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Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.1: Understands and applies music concepts and vocabulary.

GLE K 1 2 3 4 5

Elements of Music

1.1.1 Beat Rhythm

Understands and remembers the elements of music while creating, performing and responding to music.

Explores and experiences beat to express fast and slow in song and movement.

Explores, identifies, and uses long and short sounds.

Discovers multiple ways to demonstrate rhythm and beat.

Examples: — Sings and plays fast and slow beat and rhythm with multiple rhythm instruments. — Echoes (copies) teacher led melodic and rhythmic patterns with instruments and singing, such as the rhythms of student names, simple songs, etc. while maintaining a steady beat. — Demonstrates steady beat with body, instruments, alone, with partners, and in groups. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Uses resources and materials available in districts that showcase early childhood music experiences in body, movement, and song to learn beat and rhythm.

Understands and applies the elements of music while creating, performing and responding to music. Identifies and performs fast, slow, and medium tempo in song, movement and on non-pitched instruments. Identifies and uses long and short sounds and silence. Counts quarter notes and rests and paired eighth notes using a steady beat. Identifies repetition and contrast in beat and rhythm Examples: — Echoes rhythmic phrases while maintaining a steady beat. — Performs music with appropriate rhythms and meter. — Creates short rhythmic patterns. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Compares and demonstrates fast, slow, and medium tempos on pitched and non-pitched instruments. Counts and demonstrates quarter notes and rests, paired eighth notes, and half notes using a steady beat. Identifies and performs rhythmic phrases in simple meters. Identifies strong and weak beats within 4/4 time or common time signature. Examples: — Echoes rhythmic phrases. — Performs music with appropriate rhythms and meters. — Creates short rhythmic patterns — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Compares the tempi of two contrasting songs, such as in the patriotic songs of America and Yankee Doodle.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Compares and demonstrates fast, slow, and medium tempos within compositions in duple and triple meter. Demonstrates eighth, quarter, half, dotted half, and whole notes. Demonstrates quarter, half, and whole rests. Creates basic rhythmic patterns in duple meter. Performs single eighth notes in basic syncopated rhythms. Identifies strong and weak beats in duple and triple meter. Examples: — Echoes rhythmic phrases. — Performs music with appropriate rhythms and meters. — Creates short rhythmic patterns — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Creates and improvises rhythmic phrases. Composes, performs and identifies compositions in duple and triple meter on pitched and non-pitched instruments. Demonstrates whole, half, quarter and eighth notes and rests. Demonstrates dotted half, quarter and eighth note patterns. Creates basic rhythmic patterns in duple and triple meters. Demonstrates, experiences, and reads three eighth notes/triplets and four sixteenth notes in rhythmic and song selections. Examples: — Composes basic rhythmic patterns using simple meters in short musical compositions. — Performs music with appropriate rhythms and meters. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Verbalizes rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Identifies and describes beat and rhythm in fast, slow, and medium compositions with duple and triple meter. Demonstrates sixteenth, eighth, quarter, half, and whole notes and corresponding rests. Identifies syncopation and syncopated rhythms in selected compositions. Demonstrates single eighth notes and rests in basic syncopated rhythms. Examples — Composes basic rhythmic patterns using simple meters in short musical compositions. — Performs music with appropriate rhythms and meters. — Verbalizes and uses rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc.

PossibleResourcesVariety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: http://www.menc.org/lessons

Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: http://www.menc.org/lessons





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GLE 6 7/8 9/10 11/12

Elements of Music

1.1.1 Beat Rhythm

Understands, applies, and analyzes the elements of music while creating, performing and responding to music.

Demonstrates the ability to keep a steady beat and accurately performs written rhythms in an ensemble. Uses grade level appropriate rhythmic vocabulary to communicate while rehearsing and performing. Experiences and compares the rhythmic patterns used in various cultural and historical musical genres. Demonstrates and reads three eighth notes/triplets and four sixteenth notes in rhythmic and song selections. Examples: — Listens to exemplar music to discover, identify and experience rhythmic patterns from various genres of music. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Verbalizes and uses rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc. — Selects music that increases in complexity as students skills increase.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Performs combinations of rhythms with increasing complexity including sixteenth, eighth, quarter, half, dotted rhythms, and corresponding rests. Demonstrates the ability to perform various tempos and accurately performs written rhythms independently as a soloist or in an ensemble. Uses grade level appropriate rhythmic vocabulary to communicate while rehearsing and performing. Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Listens to exemplar music to discover, identify and experience rhythmic patterns from various genres of music. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Uses correct rhythmic interpretations within a rehearsal and performance. — Selects music that increases in complexity as students skills increase.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Performs combinations of rhythms with increasing complexity including sixteenth, eighth, quarter, half, dotted rhythms, and corresponding rests. Describes beat and rhythm in fast, slow, and medium compositions in various meters. Constructs rhythmic patterns using various tempos and meters in music compositions. Demonstrates the ability to perform various tempos and accurately performs written rhythms independently as a soloist or in an ensemble. Examines how interpretation impacts the beat and rhythm of a piece of music. Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Compares and contrasts a Baroque piece with a Contemporary piece of music. — Discriminates the rhythmic differences between a variety of musical genres and styles. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Uses correct rhythmic interpretations within a rehearsal and performance. — Selects music that increases in complexity as students skills increase.

Evaluates, applies and analyzes the elements of music while creating, performing and responding to music. Performs independently demonstrating accurate rhythmic skills using literature ranging from moderately difficult to difficult. Describes beat and rhythm in fast, slow, and medium compositions with simple, compound, and asymmetric meters. Demonstrates the ability to accurately perform written rhythms independently as a soloist or in an ensemble. Examines how interpretation impacts the beat and rhythm of a piece of music through comparing and contrasting musical pieces. Critiques beat and rhythm in different pieces of music. Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Critiques traditional National Anthem in 3/4 time signature vs. a performance of the National Anthem in 4/4 time signature. — Critiques performances and justifies compositional choices and techniques of various rhythms and styles in multiple musical genres. — Study in Music Theory and/or AP Music Theory — Explores rhythmic vocabulary within music that is rehearsed and performed. — Selects music that increases in complexity as students skills increase. — Rehearses and performs appropriate musical literature for multiple assignments in the study of music.

Possible Resources

Voice, piano, guitar and traditional band, orchestra, electronic and world instruments and district adopted music instructional materials. Websites: http://www.menc.org/lessons




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All-State All-Stars Bubble Gum Jingle Roller Coaster Fanatic Music Review Stepping to the Rhythm Festival Time Solo Festival Time Ensemble Pit Orchestra Audition

Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Sounds of Music World Class All-Stars Pit Orchestra Audition Documentary Theme Song


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GLE K 1 2 3 4 5

Elements of Music

1.1.2 Pitch Melody

Understands and remembers the elements of music while creating, performing and responding to music. Illustrates aurally and visually that sounds can move up, down or stay the same. Recognizes upward and downward sounds. Recognizes aurally and sings the interval of a minor third using sol-mi or other melodic systems. Matches a given pitch while singing simple songs. Examples: Sings and matches pitches by echo and call and response. Sings and matches pitches while singing simple songs and melodies such as nursery rhymes, rounds, traditional, patriotic, and partner songs, such as Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs, etc. Explores on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies.

Understands and applies the elements of music while creating, performing and responding to music. Illustrates that sounds can move up, down or stay the same. Identifies melodic phrases that move upward and downward aurally and visually. Distinguishes between higher/lower and same/different in musical songs and performances. Sings and plays short melodic patterns. Recognizes aurally and sings intervals using sol-mi-la-do or other melodic systems. Sings simple songs in tune while matching teacher pitches. Recognizes the difference between melody and accompaniment. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, traditional, patriotic, and partner songs, such as Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs etc. Improvises within given parameters on barred instruments. Plays ostinati on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies steps, leaps, and repeated pitches of sounds and notes. Identifies and uses parts of the staff such as the treble clef, lines and spaces. Uses steps and leaps to sing and play melodies, such as do-re; sol-mi; do-re-mi-fa-sol, etc. Demonstrates higher/lower and same/different in musical songs and performances. Creates melodic phrases through singing and playing. Recognizes aurally and sings intervals using do, re, mi, sol, la, etc. in appropriate voice ranges or other melodic systems. Identifies melody and accompaniment. Understands that high and low pitches can be notated using lines and spaces. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, and partner songs, Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs etc. Uses barred instruments to improvise melodies and perform accompaniments. Uses lines and spaces to notate high and low pitches. Plays ostinati on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Uses and demonstrates combinations of steps, leaps and repeated notes are used to create a melody. Differentiates aurally between same and different melodic phrases. Recognizes aurally and sings a variety of intervals using sol-mila-do-re-fa-ti or do, re, mi, fa, sol, la, ti, do, in appropriate voice ranges or other melodic systems. Incorporates basic melodic patterns and simple melodies in musical compositions. Reads and performs melodic phrases and notation through singing and/or playing. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, partner songs and world language songs. Improvises simple melodies on pitched instruments, such as barred instruments, recorders and keyboards. Matches pitches while singing pentatonic and diatonic songs.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Improvises and performs a melody. Matches pitches within a music composition while singing in appropriate voice ranges. Incorporates basic melodic patterns and simple melodies in musical compositions. Uses steps and leaps within a major scale to create melodies. Uses half and whole step intervals within pentatonic and major scale patterns. Identifies and writes notes in the treble clef. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, partner songs and World language songs. Improvises simple melodies on pitched instruments, such as barred instruments, recorders and keyboards. Plays and reads simple melodies on recorders, pitched instruments, etc. Identifies the pitches and notation of the music scale, such as do, re, mi, fa, sol, la, ti, do, nonsense sounds, numbers, etc. Sings and plays music scales when given “Do”.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Composes and performs basic melodic phrases. Matches pitches within a music composition while singing. Matches pitches within a music composition while playing an instrument. Uses note names in singing and playing. Creates and performs half and whole steps in a composition in major keys. Identifies treble, bass and alto clef. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, folk, partner songs, World language songs, etc. Improvises simple melodies on pitched instruments, such as barred instruments recorders and keyboards. Demonstrates appropriate intonation while singing and while playing instruments. Reads music and invented notation with sharps, flats and naturals. Sings independently with correct pitch. Identifies the pitches and notation of the music scale, such as do, re, mi, fa, sol, la, ti, do, nonsense sounds, numbers, etc.

Possible Resources

Nursery Rhymes, Rounds, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: http://www.menc.org/lessons



Nursery Rhymes, Rounds and Canons, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: http://www.menc.org/lessons



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Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.1: Understands and applies music concepts and vocabulary.

GLE 6 7/8 9/10 11/12

Elements of Music

1.1.2 Pitch Melody

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Composes and performs a melody. Matches pitches within a music composition while singing and/or playing. Performs melodies accurately without accompaniment as an individual and in a small ensemble. Recognizes and describes a melody in a song or composition. Performs in solo and ensemble in the appropriate vocal and/or instrumental range for rehearsal and performance. Examples: Matches pitches on open strings while tuning string instruments. Sings correctly using rhythm, phrasing, and appropriate interpretation for multi-cultural, ethnic and varied genres of music, including foreign languages. Demonstrates the ability to adjust embouchure on wind instruments. Demonstrates the ability to play appropriate major scales on instruments. Demonstrates the ability to sing major and minor scales.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Composes and performs a melody within a designated key signature. Uses half and whole step intervals within minor scale patterns. Matches pitches while singing and/or playing age appropriate literature. Recognizes and describes a melody in a song or composition. Writes simple melodic dictation in a major scale. Demonstrates the chromatic scale with voice and/or instruments. Demonstrates the ability to improvise by singing and/or playing. Examples: Introduces the Blues Scales such as C, F, and G Blues. Improvises short melodies with a consistent style, meter or tonality, such as a contemporary melody in the style of Bach, or a Mozart piece in the style of Rachmaninoff. Sings, plays and improvises various styles, genres and music across all cultures, at age appropriate and skill appropriate levels. Introduces modes in jazz such as Dorian, Phrygian, Lydian, Mixolydian and Locrian.

