2012-13
Graded Course
of Study for
Music
r Parents of Dublin City Schools
Middle School Students
Dublin City Schools
Graded Course of Study for Music
Dublin’s music course of study serves as a basis for what all Dublin students should know and be able to
do in music. The following content statements, progress points, and enduring understandings are based upon
the Ohio Department of Education’s Music Standards.
Students who demonstrate learning and innovation skills are better prepared for increasingly complex life
and work environments in the 21st century. A focus on creativity, critical thinking, communication and
collaboration is vital to prepare students for the future. Music is uniquely situated to provide links from schoolbased learning to themes that are essential to every child’s understanding of the modern world. This is because
music, which thrives on the free expression of the imagination and the creative instinct common in all human
beings, has enabled us to explore the changing nature of our existence and to understand how that nature has
both evolved and remained constant over time, culture, and place.
(Adapted from Partnership for 21st Century Skills)
Philosophy
Music is essential to the basic education of all students. Music is experienced in a variety of ways: through
singing, playing an instrument, listening and dancing.
Through the study of music:
• Students construct and solve problems of personal relevance and interest when expressing themselves.
• Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical
works in conventional and innovative ways and to understand the works produced and performed by
others.
• Students work individually and in groups to focus ideas and create and perform music to address
genuine local and global community needs.
• Students evaluate and understand visual and performing artworks and other texts produced in the
media forms of the day as consumers, critics and creators.
!
Elementary Music, Grades K-1-2
Dublin City Schools, revised 3/19/13
!
Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
innovative ways and to understand the works produced and performed by others.
Authentic Application and Collaboration: Students work individually and in groups to focus ideas, create and perform music to address genuine local and global
community needs.
Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the
Personal Choice
day.and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
ENDURING
A. Demonstrate how musical elements communicate meaning and emotion by playing, singing or moving to music.
Students will:
UNDERSTANDINGS innovative ways and to understand the works produced and performed by others.
ENDURING
UNDERSTANDINGS
Authentic Application
Collaboration:
individually
and in groups
to focusby
ideas,
create and perform
music to address
genuine local
and global
B. and
Recognize
theStudents
use ofwork
music
for various
purposes
performers
and listeners
in a variety
of cultures.
community needs.C.
Create music in simple forms to be performed with dance, drama or in response to a work of visual art.
Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the
D. Individually and collaboratively select ideas and a media form of the day to create musical pieces.
day.
PROGRESS
POINTS
Students
will:
PROGRESS
POINTS
!
COGNITIVE
COGNITIVE &
&
CREATIVE
LEARNING
CREATIVE
COGNITIVE &LEARNING
PROCESSES
CREATIVE
LEARNING
PROCESSES
PROCESSES
CONTENT
CONTENT
STATEMENTS
STATEMENTS
K
K
1
1
2
!
A.
B.
C.
D.
E.
F.
Demonstrate
musical
elements
communicate meaning
and emotion
playing, singing
moving to music. instruments, voices, ensembles and musical
E. howUse
digital
technology
to listen
to andbystudy
musicor recognizing
Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
F.
Form
and
express
opinions
about
music
they
hear
in
formal
and informal live and recorded performances.
Create music in simple forms to be performed with dance, drama or in response to a work of visual
art.
Individually and collaboratively select ideas and a media form of the day to create musical pieces.
Use digital technology to listen to and study music recognizing instruments, voices, ensembles and musical forms.
Form and express opinions about music they hear in formal and informal live and recorded performances.
2012
forms.
Music Standards
GRADES K-1-2
Observe, listen, attend to, discriminate
Generate, realize, present, use and master skills
Observe, listen,
attend to, discriminate
Generate,
realize, present, use and master skills
Question, reconsider, self-assess and (PR)
make connections
PERCEIVING/KNOWING/CREATING
(CE)
PRODUCING/PERFORMING
PERCEIVING/KNOWING/CREATING (CE)
PRODUCING/PERFORMING (PR)
RESPONDING/REFLECTING (RE)
1CE Identify same and different (e.g., fast/slow, loud/soft, high/low and
!
!
1PR Demonstrate same and different (e.g., fast/slow, loud/soft,
1CEandIdentify
same
and loud/soft,
different
(e.g.,
high/low
and (e.g., fast/slow, loud/soft,
1PR Demonstrate
same
(e.g.,
fast/slow,
loud/soft,
1CE Identify same
different (e.g.,
fast/slow,
high/low
andfast/slow, loud/soft,
1PR Demonstrate
same and different
1RE Share
ideas and
about different
musical selections
of various
and contrasting
styles, composers
long/short).
high/low and long/short).
andlong/short).
musical periods.
long/short).
high/low and
2CE Explore steady beat and rhythm.
2PR Demonstrate a steady beat and maintain it while performing.
2RE Describe how sounds and music are used in our daily lives.
2CEexplore
Explore
steady
beat
and
rhythm.
2PR
a steady beat and maintain it while performing.
2PRto Demonstrate
3CE Listen to and
the music
of various
styles,
composers,
periods and
3PR Sing (using head voice and appropriate posture) and move
music
3RE Describe the difference between steady beat and rhythm.
cultures. 3CE
of
various
and
contrasting
styles,
composers
and
cultures.
4REhead
Identify
and connect
concept shared between
music and
another
curricular
Listen
to
and
explore
the
music
of
various
styles,
composers,
periods
and
3PR
Sing
(using
and
posture)
and
move
to
3CE Listen to and explore the music of various styles, composers, periods and
3PR Sing (using head voice
voice
anda appropriate
appropriate
posture)
and
move
to music
music
4CE Explore and identify a wide variety of sounds, including the human voice.
4PR Create a wide variety of vocal and instrumental sounds.
subject.
cultures.
of
various
and
contrasting
styles,
composers
and
cultures.
cultures.
of
various
and
contrasting
styles,
composers
and
cultures.
5CE Explore a variety of classroom instruments. (e.g., metals, skins and woods.).
5PR Play a variety of classroom instruments, alone and with others, and
5RE Identify and discuss various uses of music in the United States and the various
6CE Attend live
musicExplore
performances.
demonstratethe
proper
technique.
meanings
of the
“musician.”
4CE
and
human
voice.
4PR
variety
of
vocal
and
4CE
Explore
and identify
identify aa wide
wide variety
variety of
of sounds,
sounds,6PRincluding
including
the
human
voice.
4PR Create
Create aa wide
wide
variety
ofterm
vocal
and instrumental
instrumental sounds.
sounds.
7CE Identify a musician and his or her roles (e.g., composer, conductor and
Demonstrate audience behavior appropriate for the context and
6RE Respond to sound with a drawing of how the sound makes them feel.
