octaves
(SOL IAD.6)
II.6.4 The student will recognize
whole and half steps according to
their organization in major scales.
(SOL II.6)
II.6.5 The student will recognize and
sing a one-octave major scale.
(SOL II.6)
Core Connections
Math: 6.1 Soc Sci 7.10
BEGINNER
II.6.6 The student will use middle
school or high school VBODA
standards as appropriate. (SOL II.6)
Math: 2.1
INTERMEDIATE
Math: 2.21
Science: PS8, PH9, PH10
ADVANCED
Math: 2.21 Science: PS.8, PH.9, 10
ARTIST
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
SOL IB.7
The percussion student will perform
six of The Thirteen Essential
Rudiments from the National
Association of Rudimental
Drummers (NARD), open-closeopen.
• long roll
• five stroke roll
• nine stroke roll
• flam
• single paradiddle
• ruff
IB.7.1 The student will perform the
following percussion rudiments:
• seven stroke roll
• lam accent no. 1
• flam accent no. 2
• flam a diddle
• flam tap
(SOL IB.7)
Core Connections Math: 2.21,
6.21
SOL IB.8
The wind/percussion student will
perform a one-octave chromatic
scale, ascending and descending.
IB.8.1 The student will use middle
school or high school VBODA
standards as appropriate.
BEGINNER
SOL II.7
The percussion student will perform
The Thirteen Essential Rudiments
from the National Association of
Rudimental Drummers (NARD),
open-close-open.
SOL IAD.7
The percussion student will perform
The Standard 26 American Drum
Rudiments from the National
Association of Rudimental
Drummers (NARD), open-closeopen.
SOL IAR.7
The percussion student will perform
all of the Percussive Arts Society
International Drum Rudiments
(Percussive Arts Society), openclose-open.
Math: 2.1
Math: 2.21 Science: PS8, PH9,
PH10
SOL IAD.8
The wind/percussion student will
perform a chromatic scale,
ascending and descending,
throughout the practical range of the
instrument in sixteenth notes.
(M.M. quarter note = 72)
Math: 2.21
IAD.8.1 The wind/percussion
student will use high school VBODA
standards as appropriate.
(SOL IAD.8)
IAR.8.1 Winds/Percussion: The
student will use high school VBODA
standards as appropriate.
(SOL IAR.8)
ADVANCED
ARTIST
SOL II.8
The wind/percussion student will
perform a chromatic scale,
ascending and descending, in
eighth notes.
(M.M. quarter note = 72)
II.8.1 The wind/percussion student
will use middle school or high school
VBODA standards as appropriate.
(SOL II.8)
INTERMEDIATE
SOL IAR.8
The wind/percussion student will
perform a chromatic scale,
ascending and descending,
throughout the practical range of the
instrument in sixteenth notes.
(M.M. quarter note = 96)
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
Core Connections
Math: 2.21, 6.21
SOL IB.9
The student will use dynamic
contrast as a means of expression.
II.8.2
The string student will perform a
one-octave chromatic scale
ascending and descending.
Math: 2.1
SOL II.9
The student will use dynamic
contrast and technical skills as
means of expression.
• winds: vibrato, alternate
fingerings, trills, grace notes
• percussion: multiple mallets and
auxiliary instrument techniques;
technique on two timpani
• strings: shifting (violin/viola up to
third position; cello/bass up to
fourth position); alternate
fingerings; vibrato
IAD.8.2
The string student will perform a
one-octave chromatic scale
ascending and descending.
Math: 2.21
Science: PS8, PH9, PH10
SOL IAD.9
The student will use dynamic
contrast and technical skills as a
means of expression.
IAR.8.2
The string student will perform a
two-octave chromatic scale
ascending and descending.
Math: 2.21
Science: PS.8, PH.9, 10
SOL IAR.9
The student will use dynamic
contrast and technical skills as
means of expression.
IAD.9.1 Winds: The student will
perform embellishments; extreme
tessitura; and a variety of timbre
effects.
IAR.9.1 Winds: The student will
perform embellishments; extreme
tessitura; and a variety of timbre
effects.
IAD.9.2 Keyboard percussion: The
student will perform four-mallet
technique.
IAR.9.2 Keyboard percussion: The
student will perform four-mallet
technique.
IAD.9.3 Auxiliary percussion: The
student will perform multiple
percussion techniques.
IAR.9.3 Auxiliary percussion: The
student will perform multiple
percussion techniques.
IAD.9.4 The student will perform
timpani technique on 4 or more
drums; tune all drums to a single
reference pitch; and make tuning
changes within a piece using
intervallic pitches.
IAR.9.4 The student will perform
timpani technique on 4 or more
drums; tuning all drums to a single
reference pitch; and make tuning
changes within a piece using
intervallic pitches.
IAD.9.5 Strings: The student will
perform shifting (violin/viola fifth
position and higher; cello/bass
thumb position and above); varying
speeds of vibrato; harmonics; and a
variety of timbre effects.
IAR.9.5 Strings: The student will
perform shifting (violin/viola 5th
position and higher; cello/bass
thumb position and above); varying
speeds of vibrato; harmonics; and a
variety of timbre effects.
IAD.9.6 The student will use
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
Core Connections
English: 3.2
SOL IB.10
The student will demonstrate
musical phrasing in materials being
studied.
• melodic contour
• natural accents use of
breath or bow
Core Connections English: K.5
Math: 1.1, 2.21
SOL IB.11
The student will demonstrate
ensemble skills.
• blend instrumental timbres
• match dynamic levels
• respond to basic conducting
gestures
• maintain a steady tempo
SOL II.10
The student will demonstrate
musical phrasing through the use of
dynamic emphasis and tempo
modification in materials being
studied.
Math: 2.1
SOL II.11
The student will demonstrate
ensemble skills.
• blending of instrumental timbres
• matching dynamic levels, style,
and intonation
• responding to conducting
gestures
appropriate stylistic
characteristics.
English: 11.1 Soc.Sci: 7.10
Science: PS6, PS8, PH9, PH10
SOL IAD.10
The student will demonstrate
musical phrasing through the use of
dynamic emphasis and tempo
modification in materials being
studied.
English: 11.1 Science: PS.6, .8,
PH.9, 10 Soc.Sci: 7.10
SOL IAR.10
The student will demonstrate
musical phrasing through the use of
dynamic emphasis and tempo
modification in materials being
studied.
English: 11.1, 11.9
Science: PS8, PH9. PH10
SOL IAD.11
The student will demonstrate
ensemble skills.
• blending instrumental timbres
• matching dynamic levels, style,
and intonation
• responding to conducting
gestures
• using conducting gestures
English: 11.1, 9
Science: PS.8, PH.9, 10
IAR.11
The student will demonstrate
ensemble skills.
•
blending instrumental timbres
•
matching dynamic levels, style,
and intonation
•
responding to conducting
gestures using conducting
gestures
IB.11.1 The student will recognize
melody, harmony and
accompaniment.
II.11.1 The student will recognize
melody, harmony and
accompaniment.
B.11.2 The student will respond to
tempo and dynamic changes.
(SOL IB.11)
II.11.2 The student will respond to
tempo and dynamic changes.
(SOL II.11)
IB.11.3 The student will recognize
pitch, rhythm, balance, articulation
and bowing errors (SOL IB.11)
II.11.3 The student will recognize
pitch, rhythm, balance, articulation
and bowing errors. (SOL II.11)
Core Correlations English: 5.2
SOL IB.12
The student will sight-read music of
varying styles and levels of difficulty.
Math: 2.1
SOL II.12
The student will sight-read music of
varying styles and levels of difficulty.
SOL IAD.12
The student will sight-read music of
varying styles and levels of difficulty.
SOL IAR.12
The student will sight-read music of
varying styles and levels of difficulty.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
IAD.11.1 The student will recognize
melody, harmony and
accompaniment.
IAD.11.2 The student will respond
more quickly to tempo and dynamic
changes. (SOL IAD.11)
IAD.11.3 The student will recognize
pitch, rhythm, balance, articulation
and bowing errors (SOL IAD.11)
Strand: PERFORM
Goal:
Students will express musical ideas through performing individually, in ensembles and in large groups.
Core Connections English: K.5
Math: 2.21, 3.22 Soc Sci: 7.10
Math: 2.1
Math: 2.21
Math: 2.21
SOL IB.13
The student will sing selected lines
from the material being studied.
SOL II.13
The student will sing a part while
other students sing or play
contrasting parts.
SOL IAD.13
The student will sing a part while
other students sing or play
contrasting parts.