Understands, applies, and analyzes the elements of music while creating, performing and responding to music. Composes and performs a melodic phrase within a chord progression. Matches pitches while singing and/or playing age appropriate literature. Performs melodies accurately without accompaniment. Performs melodies accurately with accompaniment. Writes melodic dictation in a major scale. Demonstrates the ability to improvise by singing and/or playing. Examples: Composes simple and complex chord progressions such as I-IV-V-I, blues riffs, vi-V, etc. Uses the Blues Scales. Improvises short melodies with a consistent style, meter, or tonality, such as a contemporary melody in the style of Bach, or a Mozart piece in the style of Rachmaninoff. Uses the modes in jazz such as Dorian, Phrygian, Lydian, Mixolydian and Locrian.

Evaluates, applies and analyzes the elements of music while creating, performing and responding to music. Composes and performs a melodic phrase within a designated chord progression or musical style. Matches pitches while singing and/or playing age appropriate literature. Performs melodies accurately without accompaniment. Performs melodies accurately with accompaniment. Writes melodic dictation in a major/minor scale. Evaluates and improvises by singing and/or playing jazz, rock and fusion (jazz and rock). Examples: Composes simple and complex chord progressions such as I-IV-V-I, blues riffs, vi-V, etc. Improvises melodic embellishments or variations in a major key, such as all major scales in the Circle of 5ths. Improvises using all the Blues Scales. Improvises short melodies with a consistent style, meter, or tonality, such as a contemporary melody in the style of Bach, or a Mozart piece in the style of Rachmaninoff. Improvises using the modes in jazz such as Dorian, Phrygian, Lydian, Mixolydian and Locrian.

Possible Resources

Band, Orchestra Choir and World Music methods and sheet music Websites: http://www.menc.org/lessons

Band, Orchestra Choir and World Music methods and sheet music Websites: http://www.menc.org/lessons http://musictheory.net



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of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj

EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts. Component 1.1: Understands and applies music concepts and vocabulary.

GLE K 1 2 3 4 5

Elements of Music

1.1.3 Harmony Texture Timbre/ Tone Color

Understands and remembers the elements of music while creating, performing and responding to music. Recognizes that different sources make different sounds. Identifies the difference between singing, speaking, whispering and calling voices. Examples: — Demonstrates humming, whistling, nonsense syllables, laughing, and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious Identifies the differences between the voice and instrument sounds.

Understands and applies the elements of music while creating, performing and responding to music. Identifies unison in music examples. Recognizes a variety of musical timbres. Identifies the timbre of voices and instruments. Examples: — Produces humming, whistling, nonsense syllables, laughing, and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious Identifies some small percussion and rhythm instruments by sight and sound.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies unison and harmony in music examples. Identifies differences in timbre. Distinguishes between voices as well as pitched and non-pitched instruments. Identifies child and adult voices aurally. Examples: — Produces humming, whistling, nonsense syllables, laughing, and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious Identifies many small percussion and rhythm instruments by sight and sound.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Discriminates aurally between unison and harmony in music examples. Identifies instruments visually and aurally. Recognizes the varying sounds of strings, woodwinds, brass, percussion, keyboard, electronic instruments and instruments from other cultures. Understands that sounds are produced by vibrations. Examples: — Demonstrates and discusses the different sounds made when humming, whistling, nonsense syllables, laughing and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious — Sings songs in unison and harmony such as rounds, partner songs and canons.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Categorizes a variety of musical instruments and human voice. Identifies the families of the various instruments and human voices by sight and sound. Understands that sounds are produced by vibrations. Differentiates major and minor sounds in music with voices, and instruments. Examples: — Demonstrates and discusses the different sounds made when humming, whistling, nonsense syllables, laughing and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious — Sings songs in unison and harmony such as rounds, partner songs and songs in two parts.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Identifies aurally characteristic timbre/tone color within an ensemble. Uses pitched, non-pitched and world instruments to experience, create, perform and respond to music. Examples: — Demonstrates and discusses the different sounds made when humming, whistling, nonsense syllables, laughing and body percussion in songs such as, Whistle While You Work, I Love to Laugh and Supercalifragilisticexpialidocious — Sings songs in unison and harmony such as rounds, partner songs and songs in two parts. — Creates a four measure composition and performs it for the class using pitched or non-pitched instruments.

Possible Resources

World Instruments Nursery Rhymes, Folk Songs, Patriotic Songs Websites: http://www.menc.org/lessons






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EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.1: Understands and applies music concepts and vocabulary.

GLE 6 7/8 9/10 11/12

Elements of Music

1.1.3 Harmony Texture Timbre/ Tone Color

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Identifies aurally characteristic timbre/tone color within an ensemble. Identifies the following vocal registers of soprano, alto, tenor and bass. Identifies the characteristic timbre of the basic instruments from the four instrument families: strings, brass, woodwinds and percussion. Understands that steps and leaps create intervals. Examples: — Uses technology as a transparent tool to study, create, perform and respond to harmony, texture and timbre/tone color. — Performs in a variety of small and large ensembles that utilize various vocal and instrumental timbres in a wide variety of music.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Identifies aurally characteristic timbre/tone color within an ensemble. Demonstrates the characteristics of vocal or instrumental timbre individually and in groups. Identifies the following vocal registers of soprano, alto, cambiata, falsetto, tenor and bass. Identifies the characteristic timbre of instruments from the four instrument families: strings, brass, woodwinds and percussion. Understands that melodies can be accompanied by chordal progressions. Examples: — Uses technology as a transparent tool to study, create, perform, and respond to harmony, texture and timbre/tone color. — Performs in a variety of solo, small and large ensembles that utilize various vocal and instrumental timbres in a wide variety of music.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Identifies aurally characteristic timbre/tone color within an ensemble. Demonstrates the characteristics of various harmonic textures within an ensemble. Identifies the following vocal registers of soprano, mezzo-soprano, alto, contralto, cambiata, falsetto, tenor and bass. Identifies the characteristic timbre of instruments from the four instrument families: strings, brass, woodwinds and percussion. Understands basic chord progressions and intervals, such as unison, M3, m3, P4, P5, M6, octave, I-IV, I-V, I-V7. Examples: — Uses technology as a transparent tool to study, create, perform, and respond to harmony, texture and timbre/tone color. — Performs in a variety of solo, small and large ensembles that utilize various vocal and instrumental timbres in a wide variety of music.

Evaluates, applies, and analyzes the elements of music while creating, performing and responding to music. Demonstrates unison and harmony through performance. Identifies aurally characteristic timbre/tone color within an ensemble. Demonstrates the characteristics of various harmonic textures within an ensemble. Identifies the following vocal registers of soprano, mezzo-soprano, alto, contralto, cambiata, falsetto, tenor, and bass. Identifies the characteristic timbre of instruments from the four instrument families: strings, brass, woodwinds and percussion. Identifies intervals and chords visually and aurally such as major, minor and perfect. Examples: — Uses technology as a transparent tool to study, create, perform, and respond to harmony, texture and timbre/tone color. — Performs in a variety of solo, small and large ensembles that utilize various vocal and instrumental timbres in a wide variety of music.

Possible Resources Websites: http://www.menc.org/lessons Websites: http://www.menc.org/lessons Websites: http://www.menc.org/lessons Websites: http://www.menc.org/lessons

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GLE K 1 2 3 4 5

Elements of Music

1.1.4 Form

Understands and remembers the elements of music while creating, performing and responding to music. Demonstrates simple and basic musical forms through movement. Demonstrates call and response, echo songs, rounds and partner songs. Examples: Verse and Chorus = AB, Fast, slow, fast =ABA, Same, different, same, different = ABAB Eensy-Weensy Spider Row Your Boat Are You Sleeping?

Understands and applies the elements of music while creating, performing and responding to music. Recognizes that music has an overall structure. Identifies repetition and contrast in music. Describes and performs various musical forms visually and aurally. Demonstrates call and response, echo songs, rounds and partner songs. Demonstrates musical phrases physically and orally through singing and playing instruments and with body as the phrase. Demonstrates repeat signs physically and orally. Examples: Verse and Chorus = AB, Fast, slow, fast =ABA, Same, different, same, different = ABAB Eensy-Weensy Spider Row Your Boat Are You Sleeping?

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies musical forms. Demonstrates AB and ABA form through movement. Identifies and performs various musical forms visually and aurally. Identifies call and response, echo songs, rounds and partner songs. Demonstrates repeat signs physically and orally. Demonstrates coda physically and orally through singing, playing instruments, body percussion and world instruments. Examples: Verse and Chorus = AB, Fast, slow, fast =ABA, Same, different, same, different = ABAB Eensy-Weensy Spider Row Your Boat Are You Sleeping?

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies musical forms aurally. Demonstrates AB (verse/chorus/refrain), ABA, AABA and Rondo form ABACA through movement. Understands and performs various musical forms visually and aurally. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Recognizes repeat signs and 1st and 2nd ending. Performs call and response, echo songs, rounds and partner songs. Identifies and expresses interlude in multiple musical forms. Examples: Verse and Chorus = AB, Fast, slow, fast =ABA, Same, different, same, different = ABAB Eensy-Weensy Spider Row Your Boat Are You Sleeping?

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies specific parts of form. Identifies AB (verse/chorus, refrain), ABA, AABA, Rondo form ABACA and Theme and Variation. Identifies and performs various musical forms visually and aurally. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Identifies repeat signs and 1st and 2nd endings. Performs call and response, echo songs, rounds, partner songs and two-part songs. Understands and demonstrates the use of D.C. al fine and D.S. al Coda in multiple forms of music. Examples: Constructs and performs various musical forms visually and aurally. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Creates and performs various musical forms visually and aurally. Identifies specific parts of form. Identifies and performs simple music forms AB (verse/chorus, refrain), ABA, AABA, Rondo form ABACA and Theme and Variation. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Identifies repeat signs and 1st and 2nd endings. Performs call and response, echo songs, rounds, partner songs and two-part songs. Examples: Constructs and performs various musical forms visually and aurally. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Observes and demonstrates first and second endings in a piece of music. Creates a rhythmic rondo.

Possible Resources

Folk Songs Patriotic Songs Partner Songs Websites: http://www.menc.org/lessons




Folk Songs Patriotic Songs Partner Songs Choral Octavos Beginning Instrumental Method Books Websites: http://www.menc.org/lessons

Folk Songs Patriotic Songs Partner Songs Choral Octavos Beginning Instrumental Method Books Websites: http://www.menc.org/lessons

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GLE 6 7/8 9/10 11/12

Elements of Music

1.1.4 Form

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Creates and performs a variety of musical forms. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Identifies repeat signs, 1st and 2nd ending, da Capo and del Segno. Examples: Creates a rhythmic rondo. Performs music in small and large ensembles that contains repeat signs, da Capo and del Segno. Observes and demonstrates first and second endings in a piece of music.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies introduction, coda and bridge in the music taught, rehearsed and/or performed. Identifies repeat signs, 1st and 2nd ending, da Capo and del Segno. Constructs and performs various musical forms visually and aurally. Examines, identifies, and expresses the form of music taught, rehearsed and/or performed. Identifies specific parts of musical forms: Introduction Interlude Coda Exposition Development Re-Exposition Theme and Variation Examples: Creates and composes an eight measure song, jingle, instrumental piece, etc. Performs music in small and large ensembles that contains an introduction and coda. Responds to music that is played in various forms, such as ABA, and trio, compared to marches and symphonies, etc. Observes and demonstrates first and second endings in a piece of music. Performs music in small and large ensembles that is a theme and variation.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Identifies forms of performance and listening repertoire. Creates and performs an original theme and variations Identifies advanced musical forms such as sonata-allegro and fugue, visually and aurally. Examples: Creates and composes an eight measure song, jingle, instrumental piece, etc. Performs music in small and large ensembles that contains an introduction and coda. Responds to music that is played in various forms, such as ABA, and trio, compared to marches and symphonies, etc. Observes and demonstrates first and second endings in a piece of music. Performs music in small and large ensembles that is a theme and variation.

