2014FCPSMusicPOSRevision(Choir)DRAFTThestudentwilldevelop&demonstratetheabilitytoreadandnotatemusic.

HSIntermediateHSBeginning HSBeginning HSBeginning

Level A B CBenchmark 1a: Critical Listening Skills

Aural Discrimination N/A - This skill is not taught at this level.

Notate short rhythmic patterns from dictaton.

Notate short melodic patterns from dictation.

Tonality & Intervallic recognition Differentiate major and minor modes.

Identify intervals of the major triad. Distinguish half step and whole step intervals and their relationship to the structure of major scales.

Form & analysis Aurally identify AB and ABA forms. Aurally identify AB and ABA forms. Identify theme & variation and rondo musical forms, and recognize monophonic and homophonic textures.

Benchmark 1b: Sight Singing SkillsSolfege Identify and echo solfege patterns

using a step-wise motion within the major scale.

Demonstrate the ability to sight sing half notes, quarter notes, eighth notes and their associated rests with a solfege range of D-d' using stepwise motion in appropriate keys.

Demonstrate the ability to sight sing eight mm. using half notes, quarter notes, eighth notes and their associated rests, with a solfege range of D-d', in appropriate keys.

Level Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Standard notation Identify the notes of the treble clef. Identify notes and accidentals on voice specific (treble and bass) staves.

Demonstrate an understanding of notation in voice specific staves including notes on ledger lines above and below the staff.

Rhythmic values Echo and identify note values and their corresponding rests, including whole, half, dotted, half, quarter, dotted quarter, eighth, dotted eighth, sixteenth, and triplet.

Echo, identify, and count rhythms, using standard rhythm counting systems.

Count rhythms in literature being studied using standard rhythm counting systems.

Key signature & tonality?

Music symbols & terminology Identify standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Identify, define and apply standard notation for key and time signatures, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Identify, define and apply standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Form & analysis Identify aurally AB and ABA forms. Identify visually & aurally AB and ABA forms.

Identify theme & variation and rondo musical forms, and recognize monophonic and homophonic textures.

Benchmark 1c: Creative Skills -- demonstrating original artistic thought Composing music (using music

composition software) N/A -- This skill is not taught at this level.

Compose a two- to four-measure melody using teacher-specified rhythms and/or pitches.

Compose and perform a four-measure melody using the notes and rhythms being studied

Musical Expression -- Creativity in Performance

Strand1:MusicLiteracy

HSArtist HSArtistHSAdvanced HSAdvanced HSAdvanced

HSIntermediate HSIntermediateHSBeginning

D E F G

Notate rhythmic phrases of at least four measures that include, whole, half, quarter and eighth notes and equivalent and rest values, from dictation.

Notate melodic phrases of at least four measures that use stepwise motion and skips within the major triad from dictation.

Notate complex rhythmic phrases of at least eight measures from dictation.

Notate melodic phrases of at least eight measures, that include skips within the major and subdominant triads, from dictation.

Identify half step and whole step intervals and their relationship to the structure of major and minor scales.

Recognize and demonstrate intervals and tonalities in literature being studied.

Recognize intervals in major and minor tonalities.

Demonstrate intervals in major and minor tonalities.

Recognize and explain the form/overall structure of the music being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Demonstrate the ability to sight sing eight mm. using half notes, quarter notes, eighth notes and their associated rests, with a solfege range of D-d', in appropriate keys, using skips w/in the major triad.

Demonstrate the ability to sight sing half, dotted half, quarter,dotted quarter, eighth notes and their associated rests with a solfege range of D-d', 8 mm, using steps and skips in major scales C, D, Eb, and F.

Demonstrate the ability to sight sing 8 mm. exercises in simple meters using solfege with a range of low Sol to d' for major scales in C, D, Eb, and F including chromatics.

Demonstrate the ability to sight sing up to 16-measure exercises using complex meters and solfege with a range of low Sol to d' in at least C, D, Eb, F, G, including chromatics.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Demonstrate the ability to sight-read music of varying styles and levels of difficulty two levels below the music being performed.

Identify notes on the grand staff, and how individual voice parts relate to eachother in chords and voice crossing.

Demonstrate knowledge of notes on the grand staff, and how individual voice parts relate to eachother in chords and voice crossing.

Identify and use alternative vocal notation.

Interpret and apply alternative vocal notation.

Count rhythms in literature being studied including hemioloa and syncopation, using standard rhythm counting systems .

Perform short rhythmic patterns from literature being studied.

