Music Content Area Standards Clarifications Document
Music Introduction
Welcome to Delaware’s Statewide Recommended Curriculum in Music. This document represents
many months of dedicated contribution from classroom teachers, curriculum specialists, academicians,
and Delaware Department of Education specialists and associates.
The standards as they appear in this document have not been changed from the November 1997
Visual and Performing Arts Content Standards complete with content standards, descriptors and grade
level expectations provide the framework for this document.
Key goals at the heart of the standards
The Statewide Recommended Curriculum will:
 Establish rigor in subject content for all K-12 students in Delaware.
 Promote teaching strategies that assure student success.
 Use assessments that measure how well students have achieved the standards.
 Give local school districts a framework to align curriculum to the standards.
 Hold districts accountable for demonstrating student progress toward the standards.
Rationale for the standards:
The Music Framework assumes:
 All schools and districts understand the State Mandate for Art’s Education which states:
o 7.1- Local school districts and each charter school shall provide instructional programs in
the visual and performing arts for each grade K-12 with the exception of the James H.
Groves High School program.
o 7.2- All public school students in each grade 1-6 shall be enrolled in a visual and
performing arts program.
 This document is a guide for teachers as suggested by the Statewide Curriculum Design and
Reform Team.
Standard 1- Students will sing, independently, and with others a varied repertoire of music.
Standard One recognizes that students will express themselves through the use of a singing voice. Through this
standard, students will develop proper vocal technique as an individual and as a member of an ensemble. This is
an essential and basic element of music making.
In order to meet the standard students will:
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Sing on pitch within the appropriate singing range
Sing on pitch in rhythm while applying a steady beat
Sing rhythms composed of whole, half, dotted half, quarter, eighth notes and rests
Sing demonstrating proper posture, and breathing
Sing demonstrating proper vocal technique
Sing expressively utilizing dynamics and phrasing
Sing with accurate dynamics
Sing expressively with phrasing and interpretation consistent with the genre
Echo short rhythms, speech and melodic patterns
Sing songs containing ostinati
Sing songs as rounds
Sing partner songs
Sing music written in 2 and 3 parts
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Sing music written in 4 parts with and without accompaniment
Sing in groups in response to gestures of a conductor
Sing with blend and balance appropriate to the conducting gesture
Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the gestures of the conductor
Sing choral literature at a difficulty level of 1-2
Sing a repertoire of choral literature with expression and technical accuracy, with a difficulty of 2-3, including
some songs performed from memory
Sing a repertoire of choral literature with expression and technical accuracy, with a difficulty of 3-4, with most
songs performed from memory
Sight-read short passages with tonal and rhythmic accuracy
Sing a varied repertoire of songs representing genres and styles from diverse cultures
Sing in foreign languages
At all grade levels, teachers will incorporate vocalization in every area of the music curriculum. The
student will in time achieve proficiency in each of these grade level expectations. (Please refer to the
Standard/Grade Level Expectation documents.[add link to state website.])
Standard 2- Students will perform on instruments, independently and with others, a varied repertoire of
music.
Standard Two recognizes that students will express themselves through the use of an instrument. Through this
standard, students will develop proper instrumental technique as an individual and as a member of an ensemble.
This is an essential and basic element of music making.
In order to meet the standard students will:
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Perform demonstrating proper technique, posture, and breathing
Perform rhythms composed of whole, half, dotted half, quarter, eighth notes and rests
Perform on pitched and unpitched instruments in rhythm while applying a steady beat
Perform solo on an instrument using standard technique
Perform expressively utilizing dynamics and phrasing
Perform expressively using given dynamics and phrasing
Perform expressively with phrasing and interpretation consistent with the genre
Echo short rhythms and melodic patterns
Perform accompaniments by ear using a harmonic instrument
Perform melodies by ear using a melodic instrument
Perform in groups with dynamics in response to gestures of a conductor
Perform with blend and balance appropriate to conducting gesture
Perform in groups, blending instrumental timbres, matching dynamics levels, and responding to the gestures of a
conductor
Perform independent parts while another sings or plays contrasting parts
Perform an independent part in an ensemble setting
Perform a varied repertoire of songs representing diverse genres and styles
Perform a repertoire of instrumental literature with expression and technical accuracy on at least one string, wind,
or percussion instrument with a difficulty level of 1-2
Perform a repertoire of instrumental literature with expression and technical accuracy on at least one string, wind,
or percussion instrument with a difficulty level of 2-3
Perform a repertoire of instrumental literature with expression and technical accuracy on at least one string, wind,
or percussion instrument with a difficulty level of 3-4
Sight-read short passages with tonal and rhythmic accuracy
Sight read music accurately and expressively with a difficulty level of 1-3
At all grade levels, teachers will incorporate instrumental skills in every area of the music curriculum.