Evaluates, applies, and analyzes the elements of music while creating, performing and responding to music. Identifies forms of performance and listening repertoire. Creates and performs an original theme and variations Demonstrates advanced musical forms such as sonata-allegro and fugue, visually and aurally. Examples: Creates and composes an eight measure song, jingle, instrumental piece, etc. Performs music in small and large ensembles that contains an introduction and coda. Responds to music that is played in various forms, such as ABA, and trio, compared to marches and symphonies, etc. Observes and demonstrates first and second endings in a piece of music. Performs music in small and large ensembles that is a theme and variation.

Possible Resources

Marches Symphonies Jingles Octavos Websites: http://www.menc.org/lessons




CBPAs Zoo Tunes Cat Food Commercial What A Find! Come to the Fair

Bubble Gum Jingle Music Review Festival Time Solo Festival Time Ensemble

Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Documentary Theme Song


of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.

Component 1.1: Understands and applies music concepts and vocabulary.GLE K 1 2 3 4 5

Elements of Music

1.1.5 Expression Dynamics Style Tempo Phrasing

Understands and remembers the elements of music while creating, performing and responding to music. Explores and uses loud-quiet (dynamics) and fast-slow (tempos). Experiences the differences between rhymes and songs. Examples: Moves to a steady beat in fast and slow tempos as played by the teacher, such as clapping with a drum, body percussion, pitched or non-pitched instruments, piano, etc. Demonstrates loud-quiet (dynamics) through movement, such as moving in big motions when the music is loud, and moving in small motions when the music is quiet; using inside and outside voices, etc.

Understands and remembers the elements of music while creating, performing and responding to music. Understands and uses loud-quiet (dynamics) and fast-slow (tempos). Experiences the differences between rhymes and songs. Experiences various musical styles through listening. Understands and uses fast-slow in singing and playing instruments. Examples: Identifies musical phrases through movement such as using scarves as props to show the musical phrase (sentence of speech). Performs a piece of music that has both speaking, singing, such as the song Bakery Shop, Shave and a Haircut, Little Bunny Foo Foo, etc. Performs action songs such as Three Bears, In the Cabin in the Woods, etc. Performs a piece of music that has dynamic changes, such as John Jacob Jingle Heimer Schmidt. Performs songs that have tempo changes such as Head, Shoulders, Knees and Toes.

Understands, remembers, and applies the elements of music while creating, performing and responding to music. Understands and uses forte (f) and piano (p). Understands and uses allegro, presto and largo while singing and playing instruments. Experiences the differences between rhymes and songs. Recognizes and identifies various musical styles through listening. Examples: Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Understands and uses crescendo/decrescendo. Understands and uses allegro presto, andante and largo while singing and playing instruments. Uses accelerando and ritardando, rallentando in singing, playing instruments and moving to music. Compares and contrasts musical styles through listening. Identifies the beginning and ending of a musical phrase. Examples: Recognizes and identifies some characteristics such as instrumentation, form, function, timbre, etc., of various styles of music. Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Understands and uses dynamic symbols such as pp, p, mp, mf, f and ff. Demonstrates accelerando and ritardando, rallentando in singing, playing instruments and moving to music. Identifies musical phrases in a piece of music. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Performs using a variety of dynamic markings through singing and playing instruments. Performs accelerando and rallentando for performance. Creates a four measure phrase of music using dynamics and tempo. Identifies uses and understands largo, andante, allegro and presto tempos within a musical composition. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc. — Creates a piece of music in the Hawaiian style using the Ukulele as the accompaniment instrument.

Possible Resources

Nursery Rhymes Silly Songs Folk Songs Patriotic Songs World Music Action Songs Rhyming Songs Websites: http://www.menc.org/lessons

Nursery Rhymes Silly Songs Folk Songs Patriotic Songs World Music Action Songs Rhyming Songs Websites: http://www.menc.org/lessons

Nursery Rhymes Silly Songs Folk Songs Patriotic Songs World Music Action Songs Rhyming Songs Partner Songs and Canons Websites: http://www.menc.org/lessons

Nursery Rhymes Silly Songs Folk Songs Patriotic Songs World Music Action Songs Rhyming Songs Partner Songs and Canons Websites: http://www.menc.org/lessons Nursery Rhymes Silly Songs Folk

Songs Patriotic Songs World Music Octavos Partner Songs and Canons Websites: http://www.menc.org/lessons

Nursery Rhymes Silly Songs Folk Songs Patriotic Songs World Music Octavos Partner Songs and Canons Websites: http://www.menc.org/lessons

CBPAsCartoon Soundtrack Come to the Fair Zoo Tunes Cat Food Commercial

of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.

Component 1.1: Understands and applies music concepts and vocabulary. GLE 6 7/8 9/10 11/12

Elements of Music

1.1.5 Expression Dynamics Style Tempo Phrasing

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Understands and uses staccato, legato and accent. Composes using a musical style. Performs using a variety of dynamic markings through singing and playing instruments. Identifies uses and understands largo, andante, allegro and presto tempos within a musical composition. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc. — Creates a piece of music in the Hawaiian style using the Ukulele as the accompaniment instrument, including dynamic and tempo markings.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Understands tempo markings such as largo, andante, allegro, presto, ritardando and accelerando. Composes using a musical style. Performs using a variety of dynamic markings through singing and playing instruments. Identifies uses and understands largo, andante, allegro and presto tempos within a musical composition. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.

Understands, applies and analyzes the elements of music while creating, performing and responding to music. Performs and composes tempo markings such as largo, andante, allegro, presto, ritardando, and accelerando. Composes using a musical style. Performs using a variety of dynamic markings through singing and playing instruments. Identifies uses and understands largo, andante, allegro and presto tempos within a musical composition. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.

Evaluates, applies, and analyzes the elements of music while creating, performing and responding to music. Creates and compares musical styles through selected literature. Performs using the various styles of music. Composes using a musical style. Performs using a variety of dynamic markings through singing and playing instruments. Identifies uses and understands largo, andante, allegro and presto tempos within a musical composition. Examples: — Recognizes the expressive characteristics of different types of music such as, classical, rock and roll, jazz, modern, etc.


CBPAs Cartoon Soundtrack Come to the Fair Zoo Tunes Cat Food Commercial

Bubble Gum Jingle Roller Coaster Fanatic Music Review Stepping to the Rhythm Festival Time Solo Festival Time Ensemble Pit Orchestra Audition

Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Sounds of Music Pit Orchestra Audition Documentary Theme Song


of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.2: Develops music skills and techniques.

GL E K 1 2 3 4 5

Skills/Techniques

1.2.1 Analyzes, understands, and applies skills and techniques while creating, performing and responding. Explores music skills and techniques with teacher direction and assistance: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Chanting Examples: Performs melodic and rhythmic echoes.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Explores music skills and techniques with teacher direction and assistance: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Chanting Examples: Sings or plays response patterns.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Explores and demonstrates music skills and techniques with teacher direction and assistance: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Chanting Examples: Reads and performs simple rhythms. Creates an improvisational response to a given pattern.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Explores and demonstrates music skills and techniques with teacher direction and assistance: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Chanting Demonstrates music skills and techniques while playing unpitched percussion instruments. Demonstrates appropriate care of musical instruments. Examples: Shows proper skills and techniques on several non-pitched percussion instruments.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques with teacher direction and assistance: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Demonstrates proper music skills and techniques while playing a pitched instrument, such as recorder, guitar or Orff Instruments. Examples: Demonstrates proper skills and techniques on at least one pitched instrument.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques with teacher direction and assistance; Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Explores music skills and techniques by learning to play a band or orchestra instrument and/or singing in a choir. Examples: Composes a piece of music in ABA form.

Possible Resources

Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009






CBPAs

Zoo Tunes All-Star Cast What A Find! Come to the Fair Cat Food Commercial


EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.2: Develops music skills and techniques. GL E 6 7/8 9/10 11/12

Skills/Techniques

1.2.1 Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques while working towards independence: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Develops music skills and techniques by learning to play a band and/or orchestra instrument and/or singing in a choir. Examples: Performs melodies accurately without accompaniment. Performs a cappella accurately.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques while working towards independence: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Performs an independent musical line within an ensemble. Demonstrates listening skills by correcting individual tone and volume instrumentally and vocally. Examples: Performs melodies accurately without accompaniment Performs a cappella accurately. Prepares music for solo/ensemble performance presentations.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques while working towards independence: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Uses music skills and techniques to sing and/or play a solo. Performs instrumentally and vocally using resonance and vowel placement to produce a characteristic tone. Demonstrates listening skills by correcting intonation instrumentally and vocally. Examples Prepares music for solo/ensemble performance presentations. Prepares musical composition to be performed by other students and for a possible senior project/portfolio. Conducts music class sectionals.

Analyzes, understands, and applies skills and techniques while creating, performing and responding. Demonstrates music skills and techniques independently: Reading Music Performing Composing Sight Singing/Reading Playing Instruments Singing Improvising Conducting Organizes music elements to compose music. Demonstrates informed and independent music making. Performs in extreme ranges of instruments and/or voice with mature and appropriate tone production and placement. Demonstrates achievement in areas of choice such as recitals, composition, production, conducting, research, etc. Examples: Prepares music for solo/ensemble performance presentations. Prepares musical composition to be performed by other students and for a possible senior project/portfolio. Conducts music class sectionals.

Possible Resources

Band, Orchestra, Choir and World Music Instructional Materials Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009




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Bubble Gum Jingle Roller Coaster Fanatic Music Review Stepping to the Rhythm Festival Time Solo Festival Time Ensemble Pit Orchestra Audition




EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.3: Understands and applies music genres and styles from various artists, cultures and times.

GL E K 1 2 3 4 5

Genres. Styles. Artists.

Cultures

1.3.1 Remembers and recalls musical experiences from diverse genres, artists, cultures and/or times. Recalls musical experiences from the community, culture and traditions of the students. Examples: Shares a musical example and experience from your community tradition, such as folk songs, nursery rhymes, game songs, children’s melodies, lullabies, etc.

Remembers and recalls musical experiences from diverse genres, artists, cultures and/or times. Describes musical experiences from the community, culture and traditions of the students. Examples: Shares a musical example and experience from your community tradition, such as folk songs, nursery rhymes, game songs, children’s melodies, lullabies, etc.

Remembers and recalls musical experiences from diverse genres, artists, cultures and/or times. Identifies musical experiences from various artists, cultures and/or times. Examples: Shares a musical example and experience from your community tradition, such as folk songs, nursery rhymes, game songs, children’s melodies, lullabies, etc.

Understands and applies musical experiences from diverse genres, artists, cultures and/or times. Compares musical experiences from various artists, cultures and/or times. Describes the attributes used by specific musicians and cultures and/or times. Examples: — Uses drums in a performance of African music. — Compares the instrumentation between music of various cultures. — Study of where Orff instruments originated.