SOL IAR.13
The student will sing a part while
other students sing or play
contrasting parts.
Math: 2.1
SOL II.14
The student will perform music from
a variety of cultures, styles, and
historical periods.
Math: 2.21
SOL IAD.14
The student will perform music from
a variety of cultures, styles, and
historical periods.
Math: 2.21
SOL IAR.14
The student will perform music from
a variety of cultures, styles, and
historical periods.
Soc.Sci: K.9, 4.4, 5, 7; 5.1, 3; 6.1,
2, 4, 10; 8.4, 10; 9.3, 4, 7, 9; 10.4,
6; 11.5, 6, 8
Soc.Sci: K.9, 4.4, 5, 7; 5.1, 3; 6.1,
2, 4, 10; 8.4, 10; 9.3, 4, 7, 9; 10.4,
6; 11.5, 6, 8
PW.IB.13.1 The student will sing
unison pitches with other
instruments. (PW.IB.13)
PW.IB.13.2 The student will sing
whole and half steps. (PW.IB.13)
Core Connections Math: 2.21
SOL IB.14
The student will perform music from
a variety of cultures, styles, and
historical periods.
IB.14.1 The student will use
appropriate stylistic characteristics.
(SOL IB.14)
Core Connections
II.14.1 The student will use
appropriate stylistic characteristics.
(SOL II.14)
Soc.Sci: K.9, 4.4, 5, 7; 5.1, 3; 6.1,
4, 10; 8.4, 10
Instrumental Objectives – Band and Orchestra
Strand: CREATE
Goal:
Students will develop skills to compose, improvise and arrange original ideas.
ADVANCED
ARTIST
SOL IB.15
The student will embellish two to
four measures of a folk song after
echoing sample rhythm examples
found in folk materials being
studied.
Core Connections English: 1.3
Math: 1.21
SOL IB.16
The student will compose a two to
four measure melody using
available technology and teacherspecified rhythms and pitches.
BEGINNER
SOL II.15
The student will embellish a folk
song by creating rhythmic and
melodic variations.
INTERMEDIATE
SOL IAD.15
The student will improvise a melody
to a I-IV-V-I chord progression.
SOL IAR.15
The student will improvise a melody
to a 12-bar blues progression.
Math: 4.21, 22
Math: 4.21, 22
Science: PS.8
SOL IAD.16
The student will harmonize a
teacher-specified melody using
available technology.
Math: 4.21, 22
Science: PS.8
SOL IAR.16
The student will compose a
selection for two or more
instruments making use of available
technology.
Core Connections
Math: K.17, 20; 1.6, 2.21
Math: 4.21, 22; 6.18
Math: 4.21, 22; 6.18
Science: PS.8
Math: 4.21, 22; 6.18
Science: PS.8
SOL II.16
The student will compose an eightmeasure melody using available
technology within teacher-specified
parameters.
Instrumental Objectives – Band and Orchestra
Strand: INVESTIGATE
Goal: Students will develop skills in music theory through music reading, notation and sight-reading. Students will critically
listen to and analyze music.
BEGINNER
SOL IB.17
The student will demonstrate
knowledge of the instrument being
studied.
• identification of instrument
parts
• proper care and maintenance
of the instrument
IB.17.1 The student will identify
instrument parts.
(SOL IB.17)
Core Connections : English: 4.3,
5.4, 6.3 Science: 3.4, 4.2
SOL IB.18
The student will identify and count
rhythm patterns from instructional
materials using an established
rhythm-reading system.
INTERMEDIATE
SOL II.17
The student will demonstrate
knowledge of the instrument being
studied.
• identifying minor problems
• repairing minor problems with
teacher guidance
ADVANCED
SOL IAD.17
The student will demonstrate
knowledge of the instrument being
studied.
• identifying minor problems
• repairing minor problems
ARTIST
IAR.17
The student will demonstrate
knowledge of the instrument being
studied.
• identifying minor problems
• repairing minor problems
II.17.1 The student will demonstrate
proper care and maintenance of the
instrument.
IAD.17.1 The student will recognize
the benefit of an intermediate or
professional instrument.
(SOL IAD.17)
II.17.2 The student will begin to
recognize the difference between
beginner, intermediate and
professional instruments.
(SOL II.17)
Science: 3.2
Science: 3.2
Science: 3.2
IB.18
The student will identify and count
rhythm patterns from instructional
materials using an established
rhythm-reading system.
SOL IAD.18
The student will identify and count
rhythm patterns from the material
being studied using an established
rhythm-reading system.
SOL IAR.18
The student will analyze rhythm
patterns from materials being
studied.
IB.18.1 The student will identify and
count whole, dotted half, half, dotted
quarter, quarter, eighth and
sixteenth note values and
corresponding rests in 2/4, 3/4, 4/4,
meter.
II.18.1 The student will identify and
count whole, dotted half, half, dotted
quarter, quarter, eighth, sixteenth
and single dotted valves and
corresponding rests in 2/4, 3/4, 4/4,
and 2/2 meter.
IB.18.2 The student will recognize
subdivision of the beat. (SOL IB.18)
II.18.2 The student will identify and
count dotted half, half, dotted
quarter, quarter, eighth and
sixteenth note values and
corresponding rests in 6/8 meter.
Strand: INVESTIGATE
Goal: Students will develop skills in music theory through music reading, notation and sight-reading. Students will critically
listen to and analyze music.
BEGINNER
Core Connections Math: K.7, 12;
1.6, 8, 19; 2.4, 9, 21, 25; 3.6, 22
SOL IB.19
The student will provide answers to
instructor's questions regarding
individual and group performance.
IB.19.1
The student will demonstrate
listening skills.
IB.19.2 The student will recognize
good tone quality through guided
critical listening.
IB.19.3 The student will critique
recordings of performance through
individual writing or discussion.
INTERMEDIATE
Math: 4.2, 7; 6.6, 8
Soc.Sci: 7.10
SOL IAD.19
The student will diagnose and
correct personal performance
errors.
II.19.1 The student will demonstrate
listening skills.
IAD.19.1 The student will
demonstrate listening skills.
II.19.2 The student will recognize
good tone quality through critical
listening.
IAD.19.2 The student will recognize
good tone quality through critical
listening.
II.19.3 The student will critique
recordings of performance through
individual writing or discussion.
IAD.19.3 critique recordings of
performance through individual
writing or discussion.
II.19.4 The student will recognize
whole and half steps according to
their organization in major scales.
IAD.19.4 The student will recognize
meters and rhythms through critical
listening.
II.19.5 The student will recognize
and sing a one octave major scale.
IAD.19.5 Strings: The student will
recognize and imitate unisons,
whole and half steps, perfect
fourths, perfect fifths, major and
minor seconds, thirds and major and
minor triads.
II.19.6 Strings: The student will
recognize unison, seconds and
perfect fourths.
II.19.7 Strings: The student will
recognize natural, harmonic and
melodic minor scales.
Core Correlations
English: 3.2, 4.1, 7.1
ADVANCED
II.18.3 The student will recognize
subdivision of the beat.
(SOL II.18)
Math: 4.2, 5.7, 6.6, 18
Soc.Sci: 7.10
SOL II.19
The student will evaluate individual
and group performance by offering
suggestions for improvement.
English: 6.1
IAD.19.6 Strings: The student will
recognize natural, harmonic,
melodic and natural minor scales
and 20th century tonalities.
English: 6.1, 10.2, 11.2, 11.9, 12.2
ARTIST
Math: 4.2, 7; 6.6, 18
Soc.Sci: 7.10
IAR.19
The student will evaluate and
improve personal performance by
comparison with an exemplary
model.
IAR.19.1 The student will
demonstrate listening skills.
IAR.19.2 The student will recognize
good tone quality through critical
listening.
IAR.19.3 The student will critique
recordings of performance through
individual writing or discussion.
IAR.19.4 The student will recognize
meters and rhythms through critical
listening.
English: 6.1, 10.2, 11.2, 11.9, 12.2
Strand: INVESTIGATE
Goal: Students will develop skills in music theory through music reading, notation and sight-reading. Students will critically
listen to and analyze music.
BEGINNER
SOL IB.20
The student will identify career
options in music.
Core Connections
SOL IB.21
The student will identify and define
music terms and symbols from
materials being studied.
•
•
•
letter names
fingerings or positions
location of notes
IB.21.1 the student will identify and
define the elements of music:
• tempo
• dynamics
• expression
• style
• performance
• aesthetics
• form
• instrumentation
Core Connections English: 3.5,
4.3, 5.4, 6.3 Math: 1.19, 2.21, 3.5
INTERMEDIATE
SOL II.20
The student will identify career and
vocational options in music.