The student will in time achieve proficiency in each of these grade level expectations. (Please refer to the
Standard/Grade Level Expectation documents.[add link to state website.])
Standard 3- Students will improvise melodies, variations, and accompaniments.
Standard Three recognizes that engaging students in the musically creative process involves
improvisation. Through this standard, students will develop the skills necessary to improvise original
melodies in a variety of styles, over given chord progressions, each in a consistent style, meter and
tonality.
In order to meet the standard students will:
 Improvise utilizing a variety of traditional, non-traditional, and electronically produced sounds.
 Improvise melodic variations
 Improvise short unaccompanied melodies.
 Improvise melodies over basic chord progressions
 Improvise short accompanied melodies.
 Improvise short melodies over given rhythmic accompaniments with simple chord progressions, meters,
and tonality.
 Improvise ostinato accompaniments.
 Improvise basic harmonic accompaniments.
 Improvise original melodies over given chord progressions in a meter and tonality consistent to the
styles.
 Improvise melodic embellishments on given melodies in various tonalities.
At all grade levels, teachers will incorporate improvisation in every area of the music curriculum. The
student will in time achieve proficiency in each of these grade level expectations. (Please refer to the
Standard/Grade Level Expectation documents.[add link to state website.])
Standard 4 - Students will compose and arrange music within specific guidelines. [Framework A, B]
Standard Four recognizes that engaging students in the musically creative process involves composing
and arranging. Through this standard, students will develop the skills necessary to compose and
arrange music, demonstrating imagination and technical skill in applying the principles of composition.
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Create short songs and instrumental pieces
Utilize standard written notation in composition of short songs
Arrange short songs and/or instrumental pieces
Arrange short compositions for voices and instruments
Manipulate a variety of traditional, non-traditional, and electronically produced sounds while creating or
arranging.
Utilize compositional technology.
Organize the elements of music into compositions, which are unified and varied.
Organize the elements of music into compositions, which express tension, release and balance.
Compose music in several distinct styles, demonstrating creativity in using the elements of music for
expressive effect.
Arrange pieces using voices or instruments different than those for which the pieces were originally
written in ways that preserve or enhance the expressive effect of the music.
Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating
knowledge of the ranges, and traditional usage of the sound sources.
At all grade levels, teachers will incorporate composing and arranging in every area of the music
curriculum. The student will in time achieve proficiency in each of these grade level expectations. (Please
refer to the Standard/Grade Level Expectation documents.[add link to state website.])
Standard 5 - Students will read and notate music. [Framework A]
Standard Five recognizes the importance of reading and writing musical notation with comprehension.
Through this standard, students will develop the skills to become musically literate.
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Read rhythms of whole, half, dotted half, quarter, eighth notes and rests
Read and notate pitch using a system of syllables, numbers or letters.
Identify and define standard notation symbols.
Interpret standard notation symbols.
Organize standard notation symbols.
Read and notate rhythms in simple meter.
Read and notate rhythms in compound meters.
Read and notate rhythms in complex meters.
Follow a single line of an instrumental or vocal score.
Follow an instrumental or vocal score.
Use manipulatives and/or computer programs to notate symbols and terms for meter, rhythm, and pitch.
Interpret and apply symbols and terms referring to dynamics, tempo, and articulation while performing.
Read simple melodies in 2 or more clefs.
Use standard notation to record their musical ideas and those of others.
At all grade levels, teachers will incorporate reading and writing music in every area of the music
curriculum. The student will in time achieve proficiency in each of these grade level expectations. (Please
refer to the Standard/Grade Level Expectation documents.[add link to state website.])
Standard 6 - Students will listen to, describe and analyze music and music performances. [Framework A,
C, D]
Standard Six recognizes that the process of listening, describing and analyzing music and musical performances
assists the students’ development of musical understanding. Through this standard, students will develop the
skills to analyze and describe uses of the elements of music in a given work that make it unique, interesting, and
expressive.
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Express changes and contrasts in music through movement.
Express through movement and dialogue various styles of music.
Listen to and identify instruments and voices according to family.
Identify and classify voices by range and quality
Identify and describe common instrumental and vocal ensembles
Identify the elements of music by listening.
Identify and describe basic music forms by listening.
Analyze compositions for specific musical events including theme and variation, basic binary, tertiary
and rondo forms and more complex forms.
Identify and explain compositional devices and techniques used in a musical work; compare and
contrast the use of those techniques between different compositions.
Demonstrate extensive knowledge of the technical vocabulary of music.