Understands and applies musical experiences from diverse genres, artists, cultures and/or times. Summarizes the cultural and/or historical aspects of a musical performance. Uses cultural and/or historical aspects in a musical performance. Uses aspects of various artists, cultures and times to create a piece of music. Examples: — Identifies a piece of Native American music from the Pacific Northwest such as the Raven Song from the Northwest Coastal Pacific Indians story of How Raven Stole Crows Potlatch. — Uses historical information about Lewis and Clark to create a performance about their journey, such as, Arlene Ydstie’s Musical about Washington’s Centennial in 1989.

Understands and applies musical experiences from diverse genres, artists, cultures and/or times. Interpreting the use of cultural and historical aspect in a musical performance or piece of music. Implements cultural and historical aspects in a musical performance or piece of music. Examples: — Explores the Pacific Rim culture of Java through the demonstration, playing and use of the Javanese Gamelan. — Explores the historical instruments, music, and dance of the American Colonial time period.

Possible Resources

Folk songs, nursery rhymes, game songs, children’s melodies, lullabies, etc. Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009



World Instruments and music Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009

Native American Music Songs of Woody Guthrie Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009

Music of Stephen Foster, Spirituals, Shape Notes (Southern tradition), Patriotic Songs, American folk, popular music. Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009

CBPAs Zoo Tunes Come to the Fair Cat Food Commercial

of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.3: Understands and applies music genres and styles from various artists, cultures and times.

GL E 6 7/8 9/10 11/12

Genres. Styles. Artists.

Cultures

1.3.1 Remembers and creates musical experiences from diverse genres, artists, cultures and/or times. Identifies musical elements of compositions from various genres, artists, cultures and /or times. Examples: — Uses and extends bending notes (detuning one’s pitch) and/or trills within popular music and jazz.

Creates musical experiences from diverse genres, artists, cultures and/or times. Develops a musical performance from various genres, artists, cultures and/or times. Identifies composition and performance techniques from various genres, artists, cultures and/or times. Examples: — Recognizes a piece of music by its instrumentation, such as a Baroque piece of music by J.S. Bach, featuring a harpsichord.

Analyzes musical experiences from diverse genres, artists, cultures and/or times. Composes, performs, and examines musical performances from various genres, artists, cultures and/or times. Examples: — Develops a musical project that encompasses composing, performing, and examining a piece of music in the style of Shona marimba music from Africa.

Evaluates musical experiences from diverse genres, artists, cultures and/or times. Critiques a musical performance from various genres, artists, cultures and/or times. Applies knowledge of artistic styles and cultural traditions to make informed choices for a musical presentation. Examples: — Presents a senior recital. — Critiques musical groups at a festival.

Possible Resources

Various Exemplar Samples: Jazz and Blues, Popular, Classical, Renaissance, Band, Orchestra, Choral, Percussion, Chamber Music, Symphonic Music, Blue Grass, Country Western, Gregorian Chant, Folk, Roots, Opera, Metal, World Music, Industrial, and Electronic. Arts Elements, Principles, Foundations, Skills and Techniques Chart Mini-Poster 2009




CBPAs Zoo Tunes Come to the Fair Cat Food Commercial

Bubble Gum Jingle Roller Coaster Fanatic Music Review Stepping to the Rhythm Festival Time Solo Festival Time Ensemble Melody of Your Dreams Prime Time TV Festival Time

Solo Festival Time Ensemble Documentary Theme Song Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Documentary Theme Song

of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 —Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.4: Understands and applies audience conventions in a variety of arts settings and performances for music.

GL E K 1 2 3 4 5

Audience Conventions

1.4.1 Remembers and applies audience conventions in a variety of musical settings and performances. Demonstrates self-control. Describes appropriate behavior for a music performance in a specific setting. Examples: — Sits quietly while keeping hands to self.

Remembers and applies audience conventions in a variety of musical settings and performances. Demonstrates how to focus attention during a music performance. Examples: Observes with a quiet body in self space while others are performing. Demonstrates appreciation at the end of a performance by applauding appropriately.

Remembers and applies audience conventions in a variety of musical settings and performances. Compares and contrasts (by telling/sharing) being an audience member for a “live” versus a recorded performance. Discusses the impact of audience behavior on audience and performer. Examples: — Focuses attention on performers. — Observes with a quiet body in self space while others are performing.

Remembers and applies audience conventions in a variety of musical settings and performances. Demonstrates audience manners active listening and viewing skills in a performance setting. Examples: — Maintains focus and attention toward performers. — Comments appropriately following a performance. — Observes with a quiet body in self space while others are performing.

Remembers and applies audience conventions in a variety of musical settings and performances. Demonstrates and models audience manners. Demonstrates active listening and appropriate viewing skills in a performance setting. Examples: — Maintains focus and attention toward performers. — Avoids participation in distracting and inappropriate behaviors. — Comments/responds appropriately following a performance.

Remembers and applies audience conventions in a variety of musical settings and performances. Demonstrates and models audience manners. Demonstrates active listening and appropriate viewing skills in a performance setting. Responds appropriately for various types of performances. Examples: — Demonstrates appropriate behavior in a music performance venue. — Maintains focus and attention toward performers. — Avoids participation in disrespectful, distracting and inappropriate behaviors such as laughing when something is not funny. — Comments/responds appropriately following a performance.

Possible Resources

Various School and Community Performances. Websites: http://www.menc.org/lessons






CBPAs

of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 1 —Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.4: Understands and applies audience conventions in a variety of arts settings and performances for music.

GL E 6 7/8 9/10 11/12

Audience Conventions

1.4.1 Understands and applies the relationship and interactive responsibilities of the artist/performer and audience in dance, music, theatre and visual arts. Demonstrates and models audience manners/etiquette. Demonstrates active listening and appropriate viewing skills in a performance setting. Responds with appropriate audience protocols depending upon the performance venue, style and/or cultural context. Identifies how the audience and artist/performer interact. Examples: Demonstrates appropriate behavior in a music performance venue, such as turning off cell phones, pagers, etc. Maintains focus and attention toward performers. Applauds at appropriate times. Avoids participation in distracting and inappropriate behaviors such as laughing when something is not funny. Comments/responds appropriately following a performance. Makes observation statements regarding the performance.

Understands and applies the relationship and interactive responsibilities of the artist/performer and audience in dance, music, theatre and visual arts. Demonstrates and models audience etiquette. Demonstrates an understanding of how audience behavior and response impacts the performance and performers. Demonstrates active listening and appropriate viewing skills in a performance setting. Examples: Demonstrates appropriate behavior in a variety of venues, such as turning off cell phones, pagers, etc. Maintains focus and attention toward performers. Applauds at appropriate times. Identifies ways that appropriate behaviors positively impact the performance and the performers such as: performers performing with confidence and focus, entire audience can appreciate all aspects of the performance, the performers and audience achieve the connectedness of participating in an artistic experience. Identifies ways that inappropriate audience behaviors negatively impact the performance and the performers such as: performers unable to hear accompaniment, performers losing track of sequence or place, chance of possible injury due to distraction (a cell phone and/or watch beeping), and performers becoming “self-conscious” and/or losing confidence in their performance.

Analyzes, applies and evaluates how audience conventions differ according to style and culture in dance, music, theatre and visual arts. Demonstrates active listening and appropriate viewing skills in a performance setting. Differentiates between types of performance venues, styles and cultural contexts and responds appropriately. Examples: Demonstrates appropriate behavior in a variety of venues, such as turning off cell phones, pagers, etc. Maintains focus and attention toward performers. Understands that during an interactive theatre performance, the audience response may be vocal as in a “call and response” between the audience and performers, whereas; the audience may refrain from vocal response and applause until the end of the performance in a more classic production. Examines audience behavior(s) when in an unfamiliar venue and/or cultural setting to determine appropriate audience etiquette and response. Articulates how protocols and responsibilities differ according to style and culture.

Analyzes, applies and evaluates how audience conventions differ according to style and culture in dance, music, theatre and visual arts. Demonstrates active listening and appropriate viewing skills in a performance setting. Justifies appropriate audience conventions depending upon the performance venue, style, and cultural context. Evaluates how and why the artistic purpose of the performance was and/or was not achieved. Examples: Demonstrates appropriate behavior in a variety of venues, such as turning off cell phones, pagers, etc. Examines audience behavior(s) when in an unfamiliar venue and/or cultural setting to determine and demonstrate appropriate audience etiquette and response. Analyzes how the idea, feeling and/or story of the performance communicates in relation to personal, emotional, social, psychological, cultural, and/or artistic context. Critiques through writing, discussion, and/or presentation how the elements, techniques/skills and fundamentals of music are used. Analyzes how style, culture and history have influenced audience protocols. Rehearses and performs appropriate musical literature for multiple assignments in the study of music related to the audience.

Possible Resources





CBPAs Festival Time Solo Festival Time Ensemble Festival Time Solo Festival Time Ensemble Festival Time Solo Festival Time Ensemble

of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.1: Applies a creative process in music. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents)

GLE K 1 2 3 4 5

Creative Process

2.1.1 Remembers and understands using a creative process through music. Explores music elements to create, experience and discover music. Implements music elements to create music through guided exploration. Examples: Explores music elements through multi- sensory experiences such as hear, see, say and do. Moves to music choices following peers or teacher.

Remembers, understands, and applies using a creative process through music. Explores music

elements to create music. Interprets information to create music. Uses

ideas and skills, to create music through guided exploration. Implements choices of music

elements to create music. Refines music through feedback. Presents

music to self and others. Examples: — Creates sol, mi, la songs with

made up nursery rhymes and phrases using weather, seasons, school and subject rules, etc. —

Improvises a simple melody based upon sol-mi-la on barred

instruments. — Creates music alone and with a partner, such as simple

call and response phrases.

Understands, applies, and creates using a creative process through

music. Explores music elements to create music. Interprets information to create music. Uses ideas, skills,

and techniques to create music through guided exploration. Implements choices of music

elements to create music. Refines music through feedback. Presents

music to self and others. Examples: — Discusses with a partner ways to

strengthen a musical phrase. — Improvises a simple melody based upon a pentatonic scale on barred instruments. — Designs a music

sequence in AB form.


music. Explores music elements to create music. Interprets information to create music. Uses ideas, skills,

fundamentals, and techniques to create music through guided

exploration. Implements choices of music elements to create music. Refines music through feedback. Presents music to self and others. Examples: — Explores possible

musical solutions to a given musical sequence, such as the teacher playing

or singing an unresolved musical pattern and the students responding

with their interpretation of the answer/solution. — Creates music in AB form in two sections with the first

section in a slow tempo, and the second section in a fast tempo.


music. Explores music elements to create music. Gathers and interprets information to create music. Uses

ideas, skills, fundamentals, and techniques to create music through guided exploration. Implements

choices of music elements, principles and skills to create music. Reflects

for the purposes of self-evaluation and improvement. Refines music through feedback and self reflection. Presents music to self and others. Examples:

— Collaborates with a group to select musical elements and create a musical

sequence. — Implements peer or teacher feedback about the music. — Explores music choices that express

individuality when creating and experiencing various styles of music.


music. Explores music elements to create music. Gathers and

interprets information to create music. Uses ideas, skills,

fundamentals, and techniques to create music through guided

exploration. Implements choices of music elements, principles and

skills to create music. Reflects for the purposes of self-evaluation and

improvement. Refines music through feedback and self

reflection. Presents music to self and others. Examples: — Creates an original musical composition using the elements of music in

ABA form. — Creates a rhythmic four measure piece of music to demonstrate understanding of

rhythm and dynamics.