5CE
metals,
skins
5PR
of
classroom
instruments,
alone
and
with
5CE Explore
Explore aa variety
variety of
of classroom
classroom instruments.
instruments. (e.g.,
(e.g.,style
metals,
skins and
and woods.).
woods.).
5PR Play
Play aa variety
variety
ofopinions
classroom
instruments,
alone and
andresponses
with others,
others,
and
performer).
of music performed.
7RE Offer
about their
own musical experiences
to music. and
8CE Explore connections
between
sound
and itsperformances.
visual representation.
7PR Create a visual representation of sound.
6CE
Attend
live
music
demonstrate
proper
technique.
6CE
Attend
live
music
performances.
demonstrate
proper
technique.
1CE Identify echo and call/response.
1PR Demonstrate echo and call/response.
1RE Recognize how music is used for a variety of occasions.
7CE
Identify
and
conductor
and
6PR
audience
behavior
appropriate
for
the
context
7CEbeat,
Identify
aandmusician
musician
and his
his or
or her
her roles
roles (e.g.,
(e.g., composer,
composer,
conductor
and posture) and move
6PRto Demonstrate
Demonstrate
audience
behavior
appropriate
for
theand
context
and
2CE Explore steady
rhythm a
meter.
2PR
Sing (using head
voice and appropriate
music
2RE Describe
how music
communicates
feelings, moods,
images
meaning.and
3CE Listen to and identify
music of various and contrasting styles, composers,
of various styles, composers and cultures with accurate pitch style
and
3RE Communicate
a response to music using dance, drama or visual art.
performer).
of
music
performed.
performer).
style
of
music
performed.
periods and cultures.
rhythm.
4RE Connect concepts shared between music, other art forms and other curricular
8CE
connections
between
and
representation.
7PR
representation
8CE Explore
Explore
connections
between
sound
and its
its visual
visual
representation.
7PRandCreate
Create aa visual
visual
representation of
of sound.
sound.
4CE Identify elements
of music using
developmentally
appropriatesound
vocabulary
3PR Read,
write and perform using eighth notes, quarter notes
subjects.
(e.g., rhythm
syllables
and solfege).
quarter rests.
5RE Form
and express
personal opinions about a musical performance and show respect
1CE
Identify
echo
and
call/response.
1PR
Demonstrate
echo
and
call/response.
1CE Identify echo and call/response.
1PR Demonstrate
echo and call/response.
5CE Explore selected musical instruments aurally and visually.
4PR Improvise new lyrics to known songs and experiment with digital
for the opinions of others.
2CE
steady
beat,
rhythm
and
2PR
voice
and
posture)
and
to
music
6CE Attend live
musicExplore
performances
with emphasis
concert etiquette.
technology.
6REhead
Describe
the challenges
of individual and group
music performance
using
2CE
Explore
steady
beat, on
rhythm
and meter.
meter.
2PR Sing
Sing (using
(using
head
voice
and appropriate
appropriate
posture)
and move
move
tomusic
music
5PR Read, writestyles,
and perform
la-sol-mi melodies on the treble staffof
in Gvocabulary.
3CE
composers,
various
styles,
composers
and
cultures
with
accurate
pitch
and
3CE Listen
Listen to
to and
and identify
identify music
music of
of various
various and
and contrasting
contrasting
styles,
composers,
of
various
styles,
composers
and
cultures
with
accurate
pitch
and
do, F-do and C-do using a system (e.g., solfege, numbers or letters).
7RE Discuss audience behavior appropriate for the context and style of music performed.
periods
rhythm.
6PR Play a variety of classroom instruments, alone and with others,
and
periods and
and cultures.
cultures.
rhythm.
demonstrate
proper technique.
4CE
appropriate
vocabulary
3PR
4CE Identify
Identify elements
elements of
of music
music using
using developmentally
developmentally
appropriate
vocabulary
3PR Read,
Read, write
write and
and perform
perform using
using eighth
eighth notes,
notes, quarter
quarter notes
notes and
and
7PR Demonstrate audience behavior appropriate for the context and
(e.g.,
rhythm
syllables
and
solfege).
quarter
rests.
style of music performed.
(e.g., rhythm syllables and solfege).
quarter rests.
1CE Identify patterns
of same and
different phrases
in simple
poems and songs.
rounds and canons.
1RE
Explain
how music
is used forsongs
a varietyand
of purposes
and occasions.
5CE
Explore
selected
musical
instruments
aurally 1PR
and
visually.
4PR
new
lyrics
to known
experiment
with
digital
5CE and
Explore
andDemonstrate
visually.
4PRto Improvise
Improvise
new
lyrics
known
songs
and
experiment
with styles.
digital
2CE Identify rounds
canons. selected musical instruments aurally 2PR
Sing
(using head voice and appropriate posture) and move
music
2RE
Discuss
musicto
of various
composers,
periods,
cultures and contrasting
6CE
Attend
live
music
performances
with
emphasis
on
concert
etiquette.
technology.
3CE Listen to and
identify
music
of
various
styles,
composers,
periods
and
of
various
styles,
composers
and
cultures
with
accurate
pitch
and
3RE
Discuss
how
music
communicates
feelings,
moods,
images
and
meaning.
6CE Attend live music performances with emphasis on concert etiquette.
technology.
cultures.
rhythm.
4RE Interpret
music through
dance, drama
and visualon
art.
5PR
Read,
and
la-sol-mi
melodies
treble
staff
in
5PRhalf
Read, write
write
and perform
perform
melodies
oninthe
the
treble
staff
in GG4CE Identify elements of music using developmentally appropriate vocabulary
3PR Read, write and perform using eighth notes, quarter notes,
5RE Respond
to patternsla-sol-mi
of same and different
phrases
simple
poems and
songs.
do,
C-do
using
(e.g.,
numbers
or
(e.g., rhythm syllables and solfege).
notes and quarter rests in 2/4 and 4/4 meter.
6RE Discuss
differences
amongsolfege,
the arts including
connections
between
do, F-do
F-do and
and
C-dosimilarities
using aaandsystem
system
(e.g.,
solfege,
numbers
or letters).
letters).
5CE Explore selected musical instruments visually and aurally.
4PR Improvise and compose simple rhythmic and melodic phrases.
music
and other curricular
subjects.
6PR
a variety
of
instruments,
alone
and
with
others,
and
6PR Play
Play
of classroom
classroom
alone
and
with
others, heard
and
6CE Attend live music performances with emphasis on instrument and voice
5PR Read, write and perform pentatonic (la-sol-mi-re-do) melodies
on a variety
7RE Discuss
and write aboutinstruments,
their observations of
types of
voices
and instruments
demonstrate
proper
technique.
identification.
the treble staff in G-do, F-do, and C-do using a system (e.g., solfege,
demonstratein performances.
proper technique.
numbers or letters).