Perform rhythms of four to eight measures in literature being studied.

Perform rhythms in literature being studied including hemioloa and syncopation.

Identify, define and apply standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Identify, define and apply standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Identify, define and apply standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Identify, define and apply standard notation for meter, articulation, dynamics, tempo and other elements of music as required by literature being studied.

Recognize and explain the form/overall structure of the music being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Recognize and explain the form/overall structure of increasingly complex music based on the literature being studied.

Compose a rhythmic and melodic variation of an existing melody using available technology.

Compose a four-measure melody using available technology, within teacher-specified parameters.

Compose an eight-measure melody that includes musical expression, using available technology, within teacher-specified parameters.

Compose a sixteen-measure melody that includes musical expression in binary form using available technology within teacher-specified parameters.

2014FCPSMusicPOSRevision(Choir)DRAFTThestudentwilldevelopanddemonstrateskillsinmusicperformance.

HSIntermediateHSBeginning HSBeginning HSBeginning

Level A B CBenchmark 2a: Individual vocal technique

Vocal Mechanism/ Anatomy List vocal anatomy used in singing. Identify vocal anatomy used in singing. Describe vocal anatomy used in singing.

Vocal Health Recognize positive vocal health behaviors. Explain behaviors and physiological changes that contribute to positive vocal health.

Predict appropriate modifications, due to physiological changes, to maintain vocal health.

Posture Define proper singing posture. Explain the necessity of proper singing posture.

Practice proper singing posture.

Breathing Techiques Use breathing exercises to develop an understanding of appropriate breath control.

Use breathing exercises to implement appropriate breath control.

Use breathing techniques that support healthy vocal production.

Tone/Supported Identify age-appropriate supported tone; including head and chest voice.

Use age-appropriate supported tone; including head and chest voice.

Consistently use age-appropriate supported tone; including head and chest voice.

Intonation Identify correct intonation. Practice correct intonation. Use correct intonation.

Vowel/ Consonant production Identify correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants.

Demonstrate correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants.

Use correct vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants.

Benchmark 2b: Singing as an individual Sing independently Identify and sing individual vocal part in

unison and two part. Demonstrate the ability to sing an assigned vocal part in a small group, using unison and two-part music, from memory and from a score.

Practice the ability to sing an assigned vocal part in a small group, using music written in two or more parts, from memory and from a score.

Sing with Expression Demonstrate an awareness of tempo, dynamics, and phrasing while singing.

Demonstrate knowledge of tempo, dynamics, and phrase structure while singing.

Demonstrate knowledge of phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) while singing.

Audition Preparation Identify skills for auditions. Practice appropriate audition skills. Use appropriate audition skills for events including district, regional and state honors ensembles.

Demonstrate conducting skills Identify steady beat. Demonstrate steady beat. Indicate macrobeat.

Benchmark 2c: Singing as a member of an ensemble Ability to blend/balance Recognize acceptable examples of blend

and balance. Demonstrate the ability to blend and balance with other singers on the same vocal part.

Practice the ability to blend and balance with other singers on the same vocal part and across sections.

Respond to conductors gestures to sing with expression.

Respond to basic conducting patterns and gestures.

Respond to a range of conducting patterns and gestures.

Respond to wide range of conducting patterns and interpretive gestures, as prescribed by the literature.

Stage/ performance Presence (facial expressions)

Use facial and physical expressions that reflect the mood and style of music.

Use facial and physical expressions that reflect the mood and style of music.

Use facial and physical expressions that reflect the mood and style of music.

Demonstrate proper concert etiquette

Identify proper concert etiquette, as a performer and as a listener.

Demonstrate proper concert etiquette as an actively involved performer and listener.

Demonstrate proper concert etiquette as an actively involved performer and listener.

Grade of Music Performed Perform unison, canon, partner songs, and songs with with ostinati and descant.

Perform unison and two part songs, in at least one language other than English.

Perform music in two or more parts, with or without accompaniment, in at least one language other than English.

Actively participate Actively participate in all rehearsals and performances during and outside of school hours.

Actively participate in all rehearsals and performances during and outside of school hours.

Actively participate in all rehearsals and performances during and outside of school hours, including district funded assessment.

Collaborate through active participation during rehearsal

Identify skills necessary for positive collaboration during rehearsal.

Demonstrate skills necessary for positive collaboration during rehearsal.

Apply skills necessary for positive collaboration during rehearsal.

Movement Respond to music using choreographed and non-choreographed movement

Respond to music with choreographed and non-choreographed movement.