Possible Resources

Kodaly, Orff, Dalcroze, Nursery Rhymes, Folk Songs, Nonsense Songs, musical games, music CDs and DVDs, etc. Websites: http://www.menc.org/lessons

Kodaly, Orff, Dalcroze, Nursery Rhymes, Folk Songs, Nonsense

Songs, musical games, music CDs and DVDs, etc. Websites:

http://www.menc.org/lessons













CBPAs

What A Find! Cartoon Soundtrack Zoo Tunes Cat Food Commercial

of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.1: Applies a creative process in music. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines and presents)

GL E 6 7/8 9/10 11/12

Creative Process

2.1.1 Applies, analyzes, evaluates, and creates music using a creative process with teacher direction. Explores, gathers, and interprets information from diverse sources to create music. Uses ideas, skills, fundamentals, and techniques to create music through guided exploration. Implements choices of music elements, principles, and skills to create music. Reflects for the purposes of self-evaluation and improvement. Refines music through feedback and self reflection. Presents music to self and others. Examples: — Creates a musical phrase using the elements of music to begin composing. — Uses relationships within the music elements to create simple melodies, harmonies and musical phrases.

Applies, analyzes, evaluates, and creates music using a creative process with teacher assistance/guidance. Identifies audience and purpose for the creation of a music composition. Explores, gathers, and interprets information from diverse sources to create music. Uses ideas, skills, fundamentals, and techniques to create music through guided exploration. Implements choices of music elements, principles, skills, Fundamentals and techniques to create music. Reflects for the purposes of self-evaluation and improvement. Refines music through feedback and self reflection. Presents music to self and others. Examples: — Reflects by journaling about creating music, using music vocabulary. — Creates a theme song or jingle to understand and develop skills and technique in music composition.

Applies, analyzes, evaluates, and creates music using a creative process with teacher as mentor, moving toward independence. Identifies audience and purpose for the creation of a music composition. Explores, gathers, and interprets information from diverse sources to create music. Uses ideas, skills, fundamentals, and techniques to create music through guided exploration. Implements choices of music elements, principles, skills, Fundamentals and techniques to create music. Reflects for the purposes of self-evaluation and improvement. Refines music through feedback and self reflection. Presents music to self and others. Examples: — Creates an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. — Creates theme and variations in a music composition.

Applies, analyzes, evaluates, and creates music using a creative process independently. Identifies audience and purpose for the creation of a music composition. Explores, gathers, and interprets information from diverse sources to create music. Uses ideas, skills, fundamentals, and techniques to create music through guided exploration. Implements choices of music elements, principles, skills, Fundamentals and techniques to create music. Reflects for the purposes of self-evaluation and improvement. Refines music through feedback and self reflection. Presents music to self and others. Examples: Composes a chamber piece in sonata allegro form. Composes for a chamber ensemble. Creates original music material informed by genres (jazz, blues, opera, rock, gospel, bluegrass, etc.), styles (Duke Ellington, Billy Holiday, Pavoratti, Beetles, Elvis Presley, etc.) and techniques being studied.

Possible Resources

Kodaly, Orff, Dalcroze, Nursery Rhymes, Folk Songs, Nonsense Songs, musical games, music CDs and DVDs, etc. Websites: http://www.menc.org/lessons

CDs, DVDs, Part Songs, Octavos, Musical Scores, Solo-Ensemble music, music theory, etc Websites: http://www.menc.org/lessons

CDs, DVDs, Part Songs, Octavos, Musical Scores, Solo-Ensemble music, music theory, etc. Websites: http://www.menc.org/lessons

CDs, DVDs, Part Songs, Octavos, Musical Scores, Solo-Ensemble music, music theory, etc. Websites: http://www.menc.org/lessons

CBPAs What A Find! Cartoon Soundtrack Zoo Tunes Cat Food Commercial

Bubble Gum Jingle Roller Coaster Fanatic Festival Time Solo Festival Time Ensemble



of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.2: Applies a performance process in music. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects and self evaluates)

GLE K 1 2 3 4 5

Performance Process

2.2.1 Remembers and understands using a performance process through music. Rehearses and presents music for performance. Examples: Performs music elements through multi-sensory experiences. Performs a circle dance with multi-cultural music.

Remembers, understands, and applies using a performance process through music. Rehearses and presents music for performance. Examples: Rehearses movements in various styles of music for performance. Rehearses and performs music using the singing voice and instruments.

Understands, applies, and creates using a performance process through music. Interprets meaning through personal understanding of the music and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces music and/or performance for others. Examples: — Rehearses the movements for cultural music alone, with a partner and with the ensemble.

Understands, applies, and creates using a performance process through music. Interprets meaning through personal understanding of the music and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces music and/or performance for others. Reflects and self-evaluates music and/or performance to set goals. Examples: — Selects, rehearses and performs music using given topics, ideas, and onomatopoeia (a word or a grouping of words that imitates the sound that it is describing, such as chirp, quack, tick-tock, tweet, ring, vroom, clang, snap, crackle, beat, clap, thump, etc.) — Rehearses and performs music in slow, medium and fast tempos.

Understands, applies, and creates using a performance process through music. Selects artistic resources, materials, and/or repertoire to create, perform and present. Interprets meaning through personal understanding of the music and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection, and problem solving. Presents and produces music and/or performance for others. Reflects and self-evaluates music and/or performance to set goals. Examples: — Rehearses a musical sequence with a group for performance. — Rehearses and performs music to express individuality.

Understands, applies, and creates using a performance process through music. Selects artistic resources, materials, and/or repertoire to create, perform and present. Analyzes the structure and context, of the music. Interprets meaning through personal understanding of the music and/or performance. Rehearses, adjusts and refines music through evaluation, reflection and problem solving. Presents and produces music and/or performance for others. Reflects and self-evaluates music and/or performance to set goals. Examples: — Rehearses and performs easy rhythmic, melodic and harmonic patterns to various styles of music.

Possible Resources

Websites: http://www.menc.org/lessons






CBPAs

Zoo Tunes Cat Food Commercial

Page 19 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.2: (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects and self evaluates)

GL E 6 7/8 9/10 11/12

Performance Process

2.2.1 Applies, analyzes, evaluates, and creates using a performance process through music. Identifies audience and purpose of the work and/or performance. Selects artistic resources, materials and/or repertoire to create, perform and present. Analyzes the structure, context and/or aesthetics of the work. Interprets meaning through personal understanding of the work and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals. Examples: — Rehearses and performs music composed of phrases with expression and technical accuracy. — Performs in a choral group by blending tones and timbres, matching vowel placement, balancing dynamic levels and responding to a conductor.

Applies, analyzes, evaluates, and creates using a performance process through music. Identifies audience and purpose of the work and/or performance. Selects artistic resources, materials, and/or repertoire to create, perform, and present. Analyzes the structure, context and/or aesthetics of the work. Interprets meaning through personal understanding of the work and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals. Examples: — Rehearses and performs a self-composed music following reflective journaling. — Rehearses and performs music that includes both solo and unison sections/parts. — Performs transposed music phrases with clarity and accuracy. — Selects music with appropriate range and timbre. — Adjusts and refines vowel placement to achieve a blended choral sound. — Performs in small ensemble formats for peers, community and/or adjudication.

Applies, analyzes, evaluates, and creates using a performance process through music. Identifies audience and purpose of the work and/or performance. Selects artistic resources, materials, and/or repertoire to create, perform and present. Analyzes the structure, context, and/or aesthetics of the work. Interprets meaning through personal understanding of the work and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals. Examples: — Refines musical pieces between performances following peer or professional feedback. — Performs music phrases with seamless transitions, technical accuracy and expression. — Performs in solo and/or small ensemble formats for peers, community and/or adjudication.

Applies, analyzes, evaluates, and creates using a performance process through music. Identifies audience and purpose of the work and/or performance. Selects artistic resources, materials, and/or repertoire to create, perform and present. Analyzes the structure, context and/or aesthetics of the work. Interprets meaning through personal understanding of the work and/or performance. Rehearses, adjusts, and refines music through evaluation, reflection and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals. Examples: — Creates and/or chooses music for performance. — Rehearses music and refines for performance. — Revises musical pieces between performances following self-reflection. — Revises musical pieces between and during performances based upon critique and reflection of previous performance. — Recognizes the need for intentional practice and strategy to overcome difficult and challenging repertoire within a passage of music for solo, ensemble or honor group(s).


CBPAs Zoo Tunes Cat Food Commercial Bubble Gum Jingle Roller Coaster Fanatic Festival Time Solo Festival Time Ensemble

Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble


Page 20 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.3: Applies a responding process to a music presentation. (Engages, describes, analyzes, interprets and evaluates)

GL E K 1 2 3 4 5

Responding Process

2.3.1 Remembers and understands using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Examples: Identifies and describes movements seen in live or recorded music. Draws a picture following a live or recorded music performance. Relates sounds to personal experiences.

Remembers, understands, and applies using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Examples: Identifies the characters and describes the story in narrative music. Draws a picture and writes a caption, following a live or recorded music performance.

Understands, applies, and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements. Interprets meaning based on personal experiences and knowledge. Examples: — Identifies music elements in live or recorded music. — Describes a live or recorded music performance.

Understands, applies, and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Examples: — Observes and identifies the music elements used in Western and World Music.

Understands, applies, and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence. Examples: — Interprets the meaning of recorded or live music. — Identifies and interprets the use of music elements in compositions by peers. — Compares and contrasts Western and World Music.

Understands, applies, and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence. Examples: — Provides feedback to peers on the clarity of musical elements in musical compositions. — Compares and contrasts Western and World Music. — Discusses the function of recorded versus live music.

Possible Resources Websites: http://www.menc.org/lessons Websites:

http://www.menc.org/lessons Websites: http://www.menc.org/lessons




CBPAs Zoo Tunes Come to the Fair

Page 21 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.3: Applies a responding process to a music presentation. (Engages, describes, analyzes, interprets and evaluates)

GL E 6 7/8 9/10 11/12

Responding Process

2.3.1 Applies, analyzes, evaluates and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence and aesthetic criteria. Examples: — Categorizes various genres of music through listening for specific elements, such as the harpsichord timbre heard in Baroque music. — Listens to and critiques a performance of self, peer or ensemble. — Performs music phrases with seamless transitions.

Applies, analyzes, evaluates and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence and aesthetic criteria. Examples: — Evaluates the use of set design, costumes and music to support the meaning of a live or recorded musical performance, such as opera, musical theatre, period music, multicultural and genres, etc. — Performs music phrases with seamless transitions. — Provides feedback to peer composers. — Listens to and critiques a performance of self, peer or ensemble.

Applies, analyzes, evaluates and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence and aesthetic criteria. Examples: — Observes, reflects upon, and provides feedback to peer composers preparing for performance. — Performs music phrases with seamless transitions. — Listens to and critiques a performance of self, peer, or ensemble. — Evaluates the use of set design, costumes, and music to support the meaning of a live or recorded musical performance, such as opera, musical theatre, period music, multicultural and genres, etc.

Applies, analyzes, evaluates and creates using a responding process through music. Engages the senses actively and purposefully while experiencing music. Describes what is seen, felt and/or heard (perceived/experienced). Analyzes the use and organization of elements, principles, skills, fundamentals and/or techniques. Interprets meaning based on personal experiences and knowledge. Evaluates and justifies using supportive evidence and aesthetic criteria. Examples: — Discusses differences in styles and techniques of conductors such as Leonard Bernstein’s rendition of Ludwig von Beethoven’s 5th Symphony with the New York Philharmonic versus Sir Georges Solti’s rendition of Beethoven’s 5th Symphony with the Chicago Symphony. — Reflects upon and evaluates a recorded version of own performance. — Listens to and critiques a performance of self, peer, or ensemble. — Evaluates the use of set design, costumes, and music to support the meaning of a live or recorded musical performance, such as opera, musical theatre, period music, multicultural and genres, etc.