At all grade levels, teachers will incorporate listening, analyzing and describing music in all areas of the
music curriculum. The student will in time achieve proficiency in each of these grade level expectations.
(Please refer to the Standard/Grade Level Expectation documents.[add link to state website.])
Standard 7 - Students will evaluate music and music performances. [Framework D]
Standard Seven recognizes that the process of evaluating music and musical performances assists the
development of students’ musical understanding. Through this standard, students will determine specific
criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions,
arrangements, and improvisations.
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Identify ways for evaluating compositions and performances.
Develop and apply criteria for evaluating compositions and performances.
Develop criteria for evaluating the quality and effectiveness of music performances and compositions
and apply the criteria in their personal listening and performing.
Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of
performances and compositions, arrangements and improvisations and apply the criteria in their
personal participations in music.
Express personal preferences for specific musical styles.
Explain personal music preferences using appropriate terminology.
Critically evaluate one's own musical creations.
Critically evaluate the compositions, arrangements, and improvisations of other by applying specific
criteria appropriate for the style of the music and offer constructive suggestions for improvement.
Discuss musical elements used to evoke feelings and emotions in music.
Evaluate music to determine which elements evoke feelings and emotion.
At all grade levels, teachers will incorporate the evaluation of music and musical performances in every
area of the music curriculum. The student will in time achieve proficiency in each of these grade level
expectations. (Please refer to the Standard/Grade Level Expectation documents.[add link to state
website.])
Standard 8 - Students will make connections between music, the other arts, and other curricular areas.
[Framework C, D]
Standard eight recognizes the importance of connecting music, art and the other curricular areas. Through this
standard, students will make connections that build bridges of understanding involving the use of
characteristic elements, artistic processes, and organizational principles of different curricular areas.
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Make connections with other disciplines as they relate to music.
Cite similarities and differences in the meanings of common terms used in the various art forms
Compare and contrast terms common between the arts (ex. texture, color, form)
Compare in two or more art forms how the characteristics of each art (e.g. sound in music, visual stimuli
in visual arts, movement in dance and human interactions in theater) are used to transform similar
events, scenes, emotions, or ideas into works of art.
Compare characteristics of two or more art forms within a particular historical period or style and cite
examples from various cultures.
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Explain and cite examples of how elements, artistic processes (e.g. unity, variety, repetition, contrast)
are used in similar and distinctive ways in the various art forms.
Compare, contrast and illustrate cross-curricular similarities.
Illustrate ways in which the principles and subject matter of other disciplines taught in school are related
to music.
Explain ways in which the principles and subject matter of other curricular areas are interrelated with
those of music.
Identify, compare and contrast the roles of creators and performers in the production and presentation of
the arts including music.
Illustrate 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.
Compare and contrast artistic themes across cultures, history and multiple media.
Compare 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.
At all grade levels, teachers will incorporate the process of listening to, describing, and analyzing music
and musical performance in every area of the music curriculum. The student will in time achieve
proficiency in each of these grade level expectations. (Please refer to the Standard/Grade Level
Expectation documents.[add link to state website.])
Standard 9 - Students will show understanding of music in relation to diverse cultures, times and places.
[Framework C, D]
Standard nine recognizes the importance of connecting diverse cultures, times and places. Through this
standard, students will build bridges of understanding regarding the use of characteristic elements,
artistic processes, and organizational principles of different genre, style, culture or historical period.
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Listen to music from various periods and diverse cultures by genre or style.
Identify and describes the roles of musicians in various historical period, cultures, genre, and styles.
Classify music from various periods and diverse cultures by genre or style.
Classify unfamiliar, representative aural examples of music by genre, style, and by historical periods or
culture.
Compare and contrast aural examples of music from various historical periods, cultures, genres, and
styles.
Describe how elements of music are used in music of various cultures.
Describe distinguishing characteristics of representative music genres and styles from various cultures.
Describe how elements of music are used in various historical periods, cultures, genres, and styles.
Describe and cite representative examples of various roles that musicians played in different historical
and cultural periods.
Identify sources of American music genres; trace the evolution of those genres and well-known
musicians associated with them.
Identify and explain the characteristics that cause a musical work to be considered culturally,
historically, and/or geographically significant.
At all grade levels, teachers will incorporate the relationship of genre, style, culture or historical period
in every area of the music curriculum. The student will in time achieve proficiency in each of these grade
level expectations. (Please refer to the Standard/Grade Level Expectation documents.[add link to state
website.])
Suggestions for this document:
1. Have each performance indicator linked to the implementation grid on the web.
2. Have each performance indicator linked to the Grade Level Expectations on the web.