SOL II.21
The student will identify, define, and
apply music terms and symbols
from materials being studied.
II.21.1 the student will identify,
define, and apply the elements of
music:
• tempo
• dynamics
• expression
• style
• performance
• aesthetics
• form
• instrumentation
ADVANCED
ARTIST
SOL IAD.20
The student will research career and
vocational options in music using
available technology.
English: 9.2, 8, 10.1, 2, 10
SOL IAD.21
The student will identify, define, and
apply music terms and symbols
from materials being studied.
SOL IAR.20
The student will research career and
vocational options in music using
available technology.
English: 9.2, 8, 10.1, 2, 10
IAR.21
The student will identify, define, and
apply music terms and symbols
from materials being studied.
IAD.21.1 the student will identify and
define the elements of music:
• tempo
• dynamics
• expression
• style
• performance
• aesthetics
• form
• instrumentation
IAR.21.1 the student will identify and
define the elements of music:
• tempo
• dynamics
• expression
• style
• performance
• aesthetics
• form
• instrumentation
English: 6.3, 8
Math: 2.21, 9.19
English: 6.3, 8
Math: 2.21, 9.19
Instrumental Objectives – Band and Orchestra
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
SOL IB.22
The student will demonstrate
behaviors that result in increased
music learning through a variety of
music activities.
• regular attendance with
required materials
• completion of
assignments/practice
• participation in class and
performance
IB.22.1 The student will be given the
opportunity to participate
in activities such as marching
band, jazz ensemble, chamber
ensembles, clinics, Solo and
Ensemble Festival, District Band
and Orchestra Festival, All-District,
and All-Region. (SOL IB.22)
II.22.2 The student will demonstrate
concert etiquette as a performer and
a listener.
INTERMEDIATE
ADVANCED
ARTIST
SOL II.22
The student will demonstrate
behaviors that result in increased
music learning through a variety of
music activities.
• regular attendance with
required materials
• completion of
assignments/practice
participation in class and
performance
• participation in activities that are
cross-disciplinary or cocurricular
SOL IAD.22
The student will demonstrate
behaviors that result in increased
music learning through a variety of
music activities.
• regular attendance with
required materials
• completion of
assignments/practice
• participation in class and
performance
• participation in activities such
as marching band, jazz
ensemble, chamber
ensembles, All-District, AllRegion, and All-Virginia events
SOL IAR.22
The student will demonstrate
behaviors that result in increased
music learning through a variety of
music activities.
• regular attendance with
required materials
• completion of
assignments/practice
• participation in class and
performance
• participation in activities such
as marching band, jazz
ensemble, chamber
ensembles, All-District, AllRegion, and All-Virginia events
IAD.22.1 The student will be given
opportunities to participate in
activities such as clinics, Solo and
Ensemble Festival, District Band
and Orchestra Festival.
IAR.22.1 The student will be given
opportunities to participate in
activities such as clinics, Solo and
Ensemble Festival, District Band
and Orchestra Festival.
IAD.22.2 The student will
demonstrate concert etiquette
concert etiquette as a performer and
as a listener. (SOL IAD)
English: 10.1
SOL IAD.23
The student will discuss
relationships between music
concepts and other disciplines.
English: 6.1, 4, 8; 7.1, 9.2, 8;
10.10, 11.1, 9; 12.2
IAR.22.2 The student will
demonstrate concert etiquette as a
performer, as a listener, and as a
peer mentor.
English: 10.1
SOL IAR.23
The student will analyze concepts
common to music and other
disciplines.
English: 6.1, 4, 8; 7.1, 9.2, 8;
10.10, 11.1, 9; 12.2
II.22.1 The student will be given the
opportunity to participate in
activities such as marching band,
jazz ensemble, chamber
ensembles, clinics, Solo and
Ensemble Festival, District Band
and Orchestra Festival, All-District,
and All-Region. (SOL II.22)
II.22.2 The student will demonstrate
concert etiquette as a performer and
a as listener.
Core Connections
SOL IB.23
The student will associate
terminology common to music with
other disciplines.
Core Connections English: 4.1, 3;
5.4, 7.1
SOL II.23
The student will describe concepts
common to music and other
disciplines.
English: 6.1, 4, 8; 7.1, 9.2, 8
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
SOL IB.24
The student will provide answers to
instructor's questions about cultures,
styles, composers, and historical
periods from materials being
studied.
Core Connections English: 3.6,
4.1, 4.5, 5.1, 6.4, 7.1
Soc. Sci: 4.7, 5.1, 5.9, 6.10, 7.1, 8.2
Core Connections
INTERMEDIATE
ADVANCED
ARTIST
SOL II.24
The student will discuss cultures,
styles, composers, and historical
periods from materials being
studied.
SOL IAD.24
The student will compare and
contrast materials being studied in
its historical and cultural context.
SOL IAR.24
The student will associate aural
examples of music with a variety of
cultures, styles, and historical
periods.
English: 6.1, 4, 8; 7.1, 9.2, 8
Soc.Sci: 4.4, 5, 7; 5.1, 3; 6.1, 4, 10;
8.4, 10
English: 6.1, 4, 6, 8; 7.1, 9.2, 8;
10.10, 11.1, 9; 12.2
Soc.Sci: 4.4, 5, 7; 5.1, 3; 6.1, 4, 10;
8.4, 10; 9.3, 4, 7, 9; 10.4, 6
English: 6.1, 4, 6, 8; 7.1, 9.2, 8;
10.10, 11.1, 9; 12.2
Soc.Sci: 4.4, 5, 6; 5.1, 3; 6.1, 4, 10;
8.4, 10; 9.3, 4, 7, 9
SOL IAR.25
The student will analyze a specific
work and discuss how the music
elements are used to create
expression.
English: 6.1, 4, 6, 8; 7.1, 9.2, 8;
10.10, 11.1, 9; 12.2
Soc.Sci: 4.4, 5, 6; 5.1, 3; 6.1, 4, 10;
8.4, 10; 9.3, 4, 7, 9
VOCAL/CHORAL MUSIC
BENCHMARKS, STRANDS, GOALS AND OBJECTIVES
BEGINNING * INTERMEDIATE
ADVANCED * ARTIST
VOCAL/CHORAL MUSIC BENCHMARKS
Strand: Perform
Goal: The students will express musical ideas through performing individually, in ensembles
and in groups.
“Years” = years of study
BEGINNING
1-2 years
INTERMEDIATE
3-5 years
ADVANCED
5-7 years
ARTIST
5-7 years
1. Perform in tune, with good
tone quality, using correct
posture, breathing
techniques, and vocal
production.
1. Perform in tune, with good
tone quality, using correct
posture, breathing
techniques and vocal
production.
1. Perform in tune, with good
tone quality, using correct
posture, breathing
techniques, and vocal and
vowel production.
1. Demonstrate a command
of advanced vocal
techniques through
performance.
2. Perform level I and II
music.
2. Perform level II and III
music.
2. Perform level IV, V, and
VI music.
2. Perform level IV, V, and
VI music.
3. Demonstrate purity of
vowels and clarity of
consonants.
3. Apply appropriate
dynamic markings and
articulations.
3. Sing in small ensembles,
up to four parts.
3. Sing in small ensembles
music of four or more parts.
4. Demonstrate knowledge
of conductor cues.
4. Apply the IPA in written
examples and in
performance.
VOCAL/CHORAL MUSIC BENCHMARKS
Strand: Create
Goal: The students will develop skills to compose, improvise and arrange original ideas.
“Years” = years of study
BEGINNING
1-2 years
INTERMEDIATE
3-5 years
ADVANCED
5-7 years
ARTIST
5-7 years
1. Sight-read at appropriate
level.
1. Sight-read at appropriate
level.
1. Sight-read at appropriate
level.
1. Sight-read at appropriate
level music up to four parts.
2. Create choreography to
enhance performance.
2. Create choreography to
enhance performance.
2. Create choreography to
enhance performance.
2. Create choreography to
enhance performance.
3. Create and improvise
simple rhythms and
melodies.
3. Create and improvise
simple melodies.
3. Create harmonies to a
given melody.
3. Create harmonies to a
given melody.
VOCAL/CHORAL MUSIC BENCHMARKS
Strand: Investigate
Goal: The students will develop skills in their music theory through music reading, notation and
sight-reading. The students will listen to and analyze music.