CBPAs Zoo Tunes Cat Food Commercial Come to the Fair

Bubble Gum Jingle Music Review Festival Time Solo Festival Time Ensemble

Prime Time TV Festival Time Solo Festival Time Ensemble Documentary Theme Song

Prime Time TV Festival Time Solo Festival Time Ensemble Documentary Theme Song

Page 22 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.1: Uses music to express and present ideas and feelings.

GL E K 1 2 3 4 5

Presents Ideas and Feelings

3.1.1 Remembers and understands that and how music is used to express ideas and feelings. Recognizes that feelings can be expressed through music. Examples: Shares feelings after hearing various types of musical pieces, such as the Flight of the Bumble Bee by Nikolai Rimsky- Korsakov.

Remembers and understands that and how music is used to express ideas and feelings. Identifies how feelings are expressed through music. Examples: — Shares, discusses, and describes ideas and feelings after reading the story and listening to the music, and/or attending a performance of, or watching a video of Peter and the Wolf by Sergei Prokofiev. — Describes how different combinations of instruments can evoke specific emotions.

Remembers, understands, and applies how music is used to express ideas and feelings. Recognizes that ideas and feelings can be expressed through music. Examples: — Explores and reflects upon various pieces and styles of world musical ideas, traditions, and instruments, such as East Indian Raga, which is meant to be performed at specific times of the day and night to evoke specific emotions. — Composes a simple vocal composition using a variety of vocal timbres to illustrate emotions such as happy, sad or angry. — Identifies a specific emotion when other students improvise on instruments and with their voice.

Understands, applies and creates music to be used to express and present ideas and feelings. Demonstrates how ideas are expressed through music. Examples: — Creates a spooky ostinato to the melody of Dance Macabe by Camille Saint-Saëns. — Makes music maps with pictures such as, Three Places in New England by Charles Ives.

Understands, applies and creates music to be used to express and present ideas and feelings. Explains how ideas and feelings are expressed through music. Examples: — Compares and contrasts the different ideas and feelings that are expressed within two pieces of music such as Carnival of the Animals by Camille Saint-Saëns and Night on Bald Mountain by Modest Mussorgsky. — Compares and contrasts Native American music and Folk music, lullabies, campfire songs, ballads, traditional and multi-cultural songs, dances and music games. — Discusses how rhythmic elements of Sondanese angklung compositions replicate sounds made in nature. — Writes a short story and composes a piece of program music to portray the story.

Applies, analyzes, evaluates and creates music to express and present ideas and feelings. Expresses ideas and feelings using musical symbols and performing in a variety of genres and styles with teacher direction. Examples: Composes music to communicate ideas and feelings for a specific purpose such as completing the Zoo Tunes CBPA. Justifies the musical choices made to illustrate the text after composing a tone poem for a presentation.

Possible Resources





Websites: http://www.menc.org/lessons http://www.inquiry.net/outdoor/native/song/ www.contemplator.com/America/


CBPAs Zoo Tunes Cat Food Commercial

Page 23 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts. (dance, music, theatre and visual arts). Component 3.1: Uses music to express and present ideas and feelings.

GL E 6 7/8 9/10 11/12

Presents Ideas and

Feelings

3.1.1 Applies, analyzes, evaluates and creates music to express and present ideas and feelings. Expresses ideas and feelings using musical symbols and performing in a variety of genres and styles with teacher direction. Examples: Shapes musical lines with dynamics and tempo in the performance of musical compositions.

Applies, analyzes, evaluates and creates music to express and present ideas and feelings. Expresses ideas and feelings using musical symbols and performing in a variety of genres and styles with teacher assistance/guidance. Examples: Responds to the director’s conducting to add dynamic shape to a melody in an instrumental or vocal composition. Responds to historical, traditional, geographical, cultural and political information that surrounded the music that is being learned and performed.

Applies, analyzes, evaluates and creates music to express and present ideas and feelings. Expresses and presents ideas and feelings using musical symbols and performing in a variety of genres and styles with teacher mentoring, working towards independence. Examples: — Incorporates and compares various expressive elements in developing an interpretation for a musical composition by comparing and contrasting — Demonstrates the ability to shape musical lines with dynamics and tempo in musical compositions. — Responds to historical, traditional, geographical, cultural and political information that surrounded the music that is being learned and performed.

Applies, analyzes, evaluates and creates music to express and present ideas and feelings. Expresses and synthesizes and presents ideas and feelings using musical symbols in a variety of genres and styles working independently. Examples: — Rehearses a vocal or instrumental chamber ensemble piece independent of the teacher, such as sectionals, where students determine the interpretation of the musical composition. — Justifies dynamic phrasing within a musical phrase to communicate the composer’s intent. — Rationalizes the use of musical elements in the creation of musical compositions that shape melodic and harmonic lines to communicate the composer’s intent. — Provides the historical, traditional, geographical, cultural and political information that surrounded the music that is being learned and performed.





Page 24 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.2: Uses music to communicate for a specific purpose.

GL E K 1 2 3 4 5

Communicating through Music

3.2.1 Remembers and understands that music communicates for a specific purpose. Experiences music that communicates for a given purpose with teacher direction. Explains how musical styles and genres can communicate for a specific purpose. Sings multiple folk and children’s songs and games. Examples: — Sings London Bridges, Old McDonald, BINGO, nursery rhymes, etc. and plays the musical game with classmates, etc.

Remembers and understands how music communicates for a specific purpose. Describes music that communicates for a given purpose with teacher direction. Discusses how musical styles and genres can communicate for a specific purpose. Examples: — Moves body to depict an animal after listening to Carnival of the Animals by Camille Saint-Saens. — Moves body to represent different types and styles of music, such as disco and Gregorian chant, and illustrates through movement which style works best for dancing.

Applies ways that music communicates for a specific purpose. Discovers, explores, dramatizes, and presents the ways music communicates for a given purpose with teacher direction. Reflects about musical styles and genres and how they can communicate for a specific purpose. Examples: — Dramatizes the story of the Sorcerer’s Apprentice by Paul Dukas.

Applies ways that music communicates for a specific purpose. Discovers, explores, dramatizes, expresses and presents the ways music communicates for a given purpose with teacher direction. Reflects about musical styles and genres and how they can communicate for a specific purpose. Examples: Sings the West African Greeting Song Funga Alafia and learns the traditional welcoming dance. Sings the Austrian Folk Song Orchestra Song and dramatizes the instruments they are singing about, etc.

Creates and evaluates how and that music communicates for a specific purpose. Creates, performs and responds to music that communicates for a given purpose with teacher direction. Compares and contrasts how musical styles and genres can communicate for a specific purpose. Examples: — Creates a song using the pentatonic scale to accompany a Haiku poem reading. (Haiku formula = three lines. The first and last lines have five syllables and the middle line has seven syllables. The lines rarely rhyme). — Composes a field holler after studying African American work songs. — Discusses how listening choices vary from activity to activity, such as why we listen to one kind of music when we are relaxing and another kind of music when we are exercising.

Creates and evaluates how and that music communicates for a specific purpose. Creates, performs and responds to music that communicates for a given purpose with teacher direction. Interprets, compares and contrasts how musical styles and genres can communicate for a specific purpose. Examples: Creates an opera based upon a traditional story, such as The Three Little Pigs, performs for a younger grade level, and evaluates the performances of the other students. Discusses why certain types of music are used in sporting events.

Possible Resources

Websites: http://www.menc.org/lessons Utilizes approved musical movies that depict through illustration how music communicates stories, sound, feelings, etc., such as: Fantasia and Fantasia 2000 the Sorcerer’s Apprentice segments.






CBPAs Zoo Tunes Cat Food Commercial

Page 25 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.2: Uses music to communicate for a specific purpose.

GL E 6 7/8 9/10 11/12

Communicating through Music

3.2.1 Creates music that communicates for a specific purpose. Performs music to communicate for a given purpose with teacher direction. Compares and contrasts how musical styles and genres can communicate for a specific purpose. Examples: — Develops a concert program that ties into state recognized holidays, such as Veteran’s Day and Martin Luther King Day. — Listens to the Tales of Hoffman by Jacques Offenbach and identifies and writes the instruments that portray the motifs in the song as they are introduced. — Chooses an era or subject and combines visual art with music that correlates to the visual images, such as a computer presentation using images by Vincent Van Gogh, accompanied by the music and the lyrics of composer/songwriter and lyricist Don McLean’s song Starry, Starry Night.

Creates music that communicates for a specific purpose. Performs music to communicate for a selected purpose with teacher assistance/guidance. Compares and contrasts how musical styles and genres can communicate for a specific purpose. Examples: — Chooses an era or subject and combines visual art with music that correlates to the visual images, such as a computer presentation using images by Vincent Van Gogh, accompanied by the music and the lyrics of composer/songwriter and lyricist Don McLean’s song Starry, Starry Night. — Creates a computer presentation of student created artworks accompanied by student composed music that correlates to the student created images. — Listens, performs, and discusses the historical and political impact and purpose of the song, Abraham, Martin, and John, composed by Dick Holler, first recorded by Dion in 1968 as a tribute to the memories of icons of social change, Abraham Lincoln, Martin Luther King, Jr., John F. Kennedy and Robert F. Kennedy.

Applies, analyzes, evaluates and creates music that communicates for a specific purpose. Examines how the deliberate use of musical elements communicates for a specific purpose with teacher mentoring, working towards independence. Performs music to communicate for a selected purpose with teacher mentoring and working towards independence. Examples: — Discusses how the entire orchestra effectively uses dynamics to represent the Roman army marching into Rome on the Appian Way (the old highway that came into Rome) fourth movement of The Pines of Rome by Ottorino Respighi or any piece of Program Music (music associated with non-musical ideas, of a scene, image, or mood, often inspired by nature, art or literature) from the late Romantic Period (1820-1910) to present. — Discusses how the composition, instruments, orchestration, and musical elements effectively portray the purpose of Peter Tchaikovski‘s (1840-1893) 1812 Overture, written in 1880, to commemorate the defense of Moscow against Napoleon’s advancing grande armée and the Battle of Borodino in 1812.

Applies, analyzes, evaluates and creates music that communicates for a specific purpose. Critiques how the deliberate use of musical elements, fundamentals, skills and techniques communicates for a specific purpose in a variety of genres and styles working independently. Performs music to communicate for a selected purpose working independently. Examples: Provides examples of how life experience, inspiration, competition, and deadlines impact the creative process of the composer, performer and responder, such as how Georges Gershwin’s Rhapsody in Blue. Researches and reflects on the following example: The story: - Band leader, Paul Whiteman, in 1923, commissioned Georges Gershwin (age 24) to write a “concerto-like” piece for an all-jazz concert, for solo-piano and orchestra. This work was a new musical idea which was in jeopardy of being stolen by a rival promoter of Whiteman. Gershwin composed the commission in five weeks. The debut of the piece, featuring Gershwin at the piano, was historic for music and music history. The piece has grown to be a world favorite.

Possible Resources

Vincent Van Gogh’s Starry, Starry Night (PPT) Websites: http://www.menc.org/lessons

Vincent Van Gogh’s Starry, Starry Night (PPT) Websites: http://www.menc.org/lessons

Fantasia 2000- Whale Segment Websites: http://www.menc.org/lessons

Commercials and Jingles Music by multiple composer from around the world and from all periods and genres, such as: Duke Ellington, George Gershwin, Clara Schumann, Meredith Monk, Nancy Wilson, Quincy Jones, Aaron Copland, Leonard Bernstein, Georges Frederick, J. S. Back, Maurice Ravel, Beetles etc., Fantasia 2000 Websites: http://www.menc.org/lessons




Page 26 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.3: Develops personal aesthetic criteria to communicate artistic choices in music.