7PR Demonstrate
audience
Demonstrate
audience behavior
behavior appropriate
appropriate for
for the
the context
context and
and
6PR Play a variety of classroom instruments, alone and with7PR
others,
and
style
of
music
performed.
demonstrate proper technique.
style of music performed.
1CE
1CE Identify
Identify patterns
patterns of
of same
same and
and different
different phrases
phrases in
in simple
simple poems
poems and
and songs.
songs.
2CE
Identify
rounds
and
canons.
2CE Identify rounds and canons.
3CE
3CE Listen
Listen to
to and
and identify
identify music
music of
of various
various styles,
styles, composers,
composers, periods
periods and
and
cultures.
cultures.
4CE
4CE Identify
Identify elements
elements of
of music
music using
using developmentally
developmentally appropriate
appropriate vocabulary
vocabulary
!
Demonstrate
Demonstrate rounds
rounds and
and canons.
canons.
Sing
(using
head
voice
Sing (using head voice and
and appropriate
appropriate posture)
posture) and
and move
move to
to music
music
of
various
styles,
composers
and
cultures
with
accurate
pitch
of various styles, composers and cultures with accurate pitch and
and
rhythm.
rhythm.
3PR
3PR Read,
Read, write
write and
and perform
perform using
using eighth
eighth notes,
notes, quarter
quarter notes,
notes, half
half
1PR
1PR
2PR
2PR
Q
1RE
1RE
2RE
2RE
3RE
3RE
4RE
4RE
5RE
5RE
6RE
6RE
7RE
7RE
1RE
1RE
2RE
2RE
3RE
3RE
4RE
4RE
5RE
5RE
6RE
6RE
7RE
7RE
!
1RE
1RE
2RE
2RE
3RE
3RE
4RE
4RE
5RE
5RE
Elementary Music, Grades K-1-2
Dublin City Schools, revised 3/19/13
Addendum to Ohio State Standards
!
!
Grade One
DCS-1CE - Identify and demonstrate various vocal sounds (e.g. speaking, singing).
Grade Two
DCS-1CE - Identify the roles of a musician: composer, conductor, performer, critic and consumer.
!
!
!
Elementary Music, Grades 3-4-5
Dublin City Schools, revised 3/19/13
!
Personal Choice
Choice and
and Vision:
Vision: Students
Students construct
construct and
and solve
solve problems
problems of
of personal
personal relevance
relevance and
and interest
interest when
when expressing
expressing themselves
themselves through
through music.
music.
Personal
Critical and
and Creative
Creative Thinking:
Thinking: Students
Students combine
combine and
and apply
apply artistic
artistic and
and reasoning
reasoning skills
skills to
to imagine,
imagine, create,
create, realize
realize and
and refine
refine musical
musical works
works in
in conventional
conventional and
and
Critical
ENDURING
innovative ways and to understand the works produced and performed by others.
UNDERSTANDINGS
UNDERSTANDINGS
Authentic Application and Collaboration: Students work individually and in groups to focus ideas, create and perform music to address genuine local and global
community needs.
Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the
Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
day.
ENDURING
UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
innovative ways and to understand the works produced and performed by others.
Authentic Application
andwill,
Collaboration:
Students work developmental
individually and in groups
to focus ideas, create and perform music to address genuine local and global
Students
at an appropriate
level:
community needs.
A.
Sing
and
play
instruments,
focusing
on
how
musical
elements
such
astexts
tempo,
beat,
rhythm,
pitch,
form, harmony and timbre create meaning.
Literacy: As consumers, critics and creators, students evaluate and understand visual and
performing
artworks and
other
produced
in the
media forms
of the
B. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works.
day.
PROGRESS
POINTS
PROGRESS
POINTS
C.
Identify and classify voices, musical instruments, roles and careers of musicians.
C. Identify
andlevel:
classify voices, musical instruments, roles and careers of musicians.
Students will, at an appropriate
developmental
A. Sing and playD.
instruments,
focusing
on how musical
elements such
as tempo,
rhythm,
pitch, form,
create
meaning.
Relate
historical
information
from
thebeat,
study
of music
toharmony
otherand
arttimbre
forms
and
disciplines
B. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works.
E. Develop criteria to evaluate solo and group performances of music.
C. Identify and classify voices, musical instruments, roles and careers of musicians.
D. Relate historical information from the study of music to other art forms and disciplines outside the arts.
E. Develop criteria to evaluate solo and group performances of music.
outside the arts.
! COGNITIVE & CREATIVE LEARNING PROCESSES
COGNITIVE & CREATIVE LEARNING PROCESSES
CONTENT
CONTENT
STATEMENTS
STATEMENTS
3
3
4
4
5
PERCEIVING/KNOWING/CREATING (CE)
PERCEIVING/KNOWING/CREATING (CE)
PRODUCING/PERFORMING (PR)
!
2012 Music Standards
GRADES 3—4—5
PRODUCING/PERFORMING (PR)
RESPONDING/REFLECTING (RE)
1PR Sing
a varied repertoire
with accurate rhythm and pitch 1PR Sing a varied
1RE Compare
and discuss the
use of
similarly-named
elements
(e.g.pitch
form, line, rhythm)
Visually and aurally, identify the four families
of orchestral
instruments.
repertoire
with
accurate
rhythm
and
individually and with others.
in music and other art forms.
individually
and
with
others.
2RE Notice and describe what they hear in selected pieces of music and compare their
3CE Listen to and identify
the music of different
composers
and world
cultures.
3PR Use the head voice to produce a light, clear sound while 2PR Follow and
responses
to those
others.
instruments
and the
human
voice.
respond
toofthe
cues of a conductor.
4CE Identify and respond to simple music forms (e.g., AB, ABA).
maintaining appropriate posture.
3RE Explain personal preferences for specific musical selections using music vocabulary.
3CE Listen
to and
identify appropriate
the music
of different4PRcomposers
world
cultures.
3PR Use the4REhead
voice
to etiquette
produce
a light,
while and
5CE Identify elements
of music using
developmentally
vocabulary.
Play a variety ofand
classroom
instruments
with proper technique.
Evaluate
audience
associated
withclear
various sound
musical performances
6CE Identify careers in music including composing, performing and conducting
Sing, move
and
respond to music from world cultures and
settings.
4CE Identify and respond to simple music forms5PR(e.g.,
AB,
ABA).
maintaining
appropriate
posture.
different composers.
5RE Analyze music in terms of how it communicates words, feelings, moods or images.
5CE Identify elements of music using developmentally
appropriate
vocabulary.