“Years” – years of study
BEGINNING
INTERMEDIATE
ADVANCED
1-2 years
3-5 years
1. Demonstrate knowledge
of the components of music
in aural and written
examples.
1. Demonstrate knowledge
of the components of music
in aural and written
examples.
1. Recognize various forms
including fugue.
1. Recognize various forms.
2. Apply criteria for
evaluating performances.
2. Apply dotted rhythms.
2. Demonstrate knowledge
of the components of music
in aural and written
examples.
2. Demonstrate knowledge
of the components of music
in aural and written
examples.
3. Recognize AB and ABA
form.
4. Recognize homophonic,
monophonic and polyphonic
textures.
5-7 years
ARTIST
5-7 years
3. Distinguish the elements
of music including style in
various compositions.
VOCAL/CHORAL MUSIC BENCHMARKS
Strand: Connect
Goal: The students will explore the connection between music and other disciplines.
“Years” = years of study
BEGINNING
INTERMEDIATE
ADVANCED
ARTIST
1-2 years
3-5 years
5-7 years
5-7 years
1. Identify and describe
cultural origins, eras, and
distinguishing characteristics
of music.
1. Identify and describe
cultural origins, eras, and
distinguishing characteristics
of music.
1. Identify and describe
cultural origins, eras, and
distinguishing characteristics
of music.
1. Identify and describe
cultural origins, eras, and
distinguishing characteristics
of music.
2. Demonstrate knowledge
of appropriate
concert/rehearsal etiquette.
2. Demonstrate knowledge
of appropriate
concert/rehearsal etiquette.
2. Demonstrate knowledge
of appropriate
concert/rehearsal etiquette.
2. Demonstrate knowledge
of appropriate
concert/rehearsal etiquette.
3. Demonstrate conducting
techniques.
Vocal/Choral Objectives
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
INTERMEDIATE
SOL CB.1 The student will use
posture and breathing techniques to
support vocal production.
• Identify vocal anatomy
including the function of the
diaphragm and larynx in
singing.
• Utilize breathing exercises
during vocal warm up.
SOL CI.1 The student will use
posture and breathing techniques to
support vocal production.
• Demonstrate a consistent
application of breath control.
• Demonstrate a consistent
application of singing posture.
• Demonstrate knowledge of
vocal anatomy through correct
vocal production.
CB.1.1 The student will perform in
tune, with good tone quality, diction,
breath control, and correct posture.
CB.1.2 The student will demonstrate
proper breathing techniques
throughout his/her vocal range.
(SOL CB.1)
CB.1.3 The student will recognize a
vocal sound pleasing to the ear.
CI.1.1 The student will perform in
tune with good tone quality, diction,
breath control and correct posture,
melodic patterns in the diatonic
scale using a symbol system.
CI.1.2 The student will sing
accurately with good breath control
throughout his/her vocal range,
alone and in small and large
ensembles.
CI.1.3 The student will hear,
recognize and reproduce a vocal
tone representative of correct vocal
production in proper styles and
dynamic levels.
ADVANCED
SOL CAD.1 The student will
demonstrate an understanding of
vocal technique as applied to
advanced vocal literature.
• Demonstrate consistent
advanced vocal production.
• Demonstrate knowledge of
vocal anatomy.
• Use vocal technique in control
of dynamics and articulation.
• Exhibit increased ability to
breathe efficiently while
singing.
CAD.1.1 The student will
demonstrate proper breathing
techniques and correct posture for
sitting and standing; demonstrate
proper mouth formation for specific
vowels and consonants.
(SOL CAD.1)
CAD.1.2 The student will sing
expressively and demonstrate
various articulations including
tenuto, marcato and sostenuto.
CAD.1.3 The student will hear and
reproduce a vocal tone
representative of correct vocal
production in proper styles and
dynamic levels.(SOL CAD.1)
CAD.1.4 The student will listen to
and blend with the ensemble.
ARTIST
SOL CAR.1 The student will
demonstrate a command of vocal
technique as applied to advanced
vocal/choral literature.
• Demonstrate knowledge of the
singing mechanism
consistently in vocal
production.
• Use vocal technique in the
control of dynamics and
articulation.
• Exhibit increased ability to
breathe efficiently while
singing.
• Demonstrate control
throughout the vocal range.
CAR.1.1 The student will sing
expressively and demonstrate
various articulations including
tenuto, marcato and sostenuto.
CAR.1.2 The student will
demonstrate proper breathing
techniques and correct posture for
sitting and standing; demonstrate
proper mouth formation for specific
vowels and consonants.
CAR.1.3 The student will perform an
appropriate part in an ensemble with
grade level of IV or above, up to
eight-part singing.
CAR.1.4 The student will hear and
reproduce a vocal tone
representative of correct vocal
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
production and proper styles and
dynamic levels. (SOL CAR.1)
Core Connections
CB.1 English: 5.2 Science: BIO.5
SOL CB.2 The student will sing with
a free, clear tone and accurate
intonation.
• Demonstrate knowledge of
terminology related to
phonation.
• Use vocal development
exercises to produce a relaxed,
open throat while singing.
• Use vocal development
exercises to achieve accurate
intonation.
CB.2.1 The student will recognize a
vocal sound pleasing to the ear.
CB.2.2 The student will identify
individual vocal range and match
pitch within that range.
CI.1 Science: BIO.5
CAD.1 Science: BIO.5; PH.9
SOL CI.2 The student will sing with
a free, clear tone, and accurate
intonation.
• Exhibit understanding of the
phonation process.
• Continue to use vocal
development exercises to
produce desired tone and
intonation.
• Demonstrate knowledge of
individual singing range.
SOL CAD.2 The student will
consistently demonstrate accurate
intonation in solo and ensemble
singing.
• Continue to use vocal
development exercises to
achieve consistent and
accurate intonation.
CI.2.1 The student will perform in
tune with good tone quality, diction,
breath control, and correct posture,
melodic patterns in the diatonic
scale using a symbol system.
CI.2.2 The student will sing
accurately with good breath control
throughout his/her vocal range,
alone and in small and large
ensembles.
CI.2.3 The student will sing
expressively and demonstrate
various articulations including:
rubato phrasing, staccato, and
legato.
CAD.2.1 The student will
demonstrate proper breathing
techniques and correct posture for
sitting and standing; demonstrate
proper mouth formations for specific
vowels and consonants.
(SOLCAD.2)
CAD.2.2 The student will hear and
reproduce a vocal tone
representative of correct vocal
production in proper styles and
dynamic levels.
CAD.2.3 The student will listen to
and blend with the ensemble.
(SOL CAD.2)
CAD.2.4 The student will perform
with critical expression and
intonation with advancing
proficiency. (SOL CAD.2)
CAR.1.5 The student will identify a
variety of dynamic markings from a
score.
CAR.1
Science: BIO.5
SOL CAR.2 The student will
consistently demonstrate accurate
intonation in solo and ensemble
singing.
• Apply listening skills to adjust
individual intonation within the
ensemble.
• Use advanced vocal
development exercises to
improve intonation.
• Demonstrate the ability to
transpose a cappella music into
one or more keys.
CAR.2.1 The student will perform an
appropriate part in an ensemble with
grade level of IV or above, up to
eight-part singing.
CAR.2.2 The student will hear and
reproduce a vocal tone
representative of correct vocal
production in proper styles and
dynamic levels.
CAR.2.3 The student will perform
with critical expression and
intonation with advancing
proficiency. (SOL CAR.2)
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
INTERMEDIATE
ADVANCED
CI.2.4 The student will demonstrate
proper mouth formation for specific
vowels and consonants.
Core Connections
CB.2 English: 7.2 Science: PH.9
SOL CB.3 The student will sing with
purity of vowels and clarity of
consonants.
• Distinguish between vowel
sounds ah, eh, ee, oh, oo.
• Articulate consonants
CB.3.1 The student will perform in
tune with good tone quality, vowels
and consonants accurately.
(SOL CB.3)
CB.3.2 The student will demonstrate
various articulations in stylistic
characteristics (i.e. slurs, dynamics,
phrasing, staccato, legato, etc.).
CB.3.3 The student will sing diction,
alone and in small and large
ensembles.
Core Connections
CB.3 English: 8.3
ARTIST
CAR.2.4 The student will listen to
and blend with the ensemble.
(SOL CAR.2)
CI.2.5 The student will listen to and
blend with ensemble.
CI.2 Science: PH.9
SOL CI.3 The student will sing with
purity of vowels and clarity of
consonants.
• Use vocal development
employing ah, eh, ee, oh, oo to
promote vowel purity.
