Strand = Roman Numeral
Standard = Underline
Benchmark = Bullets 
Articulation = Dash –
FINE ARTS - MUSIC
Scope & Sequence
High School
I. Perform
II. Create
III. Analyze
IV. Analyze in Context
1. Apply skills and
knowledge to perform in the
arts.
 Sing and play with
expression and technical
accuracy a large and
varied repertoire of vocal
and instrumental literature
with a moderate level of
difficulty, including some
selections from memory.
(ART.M.I.HS.1)
- Expression
 Use dynamics
appropriately
remembering that
they are relative
to melody and
harmony of the
song and the
pitch and timbre
of instruments
- Technical Accuracy
 Articulation
 Rhythms
 Tempo
 Key signatures
- Instrumental
Literature
 Basics list
 Chorales: J. S.
Bach “16
Chorales”
2. Apply skills and
knowledge to create in the
arts.
 Improvise stylistically
appropriate harmonizing
parts. (ART.M.II.HS.1)
- Improvise singing
harmony within small
groups, sing a known
melody and take turns
trying/hearing various
harmonies.
(Harmonies in 3rds are
basic)
 Use syllables or
vowel sounds to
begin the idea of
feeling
comfortable with
creating
harmonies (oo’s
and aah’s)
- Improvise playing
harmony
 Play one note
when it sounds
like it would fit
with the song (I
chord or tonic)
 Add the V chord
or dominant
 Walking bass line
(jazz and/or blues)
3. Analyze, describe, and
evaluate works of art.
 Demonstrate extensive
knowledge and use of the
technical vocabulary of
music. (ART.M.III.HS.1)
- Technical Vocabulary
 Dynamics: Cresc,
Decresc, piano,
forte, sfz, subtio,
etc.
 Articulation:
staccato,
tenuto/legato, etc.
 Tempo markings:
allegro, lento,
adagio, moderato,
etc.
 Style: swing,
straight eighths,
cut time/alla
breve, etc.
4. Understand, analyze and
describe the arts in their
historical, social, and
cultural contexts.
 Classify by genre or style
and by historical periods
or culture, unfamiliar but
representative aural
examples of music and
explain the reasoning
behind their
classifications.
(ART.M.IV.HS.1)
- Classify
 Gregorian Chant
– lack of meter,
antiphon setting
 Renaissance – use
of lute,
harpsichord, lack
of vibrato in tone
 Siberia – throat
singing
 Classical Indian –
usage of sa, re,
ga, ma (Indian
solfege)
High School Music Scope & Sequence – May 2012

Analyze aural examples
of a varied repertoire of
music, representing
diverse genres and
cultures, by describing the
uses of elements of music
1

Identify sources of
American music genres,
trace the evolution of
those genres, and cite
well-known musicians
V. Analyze and Make
Connections
5. Recognize, analyze, and
describe connections among
the arts; between the arts
and other disciplines;
between the arts and
everyday life.
 Explain how elements,
artistic processes, and
organizational principles
are used in similar and
distinctive ways in the
various arts and cite
examples.
(ART.M.V.HS.1)
- Similar/Distinctive
Ways in Various Arts
 Set design, pit,
and choreography
all work together
to create one
overall production
for a musical. Set
design represents
the visual arts
department, the
pit represents the
music department,
and choreography
best represents the
dance department

Compare characteristics
of two or more arts within
I. Perform
-


 Marches:
composers, Karl
King, John
Phillip Sousa, etc.
 Ballads
 Overtures
Vocal Literature
 Eric Whitacre –
Seal Lullaby
 Randall
Thompson – The
Pasture
 Moses Hogan – I
Am His Child
 Persichetti –
Dominic Has a
Doll
Sing music written in four
parts, with or without
accompaniment.
(ART.M.I.HS.2)
- Sing
 Ralph Manuel –
Alleluia
 The Awakening
Perform an appropriate
part in large and small
ensembles, demonstrating
well-developed ensemble
skills. (ART.M.I.HS.3)
- Perform
 Using all musical
skills: dynamics,
articulation,
correct notes, key
II. Create

Improvise rhythmic and
melodic variations given
pentatonic melodies, and
melodies in major and
minor keys.
(ART.M.II.HS.2)
- Improvise Singing
 Have students
take a familiar
piece, classical or
popular, best to
find a karaoke or
instrumental
recording, change
the rhythm and
melody in a slight
variation
- Improvise Playing
 Have solo(ists)
improvise a
melody using only
the 5 notes of the
Pentatonic scale
while band plays
I-IV-V-I
 Have students
improvise melody
using pentatonic
scale plus other
neighboring tones
 Improvise
harmony
underneath a
pentatonic
melody, either
major and/or
High School Music Scope & Sequence – May 2012
III. Analyze
and expressive devices.
(ART.M.III.HS.2)
- Musical genres and
cultures
 Have students
describe the
difference
between Jazz and
Blues
 Have students
describe the
difference
between the
different eras of
classical music
 Have students
describe the
difference
between early
rock and current
rock and roll.