GL E K 1 2 3 4 5

Develops Aesthetic Criteria

3.3.1 Remembers that personal aesthetic criteria are used to communicate artistic choices. Identifies and shares music and why it is pleasing. Shares how personal aesthetic choices are reflected in music and/or performances with teacher direction. Describes how personal aesthetic choices in music are influenced by culture and history with teacher direction. Examples: — Shares favorite types of music. — Describes a piece of music that is pleasing and tells why.

Remembers how personal aesthetic criteria are used to communicate artistic choices. Shares how personal aesthetic choices are reflected in music and/or performances with teacher direction. Describes how personal aesthetic choices in music are influenced by culture and history with teacher direction. Identifies personal aesthetic choices in music. Examples: — Shares favorite types of music. — Describes a piece of music that is pleasing and tells why.

Remembers how personal aesthetic criteria are used to communicate artistic choices. Shares how personal aesthetic choices are reflected in music and/or performances with teacher direction. Describes how personal aesthetic choices in music are influenced by culture and history with teacher direction. Identifies the aesthetic choices of others. Examples: — Discusses with a partner or group why a piece of music is pleasing. — Shares favorite types of music. — Describes a piece of music that is pleasing and tells why.

Understands how personal aesthetic choices are reflected in music and/or performances with teacher direction. Explains how personal aesthetic choices are reflected in music and/or performances with teacher direction. Experiences how personal aesthetic choices in music are influenced by culture and history with teacher direction. Examples: — Learns the folk music of various world cultures and examines how the songs were influenced by culture and historical events. — Shares favorite types of music. — Describes a piece of music that is pleasing and why. — Discusses with a partner or group why a piece of music is and/or is not pleasing.

Understands how personal aesthetic choices are reflected in music and/or performances with teacher direction. Explains how personal aesthetic choices are reflected in music and/or performances with teacher direction. Experiences how personal aesthetic choices in music are influenced by culture and history with teacher direction. Examples: — Compares and contrasts Native American music from various tribes such as, Southwest Apache and Northwest Coast Salish. — Shares favorite types of music. — Discusses with a partner or group why a piece of music is and/or is not pleasing.

Understands how personal aesthetic choices are reflected in music and/or performances with teacher direction. Explains how personal aesthetic choices are reflected in music and/or performances with teacher direction. Experiences how personal aesthetic choices in music are influenced by culture and history with teacher direction. Examples: — Examines how the music from each decade of the 20th

Century was influenced by popular culture and historical events, such as the Beetles and their incorporation of Jazz, Blues, Rock and Roll, Rockabilly, Rhythm and Blues (R & B), Folk, Country, Gospel, etc. — Shares favorite types of music. — Discusses with a partner or group why a piece of music is and/or is not pleasing.

Possible Resources

Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/peri ods.php

Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/periods. php


Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/p eriods.php

Websites: http://www.menc.org/lessons http://www.classical.net/music/r ep/periods.php


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Page 27 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.3: Develops personal aesthetic criteria to communicate artistic choices in music.

GLE 6 7/8 9/10 11/12

Develops Aesthetic Criteria

3.3.1 Understands how personal aesthetic choices are reflected in music and/or performances with teacher direction. Explains how personal aesthetic choices in music are influenced by culture and history with teacher direction. Examples: Attends a local museum such as Experience Music Project. Explores the music and styles of multiple genres of music by attending museums, research, reporting, and performing the life stories of the composers and music for class. Creates own concert to portray musical styles and culture throughout history.

Analyzes and evaluates how personal aesthetic choices are reflected in music and/or performances with teacher assistance/guidance. Discusses how personal aesthetic choices in music are influenced by culture and history with teacher assistance/guidance. Examples: Attends a local, regional, or state music museum that portrays country music, jazz, modern, rock and roll, etc., such as Experience Music Project, etc. Explores the music and styles of multiple genres of music by attending museums, research, reporting, and performing the life stories of the composers and music for class. Creates own concert to portray musical styles and culture throughout history.

Analyzes and evaluates how personal aesthetic choices are influenced and reflected in music and/or performances with teacher mentoring, working towards independence. Examines and justifies how personal aesthetic choices are reflected in music and/or performances with teacher assistance/guidance. Examines and discusses how cultural and historical perspectives in music influence personal aesthetic criteria. Categorizes the sequence of the development of musical genres and how they relate to one another. Examples: Attends a local, regional, state, national and/or international music museum that portrays country music, jazz, modern, rock and roll, etc., such as Experience Music Project, Rock and Roll Hall of Fame, Country Music Hall of Fame, International Blue Grass Museum, Mozart’s Museum, etc. Explores the music and styles of multiple genres of music by attending museums, research, reporting, and performing the life stories of the composers and music for class. Creates own concert to portray musical styles and culture throughout history.

Analyzes and evaluates how personal aesthetic choices are influenced and reflected in music and/or performances independently. Critiques and justifies how personal aesthetic choices are reflected in music and/or performances independently. Provides examples of how cultural and historical perspectives in music influence personal aesthetic criteria. Discriminates and differentiates how the various historical time periods influenced musical styles and genres across the centuries to create musical masterpieces. Examples: Watches American Idol and experiences how the contestants perform a piece of music adapted to their own personal choices, which may and/or may not be the same as the composer intended. Plays or sings music originally written in any period that has a repeat without dynamic markings, and interprets and performs the dynamics that are appropriate for the particular musical genre, such as music by Georges Frederick Handel. Demonstrates how a trill is played or sung in the Baroque period versus the Romantic period. Analyzes a piece of classical music and variations, such as Wolfgang Amadeus Mozart’s Ah Vous Derai- Je Maman (Twinkle Twinkle Little Star).

Possible Resources

Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/periods.php




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Page 28 of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. Component 4.1: Demonstrates and analyzes the connections among the arts disciplines.

GL E K 1 2 3 4 5

Connections

4.1.1 Remembers skills, concepts and vocabulary common among the arts disciplines. Explores and discovers music concepts used in multiple arts disciplines. Uses common arts vocabulary when describing artworks. Examples: — Listens to and retells a story, such as The Very Hungry Caterpillar or Brown Bear Brown Bear by Eric Carle using small percussion instruments. — Recalls “Going on a Bear Hunt” and describes how using loud/soft and fast/slow is used in music and speech (theatre). — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Remembers skills, concepts and vocabulary common among the arts disciplines. Explores, identifies and demonstrates common concepts through arts disciplines. Uses common arts vocabulary when describing artworks. Examples: — Tells the story of Under the Willow Tree by Hans Christian Anderson, and improvises the repeated words on the Orff instruments. — Demonstrates ABA (samedifferent-same form when singing, then dancing to “Twinkle, Twinkle Little Star”. — Performs folk dances such as “shoo, Fly” to illustrate form. — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Understands and remembers skills, concepts and vocabulary common among the arts disciplines. Identifies common compositional elements through arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc. Demonstrates how an idea can be presented through various disciplines. Examples: — Performs an elementary musical that integrates a theme such as insects, animals, plants, etc., with dance, music, theatre and visual arts. — Creates a dance using AB form. — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Remembers and applies skills, concepts and vocabulary common among the arts disciplines. Identifies common compositional elements through arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc. Examples: — Identifies common compositional elements through arts disciplines, such as beginning, middle- and thematic developments, ABC motifs. — Performs a multi-cultural winter concert about different holidays from around the world in the native languages, and with cultural and traditional costumes, instruments, music, food, masks, etc. — Discovers the link between dances from around the world, and the music of various countries. — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Understands and applies skills, concepts and vocabulary common among the arts disciplines. Describes skills, concepts and vocabulary common among arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc. Examples: — Performs a Native American program incorporating a visual artwork, cultural dances, storytelling and songs. — Discovers the link between Native American dances and the music of Native American cultures. — Demonstrates age appropriate audience skills in a variety of presentations/performances. — Describes both a piece of music and a piece of visual art using common vocabulary such as tempo, density, color, etc.

Applies and analyzes skills, concepts and vocabulary common among the arts disciplines. Describes skills, concepts and vocabulary common among arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc. Examples: — Presents a Veteran’s Day Assembly incorporating music, slide show, dance, theatre, student generated artwork, and involving the Veteran’s of the community. — Discovers the link between colonial country dances, and the music of colonial America. — Demonstrates age appropriate audience skills in a variety of presentations/performances. — Discusses and categorizes elements of style, and compositional devices that are common across arts disciplines, such as Impressionism, Romanticism, etc.

Possible Resources Websites: http://www.menc.org/lessons Websites:

http://www.menc.org/lessons Websites: http://www.menc.org/lessons Websites: http://www.menc.org/lessons



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Page 29 of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. Component 4.1: Demonstrates and analyzes the connections among the arts disciplines.

GLE 6 7/8 9/10 11/12

Connections

4.1.1 Understands that artworks from different disciplines share common attributes and artistic processes. Reflects upon music processes and compares them to other arts disciplines. Distinguishes arts processes that are unique to each arts discipline. Examples: — Reflects upon the use of musical elements used by an inspirational speaker/actor who incorporate rhythm and expressive elements into their presentation. — Demonstrates age appropriate audience skills in a variety of presentations/performances. — Draws a reflective artwork using the creative process, while listening to a favorite piece of music. — Discusses the communalities in creating a piece of visual and performance artwork. — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Analyzes and applies understanding of how attributes in artworks and/or performances are common among arts disciplines. Reflects upon music processes and compares them to other arts disciplines. Distinguishes arts processes that are unique to each arts discipline. Examples: — Discusses the similarities and differences of Antonia Vivaldi’s The Four Seasons and the paintings of Liu’s Landscapes of the Four Seasons. — Compares and contrasts the artwork Twilight in the Wilderness by Frederic Edwin Church with the band piece Twilight in the Wilderness by Christopher Tucker. — Demonstrates age appropriate audience skills in a variety of presentations/performances.

Analyzes, evaluates and applies understanding of how attributes in artworks and/or performances are common among arts disciplines. Analyzes an arts presentation that integrates two or more arts disciplines. Examines and discusses how art forms interact, in movies, musicals, operas, etc. to enhance the meaning of the storyline. Examples: — Demonstrates age appropriate audience skills in a variety of presentations/performances. — Observes and describes how the various art forms enhance a musical production, such as “South Pacific” and “West Side Story”.

Analyzes, evaluates, and creates arts presentations that integrate multiple arts disciplines. Creates an arts presentation integrating two or more arts disciplines. Critiques arts presentations integrating two or more arts disciplines. Examples: — Participates in various ensembles to perform an expressive piece of music, such as music from the soundtrack of Schindler’s List or Lincoln’s Portrait by Aaron Copeland, with a dance ensemble performing a field show, in uniform/costume, to a selected theme, where the movements create the illusion of visual artwork. — Observes and critiques a visual recording of a performance. — Demonstrates age appropriate audience skills in a variety of presentations/performances. — Constructs a PowerPoint depicting artwork and music clips from a particular time period.


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Page 30 of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.2: Demonstrates and analyzes the connections among the arts and other content areas.

GLE K 1 2 3 4 5

Connections

4.2.1 Remembers skills, concepts and vocabulary common to the arts and other content areas. Explores and recognizes that arts concepts occur in other content areas. Examples: — Sings songs that align to district adopted reading curriculum. — Performs chants that relate to core concepts to aide in memory.