• Articulate consonants.
CI.3.1 The student will sing
expressively and demonstrate
various articulations and stylistic
characteristics.
SOL CAD.3 The student will sing
with purity of vowels and clarity of
consonants.
• Discriminate between voiced
and unvoiced consonants.
• Demonstrate the use of vowel
placement to adjust tone.
• Discriminate between pure
vowels and diphthongs.
SOL CAR.3 The student will sing
with purity of vowels and clarity of
consonants.
• Recognize International
Phonetic Alphabet (IPA) as a
resource tool.
• Discriminate between voiced
and unvoiced consonants.
• Discriminate between pure
vowels and diphthongs.
CI.3.2 The student will demonstrate
proper mouth formation for specific
vowels and consonants.
CAD.3.1 The student will
demonstrate proper breathing
techniques and posture for sitting
and standing. Demonstrate proper
mouth formation for specific vowels
and consonants. (SOL CAD.3)
CAR.3.1 The student will hear and
reproduce a vocal tone
representative of correct vocal
production and proper styles and
dynamic levels.
CI.3.3 The student will hear and
reproduce a vocal tone
demonstrating knowledge of specific
vowels and consonants.
CAD.3.2 The student will reproduce
a vocal tone representative of
correct production in proper styles
and dynamic levels.
CAR.3.2 The student will sing
expressively and demonstrate
various articulations including
tenuto, marcato and sostenuto.
CI.3.4 The student will listen to and
blend with the ensemble using
correct phonation.
CAD.3.3 The student will perform
with critical expression and
intonation with advancing
proficiency.
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
SOL CB.4 The student will
demonstrate indicated dynamics
and tempo in individual and group
singing.
• Apply dynamic markings
including p, f, mp, mf, pp, ff,
crescendo, decrescendo.
• Apply tempo markings as
indicated.
CB.4.1 The student will identify a
variety of dynamic and tempo
markings from a score.
CB.4.2 The student will respond to
tempo and dynamic changes.
(SOL CB.4)
INTERMEDIATE
SOL CI.4 The student will use
dynamics, tempo, blend, and
balance in a group performance.
• Consistently apply dynamic
markings: p, f, pp, ff, mp, mf,
crescendo, decrescendo.
• Demonstrate an awareness of
blend and balance.
CI.4.1 The student will respond to
tempo changes from a score and in
performance.
CI.4.2 The student will recognize a
vocal sound pleasing to the ear.
CI.4.3 The student will identify a
variety of dynamic markings in a
score and in performance.
ADVANCED
ARTIST
SOL CAD.4 The student will sing in
a manner reflecting expressive
qualities of music.
• Incorporate mood, tempo,
dynamics, and tone color into
performance.
• Demonstrate blending vocal
timbres and matching dynamic
levels.
• Demonstrate the ability to sing
with expressive phrasing.
SOL CAR.4 The student will sing in
a manner reflecting expressive
qualities of music, including
twentieth century vocal techniques.
• Incorporate mood, tempo,
dynamics, and tone color into
performance.
• Demonstrate blending vocal
timbres and matching dynamic
levels.
• Demonstrate the ability to sing
with expressive phrasing.
CAD.4.1 The student will sing
expressively and demonstrate
various articulations including
tenuto, marcato and sostenuto.
CAD.4.2 The student will perform
repertoire at grade IV, V, or VI.
CAD.4.3 The student will perform
with critical expression and
intonation with advanced
proficiency.
CAD.4.4 The student will identify a
variety of dynamic markings from a
score. (SOL CAD.4)
CAR.4.1 The student will sing
expressively and demonstrate
various articulations including
tenuto, marcato and sostenuto.
CAR.4.2 The student will perform in
appropriate mixed voicing.
CAR.4.3 The student will perform
repertoire from music grade level IV
or above, up to eight-part singing.
CAR. 4.4 The student will hear and
reproduce a vocal tone
representative of correct vocal
production in proper styles and
dynamic levels.
CAR.4.5 The student will listen to
and blend with the ensemble.
(SOL CAR.4)
CAR.4.6 The student will perform
with critical expression and
intonation with advancing
proficiency.
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
CAR.4.7 The student will identify a
variety of markings from a score.
Core Connections
CB.4 English: 7.2; 10.5; 12.5
SOL CB.5 The student will perform
music in unison and harmony.
• Sing at least three of the
following: rounds, canons,
descants, partner songs.
• Sing literature in two-part
harmony.
• Sing literature with and without
instrumental accompaniment.
CB.5.1 The student will perform
rhythmic and melodic patterns using
whole, half, dotted half, quarter and
eighth notes and corresponding
rests.
CB.5.2 The student will perform in
large and small groups in two or
more part harmony.
CB.5.3 The student will imitate a
short melodic phrase.
CI.4 English: 10.5; 12.5
SOL CI.5 The student will sing
music written in three or more parts.
• Maintain voice part in small
ensemble.
• Sing with and without
instrumental accompaniment.
CI.5.1 The student will demonstrate
through sight singing, intervallic
relationships in major and minor
keys and rhythm values to include
sixteenth notes and simple dotted
rhythms in 4/4, 3/4, and 6/8.
CI.5.2 The student will perform
appropriate parts in small or large
ensembles with grade level of III
and above, up to four-part singing.
CI.5.3 The student will listen to and
blend with the ensemble. (SOL CI.5)
CI.5.4 The student will imitate a
short melodic phrase.
Core Connections
SOL CB.6 The student will respond
to basic conducting gestures.
CB.6.1 The student will follow the
directives of a conductor, including
entrances, releases, and textural
and expressive cues. (SOL CB.6)
SOL CI.6 The student will respond
to conducting patterns and
interpretive gestures.
•
Become familiar with basic
conducting patterns of one beat,
two beats, three beats, and four
beats
CAD.4
English: 10.5
SOL CAD.5 The student will
perform music written in four parts
with and without accompaniment.
• Sing in small ensembles with
one student on a part.
• Perform music with traditional
and non-traditional harmonies.
CAD.5.1 The student will
demonstrate through sight singing,
intervallic relationships in major and
minor keys and rhythmic values to
include sixteenth notes, and all
dotted rhythms in changing and
asymmetrical meters.
CAD.5.2 The student will identify
melodic patterns that move by
steps, skips, and repeated tones.
SOL CAR.5 The student will
perform music written in four or
more parts with and without
accompaniment.
• Sing in small ensembles with
one student on a part.
• Perform music with complex
and nontraditional harmonies.
CAR.5.1 The student will recognize
and perform all intervals in major
and minor keys.
CAR.5.2 The student will perform an
appropriate part in an ensemble with
grade level of IV or above, up to
eight-part singing.
CAD.5.3 The student will perform an
appropriate part in an ensemble with
grade level of IV. V or VI.
CAD.5 English: 10.1
CAR.5 English: 10.1
SOL CAD.6 The student will
respond to various conducting
patterns and interpretive gestures.
SOL CAR.6 The student will
respond to various conducting
patterns and interpretive gestures.
•
Respond to changing and
mixed meter.
•
Respond to changing and
mixed meter.
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
CB.6.2 The student will respond to
tempo and dynamic changes.
(SOL CB. 6)
INTERMEDIATE
•
Become familiar with deviation
in conducting pattern for stylistic
interpretation.
ADVANCED
•
Demonstrate conducting
patterns in duple and triple
meter.
CI.6.1 The student will respond to
tempo and dynamic changes in a
score and in performance.
CAD.6.1 The student will recognize
and perform rhythm patterns of
increased complexity.
CI.6.2 The student will follow the
directives of a conductor including
entrances, releases, and textural
and expressive cues.(SOL CI.6)
CAD.6.2 The student will identify
and perform repertoire in varied
meters to include changing and
asymmetrical meters. (SOL CAD.6)
ARTIST
•
Demonstrate conducting
patterns including duple and
triple meter.
CAR.6.1 The student will identify
and perform repertoire in varied
meters to include changing and
asymmetrical meters.
CAR.6.2 The student will follow the
directives of the conductor including
entrances, releases, and textural
and expressive cues. (SOL CAR.6)
CAD.6.3 The student will follow the
directives of the conductor including
entrances, releases, and textural
and expressive cues. (SOL CAD.6)
Core Connections
CB.6 English: 5.2; 7.2
SOL CAD.7 The student will
demonstrate the ability to sing
independently.
• Demonstrate audition skills.
• Demonstrate memorization
skills.
• Perform a song and/or an
individual vocal part alone.
