ROCKY FORD CURRICULUM GUIDE
SUBJECT: High School Instrumental/Vocal
Standard and Grade
Level Expectation
Expression
1. Perform music
accurately and
expressively
demonstrating selfevaluation and
personal
interpretation at the
minimal level of 3 on
the difficulty rating
scale
Expression
1. Perform music
accurately and
expressively
demonstrating selfevaluation and
personal
interpretation at the
minimal level of 3 on
the difficulty rating
scale
Expression
2. Perform accurately
and expressively at
the first reading at
the minimal level of 2
on the difficulty rating
scale
Evidence Outcome
GRADE: 9-12
Student-friendly
Learning Objectives
TIMELINE: 1ST
Level of Resource Correlation
Thinking
Academic
Vocabulary
1) Level 3 Sheet
music
2) Essentials of
Musicianship
3) Essential
Repertoire
Symbols
Tempo
Expressive
Technical
Tone quality
Intonation
Balance
Blend
Diction
Phrasing
e. Describe and defend
interpretive judgments (DOK 14)(I)
We will incorporate all Application
musical symbols,
tempo indications,
expressive indications,
and technical
indications, while
maintaining consistent
tone quality,
intonation, balance,
blend, diction (vocal),
and phrasing
Evaluation
We will describe and
defend interpretive
judgments
1) Level 3 Sheet
music
2) Essentials of
Musicianship
1) Essential
Repertoire
Interpretive
judgements
a. Sight-read, observing all
musical symbols, tempo
indications, expressive
indications, and technical
indications, while maintaining
consistent tone quality,
intonation, balance, blend, and
phrasing (vocalists, pitches
Knowledge
We will sight-read,
Application
observing all musical
symbols, tempo
indications, expressive
indications, and
technical indications,
while maintaining
consistent tone
1) Level 2 Sheet
music
2) Essential
Musicianship
1) Essential
repertoire
Sight-read
Symbols
Tempo
Expressive
Technical
Tone quality
Intonation
Balance
a. Incorporate all musical
symbols, tempo indications,
expressive indications, and
technical indications, while
maintaining consistent tone
quality, intonation, balance,
blend, diction (vocal), and
phrasing (DOK 1-3)(I)
© Learning Keys, 800.927.0478, www.learningkeys.org
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: High School Instrumental/Vocal
Standard and Grade
Level Expectation
Evidence Outcome
only) (DOK 1-2)(IC)
Expression
3. Participate
appropriately as an
ensemble member
while performing
music at the minimal
level of 3 on the
difficulty rating scale
Expression
4. Demonstrate
requisite
performance skill
sets appropriate for
postsecondary
pursuits
Expression
4. Demonstrate
requisite
performance skill
sets appropriate for
postsecondary
pursuits
Theory
1. Interpretation of
notated of musical
elements and ideas
a. Adjust tempo, dynamics, and
expression, according to the
conductor (DOK 1-3)(I)
TIMELINE: 1ST
GRADE: 9-12
Student-friendly
Learning Objectives
quality, intonation,
balance, blend, and
phrasing (vocalists,
pitches only)
We will adjust tempo,
dynamics, and
expression, according
to the conductor
Level of Resource Correlation
Thinking
Academic
Vocabulary
Blend
phrasing
Comp
1) Level 2 Sheet
music
2) Essential
Musicianship
1) Essential
repertoire
Tempo
Dynamics
Expression
a. Identify all major and relative
minor scales and
arpeggios (DOK 1)(I)
We will identify all
major and relative
minor scales and
arpeggios
Knowledge
3) Scale sheet
Major
Minor
Scales
Arpeggios
c. Produce a characteristic
tone (DOK 1-2)(IC)
We will produce a
characteristic tone
Application
3) NRN
Tone
a. Identify musical elements in
written form (DOK 1)(IC)
We will identify
musical elements in
written form
Knowledge
1) Level 3 Sheet
music
2) Essentials of
Musicianship
Musical elements
Written
© Learning Keys, 800.927.0478, www.learningkeys.org
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: High School Instrumental/Vocal
Standard and Grade
Level Expectation
Evidence Outcome
Theory
1. Interpretation of
notated of musical
elements and ideas
b. Describe the uses of elements
of music and expressive devices
with appropriate musical
vocabulary (DOK 1-2)(IC)
Theory
2. Classification by
genre, style,
historical period, or
culture
a. Classify and describe
unfamiliar but representative
aural examples of music from a
given musical genre and explain
the reasoning for the
classification (such as rock, jazz,
classical) (DOK 1-2)(IC)
Theory
2. Classification by
genre, style,
historical period, or
culture
b. Classify and describe
unfamiliar but representative
aural examples of music from a
given musical style and explain
the reasoning for the
classification (classical or
baroque, bebop or swing) (DOK
1-2)(IC)