Respond to music with choreographed and non-choreographed movement associated with various styles of music.

Benchmark 2d: Demonstrating original artistic thought on his/her instrument.Improvisation Improvise rhythmic variations in a call-and-

response format based on teacher-initiated prompts.

Improvise rhythmic variations taken from teacher selected literature.

Improvise simple rhythms and melodies within a teacher specified key.

Sing with Expression Demonstrate an awareness of tempo, dynamics, and phrasing while singing.

Demonstrate knowledge of tempo, dynamics, and phrase structure while singing.

Demonstrate knowledge of phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) while singing.

Strand2:Perform

HSArtist HSArtistHSAdvanced HSAdvanced HSAdvanced

HSIntermediate HSIntermediateHSBeginning

D E F G

Describe vocal anatomy used in singing, including soft palate.

Demonstrate proper use of vocal anatomy used in singing.

Demonstrate proper use of vocal anatomy used in singing to produce a resonant sound.

Apply knowledge of vocal anatomy to produce an age-appropriate, resonant sound.

Illustrate behaviors and physiological changes that impact vocal health.

Analyze behaviors that contribute to vocal health.

Compare and contrast behaviors that contribute to vocal health and consequences of choices.

Evaluate choices for positive vocal health practices (e.g., drinking adequate amounts of water, not yelling or smoking). I

Accomodate proper singing posture in a variety of rehearsal and performance venues.

Demonstrate proper singing posture in a variety of rehearsal and performance venues.

Consistently demonstrate proper singing in a variety of rehearsal and performance venues.

Model correct singing posture in a variety of rehearsal and performance venues.

Demonstrate understanding of breathing techniques that support healthy vocal production.

Consistently demonstrate breathing techniques that support healthy vocal production.

Model breathing techniques that support healthy vocal production.

Model breathing techniques for both solo and ensemble singing that support healthy vocal production.

Apply age-appropriate supported tone; including head and chest voice.

Demonstrate age-appropriate supported tone with increasing vocal agility.

Consistently demonstrate supported tone with increasing vocal agility in a variety of vocal genres.

Model supported tone with expanded vocal agility in a variety of vocal genres.

Consistently use correct intonation. Apply correct intonation. Consistently apply correct intonation. Consistently model correct intonation in a variety of genres.

Consistently use vowel/consonant production including pure vowel sounds, diphthongs, beginning and ending consonants.

Apply correct vowel/consonant production in a variety of genres, styles, and cultures.

Consistently apply correct vowel/consonant production in a variety of genres, styles, and cultures with an awareness of International Phonetic Alphabet (IPA).

Model correct vowel/consonant production in a variety of genres, styles and cultures with an awareness of the International Phonetic Alphabet (IPA).

Apply the ability to sing an assigned vocal part in a small group, using music written in two or more parts, from memory and from a score.

Demonstrate the ability to sing an assigned vocal part in a small group, using music written in three or more parts, from memory.

Demonstrate the ability to consistently sing four part music, with one singer on a part, from memory.

Interpret a prepared folk, art or other solo song from memory.

Demonstrate knowledge of phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) while singing.

Apply phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) as a means of expression while singing.

Interpret tempo, dynamics, articulation, and musical style as a means of expression while singing.

Analyze and apply tempo, dynamics, articulation, and musical style as a means of expression while singing.

Demonstrate appropriate audition skills for events including district, regional and state honors ensembles.

Apply appropriate audition skills for events including district, regional and state honors ensembles.

Consistently apply appropriate audition skills for events including district, regional and state honors ensembles.

Exhibit audition skills necessary for professional or collegiate success.

Demonstrate the ability to conduct 2, 3, and 4 patterns.

Demonstrate the ability to conduct compound meters.

Demonstrate the ability to conduct mixed meter.

Model various conducting patterns as a student leader.

Apply the ability to blend and balance with other singers on the same vocal part and across sections.

Demonstrate the abiltity to blend and balance with other singers on the same vocal part and across sections.

Demonstrate the ability to consistently blend and balance with other singers on the same vocal part and across sections.

Model blend and balance with other singers within the same part and across sections.

Respond to wide range of conducting patterns and interpretive gestures, as prescribed by the literature.

Respond to advanced conducting patterns and interpretive gestures, as prescribed by the literature.

Respond to a wide range of advanced conducting patterns and interpretive gestures, as prescribed by the literature.

Respond to a wide range of advanced conducting patterns and interpretive gestures, as prescribed by the literature.