CAD.7.1 The student will
demonstrate through sight singing,
intervallic relationships in minor
keys and rhythmic values to include
sixteenth notes, and all dotted
rhythms in changing and
asymmetrical meters.
CAD.7.2 The student will, when
given a seven-note sequence
played on piano, hear and repeat
SOL CAR.7 The student will
demonstrate the ability to perform a
solo and sing an individual voice
part.
• Demonstrate audition skills.
• Demonstrate memorization
skills.
• Sing a selection from standard
solo repertoire.
CAR.7.1 The student will perform
repertoire at grade level IV or
above, up to eight part singing.
CAR.7.2 The student will
Demonstrate the ability to prepare
for an audition. (SOL CAR.7)
CAR.7.3 The student will
demonstrate memorization of
Strand: PERFORM
Goal:
The students will express musical ideas through performing individually, in ensembles and in groups.
BEGINNER
INTERMEDIATE
ADVANCED
the sequence according to correct
pitch and rhythm on a natural
syllable. (SOL CAD.7)
ARTIST
repertoire both individually and in an
ensemble.
CAD.7.3 The student will perform
sample audition repertoire of
appropriate grade level both
individually and in an ensemble.
CAD.7.4 The student will
demonstrate memorization of
repertoire both individually and in an
ensemble. (SOL CAD.7)
Core Connections
CAR.7 English: 12.1
Vocal/Choral Objectives
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
BEGINNER
INTERMEDIATE
SOL CB.7 The student will respond
to music through movement.
• Use movement to enhance
styles of music.
• Use body percussion to
practice and perform rhythms.
SOL CI.7 The student will respond
to music through movement.
• Create movement for diverse
styles of music.
• Design body percussion for
rhythm studies.
CB.7.1 The student will perform
student choreographed and/or
teacher-directed
movement activities.
CI.7.1 The student will create
choreography to enhance
performance.
CB.7.2 The student will give a
unique interpretation of a piece by
changing specific parameters.
CI.7.2 The student will give a unique
interpretation of a piece by changing
specific parameters.
ADVANCED
ARTIST
SOL CAD.8 The student will read
and write notation.
• Use a symbol system to sightread melodic line in major keys.
• Read and write rhythmic and
melodic notation.
• Sight-read individual voice part
in a vocal score.
• Use available technology.
SOL CAR.8 The student will read
and write complex notation.
• Demonstrate the ability to play
an individual voice part on a
melodic instrument.
• Sight-read melodic line in major
and minor keys.
• Read and write complex
rhythmic patterns in various
meters.
• Sight-read any voice part in a
full vocal score.
CAD.8.1 The student will
demonstrate through sight singing
intervallic relationships in major and
minor keys and rhythmic values to
include sixteenth notes, and all
dotted rhythms in changing and
asymmetrical meters.
CAD.8.2 The student will recognize,
hear and perform two to four-part
sight singing examples in various
keys.
CAD.8.3 The student will indicate
and/or notate rhythmic patterns of
increased complexity. (SOL CAD.8)
CAD.8.4 The student will indicate
key signatures for all major keys.
CAR.8.1 The student will
demonstrate through sight singing
intervallic relationships in major and
minor keys and rhythmic values to
include sixteenth notes and all
dotted rhythms in changing and
asymmetrical meters.
CAR.8.2 The student will identify
melodic patterns that
move by steps, skips,
and repeated tones.
CAR.8.3 The student will identify
and perform repertoire in varied
meters to include changing and
asymmetrical meters.
CAD.8.5 The student will create two
or three-part compositions based
upon the diatonic scale using
increasingly complex rhythmic
patterns.
CAR.8.4 The student will create, two
to four-part composition in various
keys using complete rhythmic
patterns.
CAD.8.6 The student will use
CAR.8.5 The student will distinguish
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
BEGINNER
INTERMEDIATE
ADVANCED
available technology to create a
melody, accompanied or
unaccompanied.
ARTIST
between major and minor tonalities
(SOL CAR.8)
CAR.8.6 The student will indicate
and/or notate rhythmic patterns off
increased complexity. (SOL CAR.8)
CAR.8.7 The student will indicate
key signatures for all major keys.
CAR.8.8 The student will sight sing
two to four-part compositions
incorporating all diatonic major and
minor chords.
Core Connections
SOL CB.8 The student will create
melodies and rhythms through
improvising and composing.
• Compose a simple melody
within specified guidelines.
• Create variations of familiar
melodic phrases on a neutral
syllable.
• Improvise "responses" in a
similar style to given rhythmic
and melodic phrases.
• Use multimedia applications in
creating original music.
CB.8.1 The student will create
variations on a simple melody.
(SOL CB.8)
CB.8.2 The student will improvise a
vocal line over an accompaniment.
CB.8.3 The student will create short
melodies that are unaccompanied.
CB.8.4 The student will create
SOL CI.8 The student will create
through composing and improvising.
• Improvise rhythmic and
melodic phrases.
• Create harmony to a given
melody.
• Use available multimedia
applications and technology.
CI.8.l The student will create
variations on a simple melody, using
traditional and nontraditional sound
sources, including available
technology.
CI.8.2 The student will improvise a
vocal line over an accompaniment.
CI.8.3 The student will give a unique
interpretation of a piece by changing
specific parameters.
CI.8.4 The student will indicate
and/or notate rhythmic patterns of
SOL CAD.9 The student will
respond to music through
movement.
• Create movement for diverse
styles of music.
CAD.9.1 The student will create
choreography to enhance
performance including, but not
limited to, arm and hand
movements, clapping.
(SOL CAD.9)
CAD.9.2 The student will give a
unique interpretation of a piece by
using interpretative, representative,
classic, folk dance, or body
percussion, and movement.
CAR.9 The student will respond to
music through movement.
• Create movement for selected
styles of music.
• Design choreography for
selected styles of music.
CAR.9.1 The student will create
choreography to enhance
performance including, but not
limited to, body percussion,
clapping, and hand and arm
movements. (SOL CAR.9)
CAR.9.2 The student will give a
unique interpretation of a piece by
using interpretive, representative,
classic and folk dance.
(SOL CAR.9)
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
BEGINNER
programmatic pieces using lyrics
and sound pieces.
CB.8.5 The student will use
available technology to create a
melody, accompanied or
unaccompanied.
INTERMEDIATE
ADVANCED
ARTIST
SOL CAD.10 The student will create
through composing, improvising,
and arranging.
• Create harmonies to a given
melody.
• Improvise, vocally, a simple
melody.
• Create arrangements of known
melodies.
• Use available multimedia
applications and technology.
SOL CAR.10 The student will create
through improvising, composing,
and arranging.
• Create a descant or ostinato to
a previously learned melody.
• Create harmonies to a given
melody.
• Improvise on a simple melody.
• Create an arrangement to a
given melody.
• Use available multimedia and
technology.
increased complexity.
CI.8.5 The student will identify and
perform intervals of a 2nd, 3rd, 4th,
5th, 6th, 7th and octave.
CI.8.6 The student will create simple
melodies, accompanied and
unaccompanied, based on the
diatonic scale using simple rhythm
patterns.
Core Connections
CAD.10.1 The student will create
two or three-part compositions
based on the diatonic scale using
increasingly complex rhythmic
patterns.
CAD.10.2 The student will give a
unique interpretation of a piece by
changing specific parameters.
(SOL CAD.10)
CAD.10.3 The student will
investigate and create music
including lyrics and sound pieces
using available technology.
CAR.10.1 The student will create
two or three-part compositions
based on the diatonic scale using
increasingly complex rhythmic
patterns.
CAR.10.2 The student will give a
unique interpretation of a piece by
changing specific parameters.
(SOL CAR.10)
CAR.10.3 The student will
investigate and create music
Strand: CREATE
Goal:
The students will develop skills to compose, improvise and arrange original ideas.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
including lyrics and sound pieces
using available technology.
Core Connections
Vocal/Choral Objectives
Strand: INVESTIGATE
Goal: The students will develop skills in their music theory through music reading, notation and sight-reading. The students
will listen to and analyze music.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
SOL CB.9 The student will
investigate approaches for reading
and writing basic music notation.
• Identify notes and rests (eighth,
quarter, half, whole), basic
symbols, and terms.
• Analyze and sight-read simple
four-measure phrases using a
symbol system.
• Read and write rhythmic
patterns in simple meter at
various tempos.
• Utilize available technology.
SOL CI.9 The student will
investigate approaches for reading
and writing music notation.
• Identify dotted notes and rests,
sixteenth notes and rests, basic
symbols, and terms.