4PR Play a variety
ofinterpretations
classroomofinstruments
6PR Improvise
and compose simple
rhythmic and melodic phrases.
6RE Compare
the same piece of with
music asproper
they occurtechnique.
though dance,
7PR Read,
write and perform
sixteenth, eighth, quarter 5PR
and half
drama,
visual art. to music from world cultures and
6CE Identify careers in music including composing,
performing
andusing
conducting
Sing, move
andand
respond
notes and quarter rests in 2/4, 3/4 and 4/4 meter.
7RE Create criteria and use it to critique their own performances and the performances
different composers.
8PR Read, write and perform extended pentatonic (do’-la-sol-mi-re-do)
of others.
melodies on the treble staff in G-do, F-do and C-do using a system
6PR Improvise and compose simple rhythmic and melodic phrases.
(e.g., solfege, numbers or letters).
9PR Demonstrate appropriate audience etiquette at live performances.
7PR Read, write and perform using sixteenth, eighth, quarter and half
1PR Sing a varied repertoire with accurate rhythm and pitch and expressive
1CE Classify instruments by the four families of the orchestra.
1RE Explain how the elements and subject matter of music connect with disciplines
notes and
quarter rests in 2/4, 3/4 and 4/4 meter.
qualities individually and with others.
2CE Describe the way sound is produced by various instruments and the human
outside the arts.
2PR
Use
the
head
voice
to
produce
a
light,
clear
sound
employing
breath
voice
2RE Describe
connectionextended
between emotion
and music in (do’-la-sol-mi-re-do)
selected musical works.
8PR Read, write
andthe
perform
pentatonic
support and maintaining appropriate posture.
3CE Listen, identify and respond to music of different composers and world
3RE Explain classification of musical instruments, voices, composers and forms using
melodies
on
the
treble
staff
in
G-do,
F-do
and
C-do
using a system
3PR Play a variety of classroom instruments with proper technique.
cultures.
appropriate music vocabulary.
4PR Sing, move and respond to music from world cultures and different
(e.g.,
solfege,
numbers
or
letters).
4CE Discuss the lives and times of composers from various historical periods.
4RE
Discuss
the
roles
of
musicians
heard
in
various
performance
settings.
composers.
5CE Identify and respond to basic music forms (e.g., AABA and rondo).
5RE Interpret a selected musical work using dance, drama or visual art.
5PR Improvise and compose short compositions using a variety of classroom
9PR Demonstrate
appropriate audience etiquette at live performances.
6CE Identify elements of music using developmentally appropriate vocabulary.
6RE Use constructive feedback to improve and refine musical performance and response.
instruments and sound sources.
7CE Describe the
rolesClassify
of musiciansinstruments
in various music settings.
write and perform using sixteenth through whole note values
1PR Sing a varied repertoire with accurate rhythm and pitch and expressive
1CE
by the four families of6PR
theRead,
orchestra.
including syncopated rhythms in 2/4, 3/4 and 4/4 meter.
8CE Describe the use of technology and digital tools in music.
qualities individually and with others.
2CE Describe the way sound is produced by various
instruments
the
human
7PR Read,
write and perform and
extended
pentatonic
melodies on the treble staff
in G-do, F-do and C-do using a system (e.g., solfege, numbers or2PR
letters).
Use
the head voice to produce a light, clear sound employing breath
voice
8PR Demonstrate appropriate audience etiquette at live performances.
support
and maintaining appropriate posture.
1CE Explore and3CE
identify
musical identify
instruments and
from different
historical
periods of different
1PR Sing a composers
varied repertoire and
with accurate
1RE Justify personal preferences for certain musical pieces, performances, composers
Listen,
respond
to music
worldrhythm and pitch,
Play a variety
classroom
instruments
with proper technique.
and world cultures.
appropriate expressive qualities, good posture and breath3PR
control.
and of
musical
genres both
orally and in writing.
cultures.
2CE Listen to, identify, and respond to music of different composers, historical
2PR Perform, on instruments, a varied repertoire with accurate
rhythm
2RE Discuss
contributions
musicalfrom
elements
to aesthetic
qualities
performances of
4PR
Sing, move
and respond
toofmusic
world
cultures
andindifferent
various
historical
periods.
periods and4CE
worldDiscuss
cultures. the lives and times of composers fromand
pitch, appropriate
expressive
qualities, good posture and
self and others.
composers.
3CE Identify terms related to form (e.g., D.C. and D.S. al Fine; D.C. and D.S. al
breath control.
3RE Describe how the process of learning in music connects to learning in other arts and
5CE
Identify
andendings).
respond to basic music forms (e.g.,
AABA and rondo).
5PR Improvise and
Coda; repeat
signs,
first and second
3PR Improvise, compose and arrange music.
othercompose
subject areas.short compositions using a variety of classroom
4CE Recognize and
longer music
forms (e.g.,
blues,
and
4PR Use technology
and the media
arts to create and perform music.instruments
4RE Defend
of music via dance, drama and visual art using appropriate
6CEidentify
Identify
elements
ofsonata,
music12-bar
using
developmentally
appropriate
vocabulary.
andinterpretations
sound sources.
theme and variations).
5PR Read, write and perform using sixteenth through whole note
vocabulary.
7CE
Describe
the
roles
of
musicians
in
various
music
settings.
6PR
Read,
write
and
perform
using
throughonwhole
note values
5CE Identify elements of music including tonality, dynamics, tempo and meter,
values including syncopated rhythms and dotted-half notes in 2/4,
5RE Consider and articulate the sixteenth
influence of technology
music careers.
using music8CE
vocabulary.
3/4 and
4/4meter.
6REsyncopated
Develop and apply
criteria for
performances of live and
including
rhythms
in critiquing
2/4, 3/4more
andcomplex
4/4 meter.
Describe the use of technology and digital tools
in music.
1CE Visually and1CE
aurally, identify the four families of orchestral instruments.
2CE Identify and discriminate between sounds produced by various
!
1RE
Identify
and discriminate between sounds 2PR
produced
various
instruments2CE
and the
human voice.
Follow and by
respond
to the cues of a conductor.
6CE Differentiate between melody and harmony.
7CE Identify patterns of whole and half steps in a major scale.
5RE
6RE
7RE
1RE
2RE
3RE
4RE
5RE
6RE
in G-do,
7PR Demonstrate appropriate audience etiquette at live performances.
1CE Explore and identify musical instruments from different historical periods
and world cultures.
3RE
4RE
6PR Read, write and perform diatonic melodies and the major7PR
scale on
Read,
the treble staff.
music.
7PR Read, writerecorded
and perform
extended pentatonic melodies on the treble staff
F-do and C-do using a system (e.g., solfege, numbers or letters).