Identify and explain
compositional devices and
techniques and their
purposes, giving examples
of other works that make
similar uses of these
devices and techniques.
(ART.M.III.HS.3)
- Identify
compositional devices
and techniques
2
IV. Analyze in Context
associated with them.
(ART.M.IV.HS.2)
- Identify American
music genres
 Jazz (Duke
Ellington, Ella
Fitzgerald, Billie
Holiday,
Theloneus Monk,
Miles Davis,
Charlie Parker,
Winton
Marseilles)
 Rap (Sugar Hill
Gang – Rappers
Delight, Run
DMC, Jay-Z)
 Country – (Hank
Williams, Glen
Campbell, Minnie
Pearl, Patsy Cline,
Dolly Parton,
Kenny Rodgers,
Taylor Swift,
Lady Antebellum) 
 Rock – Elvis,
Beatles, Rolling
Stones,
Aerosmith,
Metallica,
AC/DC)
 Pop – The
Temptations, The
Funk Brothers,
Aretha Franklin,
Stevie Wonder,
Michael Jackson,
Cyndi Lauper,
V. Analyze and Make
Connections
a particular historical
period or style and cite
examples from various
cultures.
(ART.M.V.HS.2)
- Renaissance Periods
 Does music from
the Renaissance
period match up
with the visual
arts from the
same period?
 Does music from
the Renaissance
period match up
with theatre?
dance?
 Are the
characteristics
similar culture to
culture?
(throughout the
world?)
Explain ways in which the
principles and subject
matter of various
disciplines outside the arts
are interrelated with those
of music.
(ART.M.V.HS.3)
- Various Subject Matters
 Science – physics
(frequency)
 History – music
history
(composers,
I. Perform
signature
changes, time
signature changes
 Listening to their
own sections and
other sections in
ensemble,
whether they are
instrumental
and/or vocal


Perform music using
instruments (traditional
and non-traditional) and
electronic media.
(ART.M.I.HS.4)
- Instruments
 Traditional:
flute, clarinet,
saxophones,
trumpet/cornet,
etc.
 Non-traditional:
Blue Man Group
style; brooms,
trash cans,
utensils, etc.
- Electronic Media
 Use of iPad/iPod
apps, Finale,
Sibelius, Smart
Music, etc.
Perform from an
instrumental or vocal
score of at least four
staves. (ART.M.I.HS.5)
II. Create
III. Analyze
minor


Improvise original
melodies over given chord
progressions, each in a
constant style, meter, and
tonality.
(ART.M.II.HS.3)
- Improvise Singing
 Have students
create melodies
using scat
syllables (Jazz) to
begin
- Improvise Playing
 Have students
create melodies
using a small
portion of the
main theme
 Have students
create a melody
using the entire
main theme
Compose music in several
different styles;
demonstrate creativity in
using the elements of
music for expressive
effect. (ART.M.II.HS.4)
- Compose
 Sing basic chord
progressions
(I.IV.V) and have
students create
melodies first,
High School Music Scope & Sequence – May 2012
-
 Finale, Sibelius,
SmartMusic,
GarageBand
Explain compositional

devices and
techniques
 Have students
compose a short
song using the
above stated
software

Evaluate the use of music
in mixed media
environments.
(ART.M.III.HS.4)
- Movies
 Have students
describe how
various types of
music affects the
mood of the
various scenes in
a movie
- Radio
 Have students
experiment with
sound effects, for
example a radio
show

Make informed, critical
3
V. Analyze and Make
Connections
styles)
 English – lyrical
assessment
 Mathematics –
note values, time
signatures,
addition,
subdivision
IV. Analyze in Context
Madonna, Mariah
Carey, Celine
Dion)
Identify various roles that
musicians perform, cite
representative individuals
who have functioned in
each role, and describe
their activities and
achievements.
(ART.M.IV.HS.3)
- Identify various roles
 Composer- one
who creates/
writes music
 Arranger- one
who takes an
already composed
piece and creates
a variation on it
 Lyricist – one
who creates lyrics
to set to a
provided melodic
line or chord
progressions
 Instrumentalist –
those who play
instruments
 Vocalist – those
who sing
 Conductor – one
who leads a large
vocal or
instrumental
ensemble