• Analyze and sight-read fourmeasure phrases using a
symbol system.
• Read and write rhythmic
patterns in simple and
compound meters and various
tempos.
• Use available technology.
SOL CAD.11 The student will
identify various compositional
methods in the music being studied
including fugue, word painting,
modulation, and aleatory music.
SOL CAR.11 The student will
identify various compositional
methods encountered in the music
being studied including fugue, word
painting, modulation, and aleatory
music.
CB.9.1 The student will read and
apply time signatures and eighth
notes, quarter notes, half notes,
whole notes and their equivalent
rests, using standard notations of
rhythmic patterns heard.
CB.9.2 The student will read notes
in the appropriate clef.
(SOL CB.9)
CB.9.3 The student will perform
rhythmic and melodic patterns of
increasing complexity.
CB.9.4 The student will investigate
and create music including lyrics
and sound pieces using available
technology.
CI.9.1 The student will read and
apply time signature, using rhythms
including eighth notes, quarter
notes, half notes, dotted half notes,
whole notes and their equivalent
rests.
CI.9.2 The student will notate
rhythmic patterns heard using
standard notation.
CI.9.3 The student will identify and
perform pitch movement by steps,
skips and repeated tones.
CI.9.4 The student will read the first
five tones in the diatonic scales of
C, G, and F moving by step-wise
motion in appropriate clef.
CI.9.5 The student will recognize
various articulations and stylistic
CAD.11.1 The student will cite
examples of musical compositions
that employ similar characteristics of
devices and techniques such as
style, instrumentation, and different
interpretations.
CAD.11.2 The student will listen to,
describe and discuss the elements
of music and their differences in
compositions from various periods
and cultures.
CAD.11.3 The student will
investigate and create various styles
of music using lyrics and sounds,
including fugue, word painting,
modulation and aleatory music.
CAR.11.1 The student will cite
examples of musical compositions
that employ similar characteristics of
devices and techniques such as
style, instrumentation, and different
interpretations.
CAR.11.2 The student will listen to,
describe and discuss the elements
of music and their differences in
compositions from various periods
and cultures.
CAR.11.3 The student will
investigate and create various styles
of music using lyrics and sounds,
including fugue, word painting,
modulation and aleatory music.
Strand: INVESTIGATE
Goal: The students will develop skills in their music theory through music reading, notation and sight-reading. The students
will listen to and analyze music.
BEGINNER
INTERMEDIATE
characteristics including; form,
period, dynamics, style,
instrumentation, vocal parts, and
time signatures.
CI.9.6 The student will investigate
and create programmatic music
including lyrics and sound pieces
using available technology.
CI.9.7 The student will demonstrate,
through sight singing, intervallic
relationships in major and minor
keys and rhythmic values to include
sixteenth notes and simple dotted
rhythms.
CI.9.8 The student will identify and
perform repertoire in varied meters
including 4/4, 3/4, and 6/8.
CI.9.9 The student will recognize
vocabulary: natural sign, fine, 6/8,
diction, blend, balance, legato,
staccato, ritardando, crescendo and
decrescendo.
Core Connections CB.9 Math: 5.7
SOL CB.10 The student will identify
simple musical forms.
• Identify similar and contrasting
phrases.
• Recognize visually and aurally
AB and ABA forms.
CB.10.1 The student will recognize
various articulations and stylistic
characteristics including: form,
period, dynamics, style,
SOL CI.10 The student will identify
music forms and texture.
• Identify monophonic,
homophonic, and polyphonic
texture.
• Perform music in various forms
including AB and ABA.
CI.10.1 The student will recognize
various articulations including slurs,
staccato, legato, tenuto, accent,
ADVANCED
ARTIST
Strand: INVESTIGATE
Goal: The students will develop skills in their music theory through music reading, notation and sight-reading. The students
will listen to and analyze music.
BEGINNER
instrumentation, vocal parts, and
time signatures.
CB.10.2 Listen to compositions from
various periods to identify similar
and contrasting phrases.
INTERMEDIATE
rubato and marcato.
CI.10.2 The student will recognize
various stylistic characterizations
including form, period, dynamics,
style, instrumentation, vocal parts
and time signatures.
CI.10.3 The student will listen,
describe and discuss the elements
of music and their differences in
compositions from various periods
and cultures.
Core Connections
SOL CB.11 The student will
evaluate music performances.
• Provide answers to questions
regarding criteria for evaluating
vocal/choral performances and
compositions.
• Develop and apply criteria for
evaluating vocal/choral
performances.
CI.10.4 The student will investigate
and create programmatic music
including lyrics and sound pieces.
CI.10 English: 10.5; 12.5
CB.11.1 The student will investigate
criteria for evaluating.
CB.11.2 The student will record,
listen to, write about and discuss
student performances.
Core Connections CB.11 English:
9.1; 11.2
ADVANCED
ARTIST
Vocal/Choral Objectives
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
INTERMEDIATE
ADVANCED
ARTIST
SOL CB.12 The student will study
the relationship of music to the other
fine and performing arts.
• Associate common elements
and descriptive terms with
those used in music, art,
dance, and drama.
• Explore careers in music as
related to other fine and
performing arts.
SOL CI.11 The student will evaluate
musical performances.
• Formulate questions related to
criteria for self-evaluation of
vocal/choral performances.
• Evaluate individual and group
performances.
SOL CAD.12 The student will
demonstrate an understanding
between the relationship of music to
other arts and disciplines outside
the arts.
• Find and describe the
correlation between
vocal/choral music and other
disciplines taught in school.
• Explore careers in music as
related to the other fine and
performing arts.
SOL CAR.12 The student will
demonstrate an understanding
between the relationship of music to
the other arts and disciplines
outside the arts.
• Find and describe the
correlation between
vocal/choral music and other
disciplines taught in school.
• Explore careers in music as
related to the other fine and
performing arts.
CAD.12.1 The student will explore
opportunities to support music
performances through theatre
technology and stage.
CAR.12.1 The student will explore
opportunities to support music
performances through theatre
technology.
CAD.12.2 The student will
investigate and discuss
similarities and differences
among various roles in the fine
and performing arts.
(SOL CAD.12)
CAR.12.2 The student will
investigate and discuss
similarities and differences
among various roles in the fine
and performing arts.
(SOL CAR.12)
CAD.12.3 The student will
investigate the relationship between
music and the other core subjects.
CAR.12.3 The student will
investigate the relationship between
music and the other core subjects.
CB.12.1 The student will make
appropriate stylistic choices when
singing music of various periods or
cultures.
CB.12.2 The student will analyze
the elements common to music, art,
dance, and drama.
CB.12.3 The student will
differentiate various roles in the fine
and performing arts. (SOL CB.12)
CI.11.1 The student will recognize
pitch, rhythm and articulation errors
in performance.
CI.11.2 The student will recognize
intonation problems (sharp, flat)
when hearing two tones of the same
pitch.
CI.11.3 The student will recognize
pitch errors in performances by
describing the uses of the elements
of music and expressive devices.
CI.11.4 The student will critique and
discuss musical performances by
describing the uses of the elements
of music and expressive devices.
CI.11.5 The student will listen to and
respond to recordings or
performances of student
compositions through individual
writing or discussions.
Core Connections
CI.11 English: 9.1; 10.2; 11.2
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
SOL CB.13 The student will
demonstrate an awareness of
cooperation in the vocal/choral
setting.
• Contribute to the success of
the ensemble.
• Demonstrate concert etiquette
as a performer and listener.
CB.13.1 The student will exhibit
proper techniques in rehearsal and
performance.
CB.13.2 The student will
demonstrate awareness of concert
etiquette appropriate to various
settings as a performer and as an
audience member.
(SOL CB.13)
INTERMEDIATE
ADVANCED
ARTIST
SOL CI.12 The student will study
the relationship of music to the arts
and disciplines outside the arts.
• Examine characteristics of
various arts from a particular
historical period and from
various cultures using common
elements and characteristic
terms.
• Explore careers in music as
related to the other fine and
performing arts.
SOL CAD.13 The student will
demonstrate leadership ability in the
vocal/choral setting.
• Demonstrate the ability to fulfill
leadership roles including one
or more of the following:
section leader, officer,
accompanist, peer and mentor.
• Exhibit concert etiquette during
performances in a variety of
settings.
SOL CAR.13 The student will
demonstrate leadership ability in the
vocal/choral setting.
• Demonstrate the ability to fulfill
leadership roles including one
or more of the following:
section leader, student
conductor, accompanist,
officer, peer mentor.