!
8PR Demonstrate appropriate audience etiquette at live performances.
1PR Sing a varied repertoire with accurate rhythm and pitch,
2RE
appropriate expressive qualities, good posture and breath control.
1RE
Elementary Music, Grades 3-4-5
Dublin City Schools, revised 3/19/13
Addendum to Ohio State Standards
!
!
Grade Three
DCS-1CE - Attend live music performances with emphasis on performance technique.
Grade Four
DCS-1CE - Attend live music performances with emphasis on performance technique.
Grade Five
DCS-1CE - Attend live music performances with emphasis on performance technique.
DCS-2PR - Sing, move and respond to music from world cultures and different composers.
!
Middle School Music, Grades 6-7-8
Dublin City Schools, revised 3/19/13
!
Personal
Choice and
and Vision:
Vision: Students
Students construct
construct and
and solve
solve problems
problems of
of personal
personal relevance
relevance and
and interest
interest when
when expressing
expressing themselves
themselves through
through music.
music.
Personal Choice
Critical
and
Creative
Thinking:
Students
combine
and
apply
artistic
and
reasoning
skills
to
imagine,
create,
realize
and
refine
musical
works
in
conventional and
and
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional
innovative
ways
and
to
understand
the
works
produced
and
performed
by
others.
innovative ways and to understand the works produced and performed by others.
ENDURING
Authentic
Application and
and Collaboration:
Collaboration: Students
Students work
work individually
individually and
and in
in groups
groups to
to focus
focus ideas,
ideas, create
create and
and perform
perform music
music to
to address
address genuine
genuine local
local and
and global
global
Authentic Application
UNDERSTANDINGS
UNDERSTANDINGS
community
needs.
community needs.
Literacy:
As consumers,
consumers, critics
critics and
and creators,
creators, students
students evaluate
evaluate and
and understand
understand visual
visual and
and performing
performing artworks
artworks and
and other
other texts
texts produced
produced in
in the
the media
media forms
forms of
of the
the
Literacy: As
Personal Choice
and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
day.
day.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
Students
Analyze,
practice
andandperform
perform
musical
selection independently
independently or
or collaboratively
collaboratively with
with technical
technical accuracy
accuracy and
and expression.
expression.
Students will,
will, at
at an
an
A.to understand
Analyze,
and
aa musical
selection
innovative ways andA.
the practice
works produced
performed by
others.
ENDURING
appropriate
Authentic Application
and
Collaboration:
Students
work
individually
and
in
groups
to
focus
ideas,
create
and
perform
music
to
address
genuine
local
and
global
B.
Read,
write,
improvise
and
describe
music
using
standard
musical
notation
and
vocabulary.
appropriate
B. Read, write, improvise and describe music using standard musical notation and vocabulary.
UNDERSTANDINGS
community needs.
developmental
developmental level:
level:
C.
Apply
problem-solving
and
critical
thinking
skills to
toartworks
musicand
listening
and
performing
by adapting
adapting
music to
to fit
fit the
the context,
context, story,
story, setting
setting and
and medium.
medium.
C. critics
Apply
problem-solving
and
skills
music
listening
performing
by
music
Literacy: As consumers,
and creators,
students evaluate
and critical
understandthinking
visual and performing
other textsand
produced
in the media forms
of the
2012
Music
Standards
PROGRESS day.
D.
Classify and
and describe
describe composers
composers and
and historical
historical musical
musical periods,
periods, including
including classical,
classical, popular
popular and
and traditional
traditional
American
music
and musical
musical and
and cultural
cultural
D.
Classify
American
music
and
Students will, at an
A. Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
blends.
POINTS
Grades
6
–
7
–
8
appropriate
blends.
B. Read, write, improvise and describe music using standard musical notation and vocabulary.
developmental level:
C. Apply problem-solving
and critical
thinking
skills to music
adapting music
to fit the context,
story, setting
and medium.
E.
Compare
and
contrast
wayslistening
that and
theperforming
subjectbymatter
matter
in musical
musical
selections
relates
to other
other disciplines.
disciplines.
E. Compare
and
contrast
ways
that
the
subject
in
selections
relates
to
PROGRESS
D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural
Expand the
the use
use of
of technology
technology and
and the
the media
media arts
arts through
through music
music research,
research, composition
composition and
and performance.
performance.
F. Expand
blends. F.
POINTS
E. Compare LEARNING
and contrast ways that the subject matter in musical selections relates to other disciplines.
COGNITIVE
AND
CREATIVE
COGNITIVE
AND
CREATIVE
LEARNING
!
F. Expand the use of technology and the media arts through music research, composition and performance.
COGNITIVE AND CREATIVE LEARNING
PERCEIVING/KNOWING/CREATING (CE)
!
!
PRODUCING/PERFORMING (PR)
PERCEIVING/KNOWING/CREATING
(CE)
(PR)1PR Independently or collaboratively,
RESPONDING/REFLECTING
(RE)
1CE Describe distinguishing characteristics
of music formsPRODUCING/PERFORMING
(e.g., verse-refrain,
perform with good
posture and
CONTENT
CONTENT
STATEMENTS
STATEMENTS
6
6
7
7
8
!
1CE Describe
distinguishing
forms (e.g.,
verse-refrain,
1PR Independently
or criteria
collaboratively,
perform
with good
posture
and and
1CE Describe distinguishing
characteristics
of music formscharacteristics
(e.g., verse-refrain, of music
1PR Independently
or collaboratively,
perform with good posture
and
1RE Develop
to evaluate the quality
and effectiveness
of music
performances
AB, ABA,
ABA,
rondo,
canon,
theme
and
variation) from
from
various
cultures
and
breath control
control
varied
repertoire
of music
music representing
representing diverse
diverse
AB, ABA, rondo, canon,
theme and
variation)
from various
cultures
andvariation)
breathvarious
control a varied
repertoire
of music representing diverse
compositions
including
their own. of
AB,
rondo,
canon,
theme
and
cultures
and
breath
aa varied
repertoire
historical periods.historical periods.
cultures with appropriate dynamics and tempo.
Reflect
on a variety of dynamics
live or recorded
musictempo.
performances.
cultures 2RE
with
appropriate
and
2CE Identify instruments used in Western and world music ensembles.
2PR Play a variety of classroom instruments, independently or
3RE Communicate the importance of music in everyday life.
2CE Identify
3CE Identify different
functions and
uses of music in American
other
collaboratively,
with increasingly complex rhythms and2PR
melodic
4RE Describe
ways that music
relates to other art
forms using appropriate
instruments
used inand
Western
and world
music ensembles.
Play a variety
of classroom
instruments,
independently
or terminology.
cultures. 3CE
phrases.