Theory
2. Classification by
genre, style,
d. Classify and describe
unfamiliar but representative
aural examples of music from a
© Learning Keys, 800.927.0478, www.learningkeys.org
GRADE: 9-12
Student-friendly
Learning Objectives
We will describe the
uses of elements of
music and expressive
devices with
appropriate musical
vocabulary
We will classify and
describe unfamiliar but
representative aural
examples of music
from a given musical
genre and explain the
reasoning for the
classification (such as
rock, jazz, classical)
We will classify and
describe unfamiliar but
representative aural
examples of music
from a given musical
style and explain the
reasoning for the
classification (classical
or baroque, bebop or
swing)
We will classify and
describe unfamiliar but
representative aural
TIMELINE: 1ST
Level of Resource Correlation
Thinking
Academic
Vocabulary
Application
Essential
Repertoire
1) Level 3 Sheet
music
2) Essentials of
Musicianship
Essential
Repertoire
1) Listening Library
Application
1) Listening Library
Style
Classification
Application
Listening Library
Culture
Classification
Comp
Elements
Expressive devices
Vocabulary
Aural
Genre
Classification
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: High School Instrumental/Vocal
Standard and Grade
Level Expectation
Evidence Outcome
historical period, or
culture
given culture and explain the
reasoning for the classification
(Indonesian Gamelan or
Japanese Koto) (DOK 1-2)(ICM)
Theory
3. Evaluation of
music using critical,
informed analysis
a. Identify basic elements of
written examples of music using
appropriate musical
vocabulary (DOK 1)(IC)
Theory
3. Evaluation of
music using critical,
informed analysis
b. Apply specific criteria from
similar or exemplary models in
evaluating music of
compositions, arrangements,
and improvisations (DOK 13)(IC)
Aesthetic Valuation
1. Practice of
appropriate behavior
in cultural activities
Aesthetic Valuation
2. Evaluation of the
quality and
effectiveness of
musical
performances
a. Demonstrate respect for the
music preferences of
others (DOK 1-2)(I)
a. Apply specific criteria from
similar or exemplary models in
evaluating music by others or
themselves (DOK 1-4)(I)
© Learning Keys, 800.927.0478, www.learningkeys.org
TIMELINE: 1ST
GRADE: 9-12
Student-friendly
Learning Objectives
examples of music
from a given culture
and explain the
reasoning for the
classification
(Indonesian Gamelan
or Japanese Koto)
We will identify basic
elements of written
examples of music
using appropriate
musical vocabulary
Level of Resource Correlation
Thinking
Academic
Vocabulary
Knowledge
Elements
Vocabulary
We will apply specific
criteria from similar or
exemplary models in
evaluating music of
compositions,
arrangements, and
improvisations
We will demonstrate
respect for the music
preferences of others
Application
1) Level 3 Sheet
music
2) Essentials of
Musicianship
3) Essential
Repertoire
3) YouTube
Application
1) NRN
Respect
Preference
We will apply specific
criteria from similar or
exemplary models in
evaluating music by
others or themselves
Application
1) YouTube
Exemplary models
Criteria
Criteria
Exemplary models
Compositions
Arrangements
Improvisations
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: High School Instrumental/Vocal
Standard and Grade
Level Expectation
Aesthetic Valuation
3. Development of
criteria-based
aesthetic judgment of
the artistic process
and products in
music
Aesthetic Valuation
4. Knowledge of
available musical
opportunities for
continued musical
growth and
professional
development
Evidence Outcome
TIMELINE: 1ST
GRADE: 9-12
Student-friendly
Learning Objectives
Level of Resource Correlation
Thinking
Academic
Vocabulary
a. Develop criteria for making
informed aesthetic (personal)
judgments about music (DOK 13)(ICM)
We will develop
criteria for making
informed aesthetic
(personal) judgments
about music
Synthesis
3)
Aesthetic
Criteria
a. Articulate pathways to further
musical education including but
not limited to higher education,
music production, music
business, song-writing,
community institutions, musicmaking with others
(interpersonal/friends), personal
music-making, and music in
everyday life (DOK 1-2)(IC)
We will articulate
pathways to further
musical education
including but not
limited to higher
education, music
production, music
business, songwriting, community
institutions, musicmaking with others
(interpersonal/friends),
personal musicmaking, and music in
everyday life
Comp
1) Computer access
© Learning Keys, 800.927.0478, www.learningkeys.org
NRN
Pathways
Education
Production
Business
Writing
Community
Page 5