Explain how the roles of
creators, performers, and
others involved in the
production and
presentation of the arts are
similar to and different
from one another in the
various arts and
disciplines outside of the
arts. (ART.M.V.HS.4)
- Roles in the Various
Arts
 Musical:
Choreographerdance; Director –
oversees all , light
design; Set
Design – creates
sets for the stage,
scene-to-scene;
Sound Engineermicrophones,
levels; Vocal
Director –
instructs vocal
lines, soloists, and
chorus
I. Perform
-

II. Create
Perform
 Perform an
accompanied
duet, trio, quartet,
4 part voicing,
etc.
Sight read accurately and
expressively, music with
a moderate level of
difficulty.
(ART.M.I.HS.6)
- Accurately Sight
Read
 Time signature,
any changes
 Key signature,
any changes
 Repeats, coda’s
(D.S., D.C., Fine)
 Accidentals/
transitions
 Style changes
(straight eighths,
swing, cut time,
etc.)
 Tempo, any
changes
 Solfege syllables
- Expressively Sight
Read
 Dynamics
 Mood
III. Analyze
followed by lyrics
 Students should
use solfege to help
notate their
melodies on staff
paper

Arrange pieces for voices
or instruments, other than
those for which the pieces
were written, in ways that
preserve or enhance the
expressive effect of the
music. (ART.M.II.HS.5)
- Arrange pieces for
voices
 Arranging vocal
lines that may
benefit not only
the piece but also
the choir in a
better way
 Having alto’s sing
a baritone part an
octave higher
 Arranging a pop
choral
arrangement from
what is written in
the score to what
is truer from the
original recording
- Arrange pieces for
instruments
 Arrange a part for
another
instrument that is
High School Music Scope & Sequence – May 2012
evaluations of the quality
and effectiveness of
performances,
compositions,
arrangements, and
improvisations applying
specific criteria.
(ART.M.III.HS.5)
- Critique
 Have students
critique a
performance,
either their own
and/or another
group within
school or outside
of school

Evaluate a performance,
composition,
arrangement, or
improvisation by
comparing it to similar or
exemplary models.
(ART.M.III.HS.6)
- Compare/contrast
 Have students
listen to a
professional
recording and a
recording of the
same song they
played and
4
IV. Analyze in Context
 Producer – one
who provides
musical direction,
facilitator and
mixes music as
well as creates
music, especially
for pop genres

Analyze the impact of
electronic music media in
society and culture.
(ART.M.IV.HS.4)
- Electronic music in
society/culture
 How has
technology
evolved in the
past 10 years? In
the past 20 years?
 How has
technology
changed the face
of music?
 Listen to music
from the 50’s and
today. How much
is live versus
electronic? What
other similarities/
differences are
there?

V. Analyze and Make
Connections
Analyze and consider the
use of music and media
for the future.
(ART.M.V.HS.5)
- Analyze Music &
Media
 Discuss how
music is used in
various media
forms today
 Bring/show
examples
 Based off of
music and media
in the past five
years, discuss
where it can go in
the next five years
I. Perform
II. Create
not present in the
band or needs
extra
reinforcement

III. Analyze
explain the
similarities and
differences.
Compose and arrange
music for voices and
various acoustic and
electronic instruments,
demonstrating knowledge
of the ranges and
traditional usage of the
sound sources.
(ART.M.II.HS.6)
- Compose/Arrange for
voices
 Students compose
an 8-16 measure
piece using 2 part
harmonies,
keeping in mind
the ranges of each
part
 Students compose
an 8-16 measure
piece using 4 part
harmonies,
keeping in mind
the ranges of each
part
 Students
adapt/arrange a
familiar song,
popular or
classical, creating
simple 2, 3 or 4part harmonies
High School Music Scope & Sequence – May 2012
5
IV. Analyze in Context
V. Analyze and Make
Connections
I. Perform
II. Create
-

III. Analyze
Compose/Arrange for
instruments
 Have students
compose a simple
8-10 measure
song for their
instrument
 Have students
compose a simple
8-10 measure
song for an
instrument not
theirs or in their
family, for
example a
woodwind
compose for a
brass or
percussion
Create or adapt music to
integrate with other media.
(ART.M.II.HS.7)
- Create/Adapt
 Watch a relatively
short movie scene
without any audio.
Have students
interpret what is
occurring in the
scene and decide
what kind of
music will help
enhance the
emotions within
the scene
 Have students use
High School Music Scope & Sequence – May 2012
6
IV. Analyze in Context
V. Analyze and Make
Connections
I. Perform
II. Create
III. Analyze
recording
software (e.g.
GarageBand) to
record music they
either composed
as a band/choir or
arranged off of a
familiar piece and
set it to the movie
clip
 Have students
assess the scene
for sound effects
(not music
related) that can
be added to the
scene
High School Music Scope & Sequence – May 2012
7
IV. Analyze in Context
V. Analyze and Make
Connections