5RE Compare and contrast subject matter common to music and other subject areas.
Identify
different
functions
and
uses
of
music
in
American
and
other
collaboratively,
with
increasingly
complex
rhythms
and
melodic
4CE Identify the major periods, genres and composers in the development of
3PR Improvise, compose and arrange music.
6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to
Western and non-Western
music.
4PR Respond appropriately to the cues of a conductor.
cultures.
phrases. other disciplines.
5CE Distinguish between and among the use of dynamics, meter, tempo and
5PR Read, write, perform and compose rhythm patterns and simple
4CE Identify the major periods, genres and composers
in the development of
3PR Improvise, compose and arrange music.
tonality in various pieces through active listening.
melodies in 2/4, 3/4, 4/4 and 6/8 meter.
Western
andassume
non-Western
music.
Respond appropriately to the cues of a conductor.
6CE Describe roles and
skills musicians
in various cultures
and settings.
6PR Attend live performances and demonstrate appropriate4PR
audience
etiquette.
5CE
Distinguish
between
and
among
the
use
of
dynamics,
meter,
tempo
and
5PR
Read, write,
perform and compose rhythm patterns and simple
1CE Recognize, identify and demonstrate form in world music (e.g., Western
1PR Independently or collaboratively, perform a varied repertoire of
1RE Apply multiple criteria to evaluate the quality and effectiveness of music
and non-Western)
and popular
music, representing diverse genres and cultures and showingmelodies in performance
composition
their own.
tonality
inmusic.
various pieces through active listening.
2/4, 3/4,and
4/4
and 6/8including
meter.
2CE Identify the
style and historical period of various music examples.
expression and technical accuracy at a level that includes modest
2RE Compare and contrast a variety of live or recorded music performances using
6CE
Describe
roles
and
skills
musicians
assume
in
various
cultures
and
settings.
6PR
Attend
live
performances
and
demonstrate
appropriate audience
3CE Recognize and identify historical and cultural contexts (e.g., time and place
ranges and changes of tempo, key and meter.
appropriate audience etiquette.
of a music event) that have influenced music.
2PR Perform accurately, independently or collaboratively, with good
etiquette.3RE Develop criteria based on elements of music to support personal preferences for
4CE Identify key signatures of major scales.
posture producing an appropriate tone quality.
specific music works.
1CE repertoire of music
identify
and demonstrate
world
music
(e.g.,
Western
1PR Independently
orhow
collaboratively,
perform
a music.
varied repertoire of
5CE Describe a variedRecognize,
with appropriate
music vocabulary. form in
3PR
Improvise,
compose
and arrange
music.
4RE Explain
and why people use and
respond to
and
non-Western)
and
popular
music.
music,
representing
and
cultures
and
showing
6CE Identify various careers for musicians (e.g., in education, entertainment
4PR Read, write and perform rhythmic (including dotted rhythms) and
5RE Compare anddiverse
contrast thegenres
meaning of
common
terms and
processes
used in various
and technical support).
melodic patterns in a variety of meters.
arts disciplines.
2CE Identify the style and historical period of various
music
examples.
expression
and
technical
accuracy
at
a
level
that
includes
modest
5PR Notate concert pitch major scales (i.e., Band C, F, Bb, Eb, Ab;
3CE Recognize and identify historical and cultural contexts
ranges and changes of tempo, key and meter.
Strings: A, D,(e.g.,
G, C, F).time and place
6PR Read and notate melodies in treble and bass clef using key
of a music event) that have influenced music. signatures.
2PR Perform accurately, independently or collaboratively, with good
4CE Identify
1CE Examine contemporary
musickey
stylessignatures
and describe the
1PR Perform a varied repertoire of music, independently or
1RE Apply multiple
to evaluate tone
quality and
effectiveness of personal and selected
ofdistinctive
major scales.
posture producing
an criteria
appropriate
quality.
characteristics in a repertoire of exemplary works.
collaboratively representing diverse genres and cultures and
music performances and compositions and identify areas for improvement.
5CE
Describe
a
varied
repertoire
of
music
with
appropriate
music
vocabulary.
3PR
Improvise,
compose
and
arrange
music.
2CE Discuss how current developments in music reflect society in reference to
showing expression and technical accuracy at a level that includes
2RE Compare and contrast a varied repertoire of music on the basis of how elements of
6CE Identify
the local community
and larger
world. careers for musicians (e.g., in education,
more advanced entertainment
ranges and changes of tempo, key and4PR
meter.Read, write music
used to create
meaning and
expression. dotted rhythms) and
various
and are
perform
rhythmic
(including
3CE Identify intervals and concert pitches in major and natural minor scales.
2PR Perform, independently or collaboratively, with good posture
3RE Compare and contrast selected composers and their works.
and technical support).
melodic patterns
in a variety of meters.
4CE Identify components of larger music works (e.g., symphony, mass,
producing an appropriate tone quality.
4RE Express how music performance and settings affect audience response.
5PR Notate concert
pitchbased
major
scalesof(i.e.,
C, personal
F, Bb, preferences
Eb, Ab; for
concerto).
3PR Improvise, compose and arrange music.
5RE Apply criteria
on elements
musicBand
to support
5CE Identify and describe non-performing careers in music.
4PR Demonstrate the common beat patterns used by conductors.
specific musical works.
Strings:
A,
D,
G,
C,
F).
6CE Describe ways that technology and the media arts are used to create
5PR Read, write and perform rhythmic (including dotted rhythms) and
6RE Compare common terms and contrasting definitions used for various artistic
perform and listen to music.
melodic patterns in a variety of meters.
elementsmelodies
used in musicin
and
other artand
forms.
6PR Read and notate
treble
bass clef using key
6PR Perform concert pitch major scales (e.g., Band: C, F, Bb, Eb, Ab
7RE Describe how roles of composers, performers and others involved in music are
signatures.
Strings: A, D, G, C, F).
similar to or different from those in other art forms.
7PR Demonstrate
and use technology and media arts to create,
1CE Examine contemporary music styles and describe
the distinctive
1PR Perform a varied repertoire of music, independently or
perform and research music.
characteristics in a repertoire of exemplary works.
! how current developments in music reflect society in reference to
2CE Discuss
the local community and larger world.
3CE Identify intervals and concert pitches in major and natural minor scales.
collaboratively representing diverse genres and cultures and
showing expression and technical accuracy at a level that includes
more advanced ranges and changes of tempo, key and meter.
2PR Perform, independently or collaboratively, with good posture
1RE
1RE
2RE
2RE
3RE
3RE
4RE
4RE
5RE
5RE
6RE
6RE
1RE
1RE
2RE
2RE
3RE
3RE
4RE
4RE
5RE
5RE
!