Use facial and physical expressions that reflect the mood and style of music.

Use facial and physical expressions that reflect the mood and style of music.

Use facial and physical expressions that reflect the mood and style of music.

Use facial and physical expressions that reflect the mood and style of music.

Actively participate in all performances as a performer and listener.

Actively participate in all performances as a performer and listener.

Model active participation in all performances as a performer and listener.

Model active participation in all performances as a performer and listener.

Perform music in two or more parts, with and without accompaniment, in at least one language other than English.

Perform three and four part music, with and without accompaniment, in a variety of languages reflecting various cultures and styles.

Perform music in four or more parts, in a variety of languages reflecting various cultures and styles, with complex and/or non-traditional harmonies.

Perform music in four or more parts, in a variety of languages reflecting various cultures and styles, with complex and/or non-traditional harmonies.

Actively participate in all rehearsals and performances during and outside of school hours, including district funded assessment.

Actively participate in all rehearsals and performances during and outside of school hours, including district funded assessment.

Actively participate in all rehearsals and performances during and outside of school hours, including district funded assessment.

Actively participate in all rehearsals and performances during and outside of school hours, including district funded assessment.

Apply skills necessary for positive collaboration during rehearsal.

Apply skills necessary for positive collaboration during rehearsal, demonstrating respect for student leaders in the choral ensemble.

Recognize and encourage individual strengths that contribute to positive collaboration during rehearsal.

Demonstrate and encourage individual strengths that contribute to positive collaboration during rehearsal, including fulfilling and respecting leadership roles.

Use choreographed and non-choreographed movement associated with various styles of music.

Demonstrate and create choreographed and non-choreographed movement individually or collaboratively in various styles of music.

Create and analyze choreographed and non-choreographed movement individually or collaboratively in various styles of music.

Apply choreographed and non-choreographed music in various musical styles as a form of expression and communication. .

Apply knowledge of scales and key signatures to melodic improvisation, incorporating a variety of expressive elements.

Explore improvisation of rhythms, melodies, and harmonies, incorporating a variety of expressive elements.

Improvise rhythmic and melodic variations of four-to-eight measure excerpts in a variety of musical styles.

Improvise rhythms, melodies and harmonies in a variety of styles including I-IV-V-I progressions.

Demonstrate knowledge of phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) while singing.

Apply phrase structure, melodic contour and markings (i.e. tempo, dynamics, articulation) as a means of expression while singing.

Interpret tempo, dynamics, articulation, and musical style as a means of expression while singing.

2014FCPSMusicPOSRevision(Choir)DRAFTThestudentwilldescribe,analyze,critiqueandevaluatetheimpactofmusic.

HSChorus EXTENSIONMSChorus

ESChorusLevel A B C D

Definition of music Identify elements of music and propose a definition.

Propose & support a definition of music using appropriate terminology.

Discuss the elements of music and how they relate to her/his definition.

Compare & contrast definitions of music in various traditions and cultures.

Describing works of music

Describe works of music by defining its elements

Describe and interpret works of music using inquiry skills.

Apply discipline specific criteria for analyzing and evaluating works of music.

Formulate criteria for evaluating musical works.

Compare and contrast recorded and live music performances - defend your assessment using

discipline specific criteria

Describe a music performance using appropriate music terminology.

Compare and contrast ensemble music performance using discipline specific criteria.

Apply criteria for evaluating music performance using discipline specific criteria.

Diagnose problems in individual/ensemble performance; create implement solutions.

Reflecting on personal progress

Identify teacher/student specified musical goals and establish a practice routine.

Identify teacher/student specified musical goals; reflect and refine performance practice.

Evaluate and reflect on individual progress, develop goals, and implement solutions.

Evaluate and reflect on individual progress, develop goals, and implement solutions with an advanced

Evokes sensory responses

Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

Describe emotional and intellectual responses to works of music using appropriate terminology.

Analyze and explain emotional and intellectual responses to works of music using appropriate terminology.

Compare and contrast the emotional and intellectual responses to musical selections of varying levels of aesthetic

Music preference Identify reasons for music preferences using appropriate terminology.

Analyze criteria used for evaluating music preferences.

Develop and apply criteria for evaluating music preferences.

Evaluate a variety of musical genres using objective criteria and defend choices for music preferences.

The value of musical performance.

List ways that musical performances are valued by the individual, community, and society.

Explain ways that musical performances are valued by the individual, community, and society.

Analyze ways that musical performances are valued by the individual, community and society.