• Demonstrate concert etiquette
during various performances in
a variety of settings.
CI.12.1 The student will listen to
compositions from different musical
periods and cultures and discuss
the elements of music within that
period.
CI.12.2 The student will make
appropriate stylistic choices when
singing music of various cultures or
periods.
CI.12.3 The student will
differentiate various roles in the fine
and performing arts.
Core Connections
CB.14 The student will study
selections representing historical
periods, diverse styles, and cultures.
• Compare and contrast the
functions of vocal/choral music
in various cultures.
• Associate distinguishing
characteristics of
CI.12 English: 9.1
SOL CI.13 The student will
demonstrate cooperative behavior in
the vocal/choral setting.
• Continue to contribute to the
success of the ensemble.
• Demonstrate concert etiquette
as a performer and listener.
CI.13.1 The student will exhibit
proper techniques in rehearsal and
performance.
CAD.13.1 The student will
demonstrate and practice a level of
proficiency of basic to advanced
conducting skills in rehearsal and
performance settings.
CAD.13.2 The student will exhibit
proper techniques in rehearsal and
performance.
CAR.13.1 The student will
demonstrate and practice a level of
proficiency of basic to advanced
conducting skills in rehearsal and
performance settings.
CAR.13.2 The student will exhibit
proper techniques in rehearsal and
performance.
CAD.13.3 The student will
demonstrate an awareness of
concert etiquette appropriate to
various settings as a performer and
an audience member.
(SOL CAD.13)
CAR.13.3 The student will
demonstrate an awareness of
concert etiquette appropriate to
various settings as a performer and
an audience member. (SOLCAR.13)
SOL CAD.14 The student will
evaluate musical performances.
• Evaluate and offer constructive
suggestions for improvement of
personal and group
performances.
• Articulate musical preferences
through the use of music
terminology.
SOL CAR.14 The student will
evaluate music performances.
• Evaluate and offer constructive
suggestions for the
improvement of personal and
group performances.
• Articulate music preferences
through the use of music
terminology.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
•
representative choral music
from a variety of cultures.
Classify an exemplary
vocal/choral work by historical
period, composer, and title.
CB.14.1 The student will listen to
compositions from various periods
and cultures and discuss their
elements.
INTERMEDIATE
ADVANCED
CI.13.2 The student will
demonstrate an awareness of
concert etiquette appropriate to
various settings as a performer and
an audience member. (SOL CI.13)
CAD.14.1 The student will recognize
pitch errors in performance.
ARTIST
•
CAD. 14.2 The student will critique
and discuss musical performances
by describing use of the elements of
music and expressive devices.
CAD.14.3 The student will respond
to recordings of performances,
including student performances,
through individual writing or
discussion.
CB.14.2 The student will make
appropriate stylistic choices when
singing music of various cultures or
periods.
CAD.14.4 The student will respond
to recordings or performances of
student compositions through
individual writings or discussions.
CB.14.3 The student will compare
and contrast the elements of sacred,
secular, folk and spiritual styles.
Core Connections
SOL CI.14 The student will study
and perform selections representing
diverse historical periods,
styles, and cultures.
• Describe distinguishing
characteristics of
representative vocal/choral
CAD.14.5 The student will recognize
and perform music that
demonstrates specific vocabulary
including: tie, first and second
endings, sharp, flat, bass and treble
clefs, accent, tempo, ritard,
rallantando, accelerando,
crescendo, decrescendo, staccato,
legato, piano, forte, rubato and trill.
CAD.14
English: 10.2,3;12.2
SOL CAD.15 The student will study
and sing selections representing
various historical periods,
styles, and cultures, including music
of the twentieth century.
• Sing selections in a variety of
foreign languages.
Examine professional music
reviews as found in available
publications.
CAR.14.1 The student will recognize
pitch errors in performances.
CAR.14.2 The student will critique
and discuss musical performances
by describing the use of the
elements of music and expressive
devices.
CAR.14.3 The student will respond
to recordings of performances,
including student performances,
through individual writings or
discussion.
CAR.14.4 The student will recognize
and perform music that
demonstrates specific vocabulary
including: tie, first and second
endings, sharp, flat, bass and treble
clefs, accent, tempo, ritard,
rallantando, accelerando,
crescendo, decrescendo, staccato,
legato, piano, forte, rubato and trill.
CAR.14
English: 10.2,3,8; 11.1; 12.2
SOL CAR.15 The student will study
and sing selections representing
historical periods, various
styles, cultures, and music of the
twentieth century.
• Choose selections from more
than one foreign language
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
INTERMEDIATE
•
•
music from a variety of cultures.
Compare and contrast the
functions of vocal/choral music
in various cultures.
Associate an exemplary
vocal/choral work with its
historical period, composer,
and title.
CI.14.1 The student will identify,
compare and contrast the music of
various cultures and styles that
would include ability to distinguish
between significant major and minor
tonalities as found in those diverse
cultural styles.
CI.14.2 The student will recognize
various articulations and stylistic
characteristics including form,
period, dynamics, style,
instrumentation, vocal parts and
time signatures.
CI.14.3 The student will listen to,
describe and discuss compositions
from various periods and cultures.
(SOL CI.14)
CI.14.4 The student will make
appropriate stylistic choice when
singing music of various cultures or
eras (i.e. tapering of phrases, use of
staccato vs. legato).
CI.14. 5 Compare and contrast the
elements of sacred, secular, folk,
and spiritual styles.
ADVANCED
CAD.15.1 The student will perform
repertoire of grade IV, V, and VI.
CAD.15.2 The student will compare
and contrast the elements of
Renaissance, Baroque, Classical,
Romantic and Twentieth Century
styles.
CAD.15.3 The student will cite
examples of musical compositions
that employ similar characteristics or
devices and techniques such as
style, instrumentation and different
interpretations.
CAD.15.4 The student will interpret
and perform appropriate stylistic
choices when singing music of
various cultures, eras and genres.
ARTIST
•
Develop a portfolio of repertoire
performed.
CAR.15.1 The student will perform
repertoire at grades IV, V, or VI.
CAR.15.2 The student will compare
and contrast the elements of
Renaissance, Baroque, Classical,
Romantic and Twentieth Century
Styles.
CAR.15.3 The student will critique
and discuss musical performances
by describing the uses of the
elements of music and expressive
devices.
CAR.15.4 The student will cite
examples of musical compositions
that employ similar characteristics or
devices and techniques such as
style, instrumentation and different
interpretations.
CAR.15.5 The student will interpret
and perform with appropriate
stylistic choices when singing music
of various cultures, eras or genres).
CAR.15.6 The student will interpret
through performance the styles and
elements of music from various
cultures, eras, and genres.
Strand: CONNECT
Goal:
The students will explore the connection between music and other disciplines.
BEGINNER
Core Connections
INTERMEDIATE
ADVANCED
ARTIST
CI.14 English: 7.5; 9.4; 10.3; 11.3;
12.3 History: 9.2,3,10,11;
11.6,7,10,11,13
CAD.15 English: 9.4; 10.3; 11.3
History: 9.2,3,4,5,8,10;
11.6,9,10,11,13,17
SOL CAD.16 The student will
demonstrate the ability to make
informed decisions as a consumer
of music.
• Identify opportunities to
participate in vocal/choral
ensembles in the community.
• Demonstrate knowledge of
opportunities for attendance at
professional and community
concerts.
CAR.15
History: 10.1,4,7,11
11.6,9,10,11,13,17
SOL CAR.16 The student will
demonstrate the ability to make
informed decisions as a consumer
of music.
• Identify opportunities to
contribute to the musical
community.
• Demonstrate opportunities for
attendance at professional and
community concerts.
CAD.16.1 The student will
demonstrate knowledge of
community choral performance
opportunities including: musical
theatre, choral societies, recitals,
professional soloists, contemporary
popular groups, historical
reenactments, and churches.
CAD.16.2 The student will
demonstrate ability to prepare for a
membership or scholarship audition.
CAD.16.3 The student will explore
opportunities to perform for various
school and civic organizations and
ceremonies as a soloist or in an
ensemble.
Core Connection
CAR.16.1 The student will
demonstrate knowledge of
community choral performance
opportunities including: musical
theatre, choral societies, recitals,
professional soloists, contemporary
popular groups, historical
reenactments, and churches.
CAR.16.2 The student will
demonstrate ability to prepare for a
membership or scholarship audition.
CAR.16.3 The student will explore
opportunities to perform for school
and community events as a soloist
or in an ensemble.