1RE
1RE
2RE
2RE
3RE
3RE
High School Music, Grades 9-10-11-12
Dublin City Schools, revised 3/19/13
!
Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
ENDURING
innovative ways and to understand the works produced and performed by others.
UNDERSTANDINGS
UNDERSTANDINGS
Authentic Application and Collaboration: Students work individually and in groups to focus ideas, create and perform music to address genuine local and global
community needs.
Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the
day.
Students
will
at anconstruct
appropriate
developmental
level: and interest when expressing themselves through music.
Personal Choice
and Vision:
Students
and solve problems
of personal relevance
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and
A.
Develop
ENDURING
vocal
and/or
instrumental
solo
innovative ways and to understand the works produced and performed by others. and/or ensemble performance skills to include performance through traditional classical and other notations (e.g.
UNDERSTANDINGS
chord
Authentic Application and
Collaboration:
Students
work individually and in groups to focus ideas, create and perform music to address genuine local and global
symbols
in jazz).
needs.
B.
Articulate a personal philosophy of music including personal valuing, musical preferences and involvement.
PROGRESScommunity
Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the
C.
Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
POINTS day.
Students willD.
at an appropriate
developmental
level:
Read,
write, improvise,
compose and describe varied types of musical repertoire using vocabulary that demonstrates
an understanding
2012 Music
Standardsof the language of
A.
Develop vocal and/or instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g.
chord symbols inmusic
jazz). appropriate to the genre and culture.
GRADES 9 thru 12
B.
Articulate
philosophy of music including personal valuing, musical preferences and involvement.
PROGRESS
E. a personal
Recognize
the roles
oftovocational
and
avocational
musicians
in learning,
creating
and performing across history and cultures, with focus on the function of
C.
Develop,
analyze
and
apply
appropriate
criteria
evaluating
pieces
of
music
and
musical
performances
within
and
outside
the
classroom.
POINTS
musiccompose
in society.
D.
Read, write, improvise,
and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of
music
to the
genre and culture.
F. appropriate
Use
multimedia
including media arts and music technology to create, analyze, rehearse, present, record and disseminate music of a variety of styles.
E.
Recognize the roles of vocational and avocational musicians in learning, creating and performing across history and cultures, with focus on the function of
G.
Apply
study,
performance
and collaborative skills learned and used in music to other arts and non-arts subject areas.
music in society.
F.
Use multimedia including media arts and music technology to create, analyze, rehearse, present, record and disseminate music of a variety of styles.
COGNITIVE
&
CREATIVE
!
G.
Apply study, performance and collaborative skills learned and used in music to other arts and non-arts subject areas.
COGNITIVE
& CREATIVE
LEARNING
PROCESSES
PERCEIVING/KNOWING/CREATING (CE)
PRODUCING/PERFORMING (PR)
LEARNING PROCESSES
PERCEIVING/KNOWING/CREATING
(CE)
PRODUCING/PERFORMING (PR)
RESPONDING/REFLECTING (RE)
1CE Define vocabulary in all rehearsed
and
performed
music.
1PR
Perform
a varied
repertoire of music representing diverse genres
1CE Define vocabulary in all rehearsed and performed music.
1PR Perform a varied repertoire of music representing diverse genres
1RE Identify assessment practices that can help demonstrate their learning
2CE Identify
musical
terms and
symbols for articulationandand
expression.
and cultures alone
and inmade
ensembles.
2CE Identify musical
terms and symbols
for articulation
and expression.
cultures
alone and in ensembles.
and progress
in music.
CONTENT
CONTENT
3CE Recognize3CE
and describe
the elements
music.
ensemble
Respond to aesthetic
qualities
of a performance
using of
music
terminology.
STATEMENTS
Recognize
and ofdescribe
the elements of music.2PR Prepare and accurately perform a varied repertoire of
2PR
Prepare and2RE
accurately
perform
a varied
repertoire
ensemble
STATEMENTS
4CE Listen to and compare various musical styles from the United States, other
music.
3RE Examine how people from different backgrounds and cultures use and respond
4CE
Listen
to
and
compare
various
musical
styles
from
the
United
States,
other
music.
cultures and historical periods.
3PR Demonstrate sight-reading abilities at a beginning level of
to music.
5CE Identify musical cultures
forms used in vocal and instrumental genres from various
complexity at least to the level found in the literature chosen for
4RE Evaluate the use of the elements of music as relative to expression in a varied
and historical periods.
3PR Demonstrate
sight-reading
abilities at a beginning level of
historical periods.
performance.
repertoire of music.
5CE
Identify
musical
forms
usedcultures
in vocal
and instrumental
genres
fromaccuracy,
various
tothe
the
level
found
in theand
literature
chosen
6CE Identify the
social
contexts from
which music
of various
evolved.
4PR Demonstrate
technical
appropriate tone quality, complexity at
5REleast
Describe
impact
of music
technology
innovation upon
music for
careers.
7CE Identify aurally basic
harmonicperiods.
progressions in selected repertoire.
articulation, intonation and expression for the works beingperformance.
6RE Investigate the ethical and legal issues surrounding the access and use of
historical
8CE Explain the role of technology in researching, creating, performing and
performed with good posture and breath control.
musical works (e.g. audio and video recordings, printed and digital sheet music).
6CE
Identify the social contexts from which music of5PRvarious
cultures evolved.
Demonstrate technical accuracy, appropriate tone quality,
listening to
music.
Respond appropriately
to the cues of the conductor 4PR
or section
leader. repertoire.
7CE Identify aurally basic harmonic progressions in selected
articulation, intonation and expression for the works being
6PR Improvise over drones or simple chord progressions.
8CE Explain the role of technology in researching, creating,
performing
and
performed with good posture and breath control.
7PR Incorporate technology and media arts in performing or recording
Beginning
music.
listening to music.
5PR Respond appropriately to the cues of the conductor or section
8PR Compose and notate a simple melody as well as a melodic variation
leader.
using traditional or digital media.
1CE Interpret articulations, expressive symbols and terms while performing.
1PR Sing or play an increasingly varied repertoire of music
representing
1RE Apply
assessment
practiceschord
to demonstrate
the learning and progress made in
6PR
Improvise over
drones
or simple
progressions.
2CE Identify and trace the development of music forms across historical periods.
diverse genres and cultures, alone and in ensembles.
their development of music skill and music literacy.
7PR
Incorporate
technology
and
media
arts
in
performing
or recording
2PR Prepare and accurately perform a varied repertoire of ensemble
2RE Describe how the use of elements of music affects the aesthetic
impact of a
Beginning 3CE Listen to, analyze and describe various music works on the basis of their
stylistic qualities and the historical and cultural contexts in which they were
music.
music selection.
music.
created.