Engage in a music service learning project and reflect on its value.

Benchmark 3c: Communicate personal responses to music (impact, purpose)

Strand3RESPOND

Benchmark 3b: Describe, analyze, critique, and evaluate the performance of music utilizing music terminology and critical thinking skills.

Benchmark 3a: Describe, analyze, critique and evaluate music utilizing music terminology and critical thinking skills.

2014 FCPS Music POS Revision (Choir) -- DRAFTThe student will understand music in terms of history and cultural context.

HS Chorus EXTENSION MS Chorus

ES Chorus

Level A B C DBenchmark 4a: Historical context of music (historical events)

Impact of historical events List historical events as they relate to the music literature being studied.

Identify the impact of historical events on the development of musical styles in the music literature being studied.

Analyze the impact of historical events on the development of musical styles in the music literature being studied.

Compare, contrast and evaluate the impact of historical events on musical styles in the music literature being studied.

Benchmark 4b: Identifying, explaining, comparing major musical historical time periodsComposers of historical time periods List at least two composers and their

compositions from various time periods being studied.

Describe the musical contributions of at least four composers and how their compositions exemplify the time periods being studied.

Examine and debate the musical contributions of at least one composer from each of the major time periods being studied.

Compare and contrast the contributions of various composers and their compositions from the various time periods being studied.

Musical characteristics of historical time periods (e.g., instrumentation,

performance or compositional style)

Identify characteristics of a specific time period using appropriate music terminology in the music literature being studied.

Classify characteristics of a specific time period using appropriate music terminology in the music literature being studied.

Differentiate characteristics of a specific time period using appropriate music terminology in the music literature being studied.

Justify the classification of music examples into specific time periods, based on their musical characteristics, using appropriate music terminology.

Benchmark 4c: The function of music in cultureHow music reflects a culture or a

particular group of peopleIdentify the characteristics of music from a variety of cultures.

Describe the characteristics of music from a variety of cultures.

Compare and contrast the characteristics of music from a variety of cultures.

Analyze the characteristics of music from a variety of cultures.

(Function of sacred and secular music) Religion - Form - Call

Response, Spirituals, Sonata Form

Identify the function of sacred and secular music in a culture using literature being studied.

Describe the function of sacred and secular music in a culture using literature being studied.

Compare and contrast the function of sacred and secular music in a variety of cultures using literature being studied.

Analyze the function of sacred and secular music in a variety of cultures using literature being studied.

Benchmark 4d: How music relates to other disciplinesOther Fields of Knowledge Identify the relationships between

music and the other fields of knowledge.

Describe the relationships between music and the other fields of knowledge.

Compare and contrast the relationships between music and the other fields of knowledge.

Demonstrate understanding of the relationships between music and other fields of knowledge through practical application or performance.

Other Fine Arts Disciplines Identify the relationships between music and the other fine arts.

Describe the relationships between music and the other fine arts.

Compare and contrast the relationships between music and the other fine arts.

Demonstrate understanding of the relationships between music and other fine arts through practical application or performance.

Benchmark 4e: Identify how and where music interacts with one's personal life.Music as a career Identify career options in music. Examine career options in music. Compare and contrast career options

music.Research pathways for higher education and/or careers in music.

Music as an avocation (hobby) Identify potential opportunities for lifelong music making as an individual and in the community.

Examine potential opportunities for lifelong music making as an individual and in the community.

Compare and contrast potential opportunities for lifelong music making as an individual and in the community.

Research potential opportunities for lifelong music making as an individual and in the community.

Music as a consumer Identify potential opportunities for lifelong music engagement as an individual and in the community.

Examine potential opportunities for lifelong music engagement as an individual and in the community.

Describe personal choices regarding music engagement and advocacy in the community.

Justify personal choices regarding music engagement and formulate an action plan for music advocacy within the community.

Ethical standards concerning the use of music (intellectual property, social

media and copyright)

Identify ethical standards as applied to social media and copyrighted materials.

Describe ethical standards as applied to social media and copyrighted materials.

Differentiate between appropriate and inappropriate use of social media and copyrighted materials.

Research the ethical and legal consequences of inappropriate use of social media and copyrighted materials.

Music technology (jobs, consumption, instrument development, production

development)

Identify ways in which technology influences music.

Describe ways in which technology influences music, styles, and instruments.

Research the development of music technology and its cultural impact.

Analyze recent advances in music technology and make predictions about their impact in the future.

Strand 4 -- CONNECT