3PR Demonstrate sight-reading abilities at a developing level of
3RE Discuss how the purpose, meaning and value of music changes because of the
8PR Compose and notate
a simple melody as well as a melodic variation
4CE Describe the elements of music and their functions.
complexity equal to or above the level of complexity found in the
impact of life experiences.
using
traditional
or digital
media.
5CE Identify traditional harmonic progressions in selected repertoire.
literature chosen for performance.
4RE Analyze
and determine
the correct technique (e.g., posture, breath support,
6CE Identify modality aurally and visually.
4PR Demonstrate ensemble skills (e.g., balance, intonation, rhythmic
hand position, embouchure, vocal placement) required for proper tone
1CE
Interpret
articulations,
expressive
symbols
and
terms
while
performing.
1PR
Sing
or
play
an
increasingly
varied repertoire of music representing
7CE Identify musical forms used in vocal and instrumental genres from world
unity and phrasing) while performing in a group.
production.
cultures. 2CE Identify and trace the development of music forms
5PR Improvise
simple chord
progressions provided by the diverse genres
5RE Describe
the use of elements
of music
they relate to expression in a varied
acrossover
historical
periods.
and cultures,
alone and
in asensembles.
8CE Describe how music reflects the social and political events of history and the
instructor.
repertoire of music.
3CE Listen to, analyze and describe various music works
on
the
basis
of
their
2PR
Prepare
and
accurately
perform
a
varied
repertoire
of ensemble
role of the musician in history and culture.
6PR Incorporate technology and media arts in creating, composing and
6RE Incorporate technology when possible in assessing music performances.
stylistic qualities and the historical and cultural contexts
arranging music.
in which they were
music.
7PR Create and notate a harmonization of a simple melody using
Developing
created.
3PR Demonstrate sight-reading abilities at a developing level of
traditional or digital media.
4CE Describe the elements of music and their functions.
complexity equal to or above the level of complexity found in the
5CE Identify traditional harmonic progressions in selected repertoire.
!
literature chosen for performance.
6CE
Identify
modality
aurally
and
visually.
4PR
Demonstrate ensemble skills (e.g., balance, intonation, rhythmic
!
7CE Identify musical forms used in vocal and instrumental genres from world
unity and phrasing) while performing in a group.
cultures.
5PR Improvise over simple chord progressions provided by the
!
!
1RE
2RE
3RE
HS
HS
I
4RE
5RE
6RE
I
Beginning
HS
II
HS
1RE
2RE
!
3RE
4RE
5RE
1CE Interpret music symbols and terms expressively while performing a varied
1PR Sing or play, alone and/or in ensembles, demonstrating accurate
repertoire of music.
HS
III
2CE Using appropriate musical terminology, critique various music styles from the
3CE
4CE
5CE
6CE
7CE
Intermediate
United States other cultures and historical periods.
Explain how the roles of creators, performers and others involved in the
production and presentation of each of the arts are similar and different.
Identify and trace the development of the elements of music across historical
periods.
Compare and contrast musical forms used in vocal and instrumental genres.
Identify complex harmonic progressions in selected repertoire.
Aurally and visually identify the tonality of a given work in relation to
intervals and scales.
2PR
3PR
4PR
5PR
6PR
7PR
1CE Interpret music symbols and terms in light of historical and stylistic context.
2CE Identify and trace the development of the elements of music across musical
HS
IV
Mastery
1PR Sing or play, alone and/or in ensembles, advanced music literature
styles and world cultures.
3CE Analyze various music works from a variety of world cultures, identifying the
4CE
5CE
6CE
7CE
unique features of expressive content (e.g. role of dynamics, movement,
sounds of language-pronunciation and tone colors, style, instruments and
accompaniment and ornamentation) and determine how these
characteristics contribute to performance style while minimizing stylistic bias.
Identify non-traditional harmonic progressions in selected repertoire.
Aurally and visually identify the tonality of a given work in relation to
intervals, scales, primary and secondary chords and key relationships.
Select personal music experiences that represent well-developed skills,
abilities and accomplishments (e.g., developing a portfolio, preparing college
audition and studio work).
Recognize aesthetic characteristics common to all art forms.
2PR
3PR
4PR
5PR
6PR
7PR
8PR
!
intonation and rhythm, fundamental skills, advanced technique and
a high degree of musicality.
Prepare and accurately perform a varied repertoire of ensemble
music showing continuous individual improvement in performance
ability given the level of complexity found in the selected literature.
Demonstrate sight-reading abilities at an intermediate level of
complexity.
Perform an appropriate part in an ensemble demonstrating welldeveloped ensemble skills.
Improvise over chord progressions and symbols provided by the
instructor.
Incorporate technology in audio editing and producing various forms
of music.
Compose and notate a melody with harmonic accompaniment in a
variety of musical styles.
and demonstrate accurate intonation and rhythm, fundamental
skills, advanced technique and a high degree of musicality.
Prepare and accurately perform a varied repertoire of ensemble
music showing continuous individual improvement in performance
ability well above the level of complexity found in the selected
literature.
Demonstrate sight-reading abilities at a mastery level of complexity.
Perform a leading part in an ensemble demonstrating superior
ensemble skills.
Improvise over chord progressions and symbols in a variety of styles
(e.g. blues, jazz and world music).
Incorporate technology in promoting and distributing music.
Sing or play a significant music composition, demonstrating an
understanding of music styles and form.
Compose an original work or arrange a pre-existing work for a
variety of performing ensembles.
1RE Apply assessment practices to demonstrate their learning and understanding of
fundamental music concepts and music literacy.
2RE Discuss how people differ in their responses to the aesthetic qualities of
performance including their personal responses.
3RE Assess how elements of music are used in a work to create images or evoke
emotions.
4RE Explain how the creative process is used in similar and different ways in the arts.
5RE Evaluate how musical forms are influenced by history.
6RE Compare and contrast a musical work with another work of art (e.g., dance,
drama or visual art) from the same culture on the basis of cultural influences.
7RE Evaluate how musical forms and performance practices are influenced by
culture and history.
1RE Apply assessment practices to select, organize and present personal works to
show their growth and development in music.
2RE Describe how compositional devices and techniques (e.g., motives, imitation,
suspension and retrograde) are used to provide unity, variety, tension and
release in a music work.
3RE Discuss how people differ in their response to musical experiences based upon
culture, environment, values and personal experiences.
4RE Develop and apply criteria for evaluating quality and effectiveness of musical
performances and compositions.
5RE Develop and articulate a personal philosophy about the purpose and value of
music.
6RE Evaluate potential musical career choices and develop a personal strategic
career plan.
!