Remembers skills, concepts and vocabulary common to the arts and other content areas. Explores and identifies concepts common to the arts and other areas. Examples: — Connects the concepts of pattern in math and form in music.

Remembers and understands skills, concepts and vocabulary common to the arts and other content areas. Identifies concepts common to the arts and other areas. Examples: — Discusses that music notation aligns with math for rhythm. — Understands that reading literature and music notation both move from left to right.

Remembers and understands skills, concepts and vocabulary common to the arts and other content areas. Applies arts knowledge and skills to reinforce learning in other content areas. Examples: — Explores the science of sound and sound waves. — Role plays characters throughout history, by reporting about, performing and/or sharing musical compositions, composers, etc.

Understands and applies skills, concepts and vocabulary common to the arts and other content areas. Discusses steps of processes common to the arts and other content areas. Examples: — Describes how the process of writing a poem is similar to composing a song. — Explores how inquiry in music is similar to inquiry in science.

Applies and analyzes skills, concepts and vocabulary common to the arts and other content areas. Discusses skills, concepts and common vocabulary to the arts and other content areas. Examples: — Describes how fractions correlate to music notation. — Writes musical notation and demonstrates an understanding of how musical notation and fractions correlate with math.

Possible Resources

Multiple CDS and colored sound waves on the computer. Musical Instruments and sound waves for high and low, large and small instruments, such as Orff, rhythm, brass, woodwinds, strings, piano, percussion, etc. Meet the Soundtrack segment from Fantasia. Websites: http://www.menc.org/lessons


Web Multiple CDS and colored sound waves on the computer. Musical Instruments and sound waves for high and low, large and small instruments, such as Orff, rhythm, brass, woodwinds, strings, piano, percussion, etc. Meet the Soundtrack segment from Fantasia. sites: http://www.menc.org/lessons




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Page 31 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj

EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.2: Demonstrates and analyzes the connections among the arts and other content areas.

GL E 6 7/8 9/10 11/12

Connections

4.2.1 Analyzes and evaluates relationships between the arts and other content areas. Determines how arts concepts occur in other content areas. Examples: Examines how creative problem solving in the arts can be transferred to math, science and writing.

Analyzes and evaluates relationships between the arts and other content areas. Examines the relationship between the arts and other content areas. Determines how arts concepts occur in other content areas. Examples: Describes the similarities between the scientific method (question, research, hypothesis, experiment, draw conclusions, report results) and the creative process in the arts (see 2.1).

Analyzes and evaluates and applies understanding of how arts attributes are used in other content areas. Analyzes an arts presentation that uses arts and other content areas. Produces an arts presentation integrating other content areas with teacher assistance/guidance. Examples: — Describes how the process of writing a short essay and/or story is similar to composing a song, such as a ballad, a folk song, etc. Describes the similarities between the scientific method (question, research, hypothesis, experiment, draw conclusions, report results) and the creative process in the arts (see 2.1).

Analyzes, evaluates, and creates presentations that integrate the arts with other content areas. Creates an arts presentation integrating the arts with another content area. Analyzes the connections between the arts and other content areas in artworks. Analyzes and critiques an arts presentation that uses arts and other content areas. Examples: Creates presentations for senior projects, e –folios, websites, IB and AP portfolios that utilize the connections within and across the arts to other disciplines, life, cultures, and work. Analyzes and demonstrates how the themes and stories depicted in operas, live theatre performances, ballet, musical theatre, performed poetry, electronic and mixed media performances connect to personal life stories. Combines literary, theatrical, musical, visual arts and dance in combined projections, such as: Championship Wrestling (1985), based on an essay by Roland Barthes. Observes a performance of Mark Morris’s L'Allegro, il Penseroso ed il Moderato , and analyzes how George Frederick Handel’s composition, John Milton’s poetry, and William Blake’s watercolor artworks are integrated into a unified performance. (The piece includes: a musical oratorio composed by George Frederick Handel in 1740, L'Allegro, il Penseroso ed il Moderato, set to a libretto constructed from John Milton’s poems, “L’Allegro” and “Il Penseroso,” written in 1631. In 1796, artist William Blake painted 12 watercolors to depict Milton’s poems. The pictures are depicted in the choreography of Morris. Examines theatre and visual arts as they progress through the eras, such as how classical theatre reflects the form of visual arts from the same era.


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Page 32 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj

EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) , to other disciplines, life, cultures and work. Component: 4.3 Understands how the arts impact and reflect lifelong choices.

GLE K 1 2 3 4 5

Connections

4.3.1 Remembers how the arts impact personal choices. Recognizes examples of music in the classroom. Examples: — Recognizes songs sung at school, home, and in the community.

Remembers how the arts impact personal and school choices. Identifies how music impacts home and family choices. Describes a specific piece of music from home and family. Recognizes examples of music in the classroom and school. Examples: — Celebrations of traditional holidays, events, traditions, etc. — Shares a piece of music from home with the class describing two musical elements from the piece, such as dynamics and tempo.

Understands how the arts impact personal, school and community choices. Identifies and compares examples of musical works, activities and events in the community. Examples: — Describes a music event in the community. — Identifies and compares examples of music activities in the community.

Understands how the arts impact personal and community choices. Identifies how the arts impact choices of activities outside of school. Examples: — Describes a music event in the community. — Identifies and compares examples of music activities in the community.

Applies understanding of how the arts impact personal, school and community choices. Speculates and analyzes how music impacts consumer choices. Examples: — Guesses and predicts about the importance of music in all aspects of life.

Analyzes how the arts impact personal and community choices. Examines and responds to how the arts impact personal and community choices. Examples: — Guesses, predicts, and demonstrates about the importance of music in all aspects of life.

Possible Resources







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Page 33 of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component: 4.3 Understands how the arts impact and reflect lifelong choices.

GL E 6 7/8 9/10 11/12

Connections

4.3.1 Analyzes and evaluates how the arts impact local, economic, political, and environmental choices. Examines how the arts impact choices in society. Reflects about how the arts impact personal and group choices. Examples: — Guesses, predicts and demonstrates about the importance of music in all aspects of life. — Demonstrates how their instrument choice is impacting personal choices.

Analyzes and evaluates how the arts impact state economic, political, and environmental choices. Examines how the arts impact choices in society. Reflects about how the arts impact personal and group choices. Examples: — Guesses, predicts, and demonstrates about the importance of music in all aspects of life. — Discusses why ensemble music for a community performance was chosen.

Analyzes and evaluates how the arts impact national economic, political, and environmental choices. Determines how music impacts environmental choices in a community and/or society. Examples: — Guesses, predicts and demonstrates about the importance of music in all aspects of life. — Selects music for an ensemble performing in a community concert.

Analyzes and evaluates the role of the artist and the impact of the arts on global economic, political, and environmental choices. Researches and justifies how music impacts future personal choices. Analyzes how the arts impact lifelong choices. Examples: — Guesses, predicts and demonstrates about the importance of music in all aspects of life. — Selects music for a solo in a community performance.


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Page 34 of 38

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) , to other disciplines, life, cultures and work. Component 4.4: Understands how the arts influence and reflect cultures/civilization, place and time.

GL E K 1 2 3 4 5

Connections

4.4.1 Remembers specific attributes of artworks that reflect culture and history. Recognizes songs from various cultures. Examples: — Moves to and sings simple songs from various cultures. — Explores and plays instruments from various cultures — Learns that music represents and celebrates all people, cultures, traditions.

Remembers specific attributes of artworks that reflect culture and history Describes a specific piece of music from a culture. Examples: — Views a cultural event, such as a Potlatch, and describes the music that was heard. — Learns that music represents and celebrates all people, cultures, traditions.

Remembers specific attributes of artworks that reflect culture and history. Describes and explores specific pieces of cultural music in the community. Examples: — Views a cultural event, such as a Luau, and describes the music that was heard. — Learns that music represents and celebrates all people, cultures, traditions.

Understands specific attributes of artworks that reflect culture and history. Recognizes and describes how music reflects culture. Examples: — Examines the cultures and music from several different places, and describes how the music reflects the culture of each place.

Understands specific attributes of artworks that reflect culture and history. Examines general attributes of music from a specific culture. Examples: — Examines the cultures of several Island countries, such as the Philippines, Caribbean and Australia, and describes how the music reflects the culture of each place. — Learns that music represents and celebrates all people, cultures, traditions.

Analyzes and applies understanding of how specific attributes of artworks reflect culture and history. Examines specific attributes of music that reflect culture. Examples: — Examines and describes the attributes of music that reflect culture in West African music. — Explores how geography and culture contributed to the development of South East Asian music. — Recognizes characteristics of music from different time periods in western music and how these characteristics are representational of that time period. — Learns that music represents and celebrates all people, cultures, traditions.

Possible Resources

Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/ periods.php

Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/pe riods.php





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Page 35 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.4: Understands how the arts influence and reflect cultures/civilization, place and time.

GL E 6 7/8 9/10 11/12

Connections

4.4.1 Applies understanding of how specific attributes of artworks reflect and/or influence culture and history. Identifies specific attributes of music that reflect culture and history. Examples: — Develops a concert program that ties into state recognized holidays, such as Veteran’s Day and Martin Luther King Day. — Listens to music, such as the Tales of Hoffman by Jacques Offenbach and identifies the instruments that portray the motifs in the song as they are introduced.

Analyzes and applies understanding of how specific attributes of artworks reflect and influence culture and history. Examines specific attributes of music that reflect culture and history. Compares specific attributes of music from different time periods. Compares specific attributes of music from different cultures during the same time periods. Examples: — Chooses an era or subject and combines visual art with music that correlates to the visual images, such as a computer presentation using images by Vincent Van Gogh, accompanied by the music and the lyrics of composer/songwriter and lyricist Don McLean’s song Starry, Starry Night. — Creates a computer presentation of student artworks accompanied by student compositions. — Listens, performs, and discusses the historical and political impact and purpose of the song, Abraham, Martin, and John, composed by Dick Holler.

Analyzes and evaluates how the arts reflect and influence culture, place and history. Determines and interprets specific attributes of music that shape culture and/or history. Selects and compares specific pieces of music that have shaped cultures or history. Compares specific attributes of music from different time periods. Examples: Discusses how the composition, instruments, orchestration, and musical elements effectively portray the purpose of Peter Tchaikovsky‘s (1840-1893) 1812 Overture, written in 1880, to commemorate the defense of Moscow against Napoleon’s advancing grande armée and the Battle of Borodino in 1812. Discusses how the expressive elements used in the late Romantic period (ie. Pines of Rome) are different from the Baroque period.

Analyzes and evaluates how the arts reflect and influence culture, place and history. Critiques, interprets and evaluates how a musical work can shape and reflect culture and history over time. Determines how specific pieces of music have shaped or reflected culture and history. Researches specific musical works that have shaped cultures or history. Compares and contrasts specific attributes of music from different time periods. Examples: Provides examples of how life experience, inspiration, competition, and deadlines impact the creative process of the composer, performer and responder, such as Rhapsody in Blue by George Gershwin. Researches Rhapsody in Blue by George Gershwin to determine its influence on American culture.

Possible Resources


Vincent Van Gogh’s Starry, Starry Night (PPT) Websites: http://www.menc.org/lessons http://www.classical.net/music/rep/periods.php



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Page 36 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.5: Understands how arts knowledge and skills are used in the world of work, including careers in the arts.

GLE

K 1 2 3 4 5

Connections

4.5.1

Remembers how arts knowledge, skills, and work habits are used in the world of work, including careers in the arts. Explores and practices work habits needed to create music. Shares and demonstrates different arts careers (in music) and work habits through creative dramatics. Examples: — Dramatizes conducting while listening to music.

Remembers and understands how arts knowledge, skills, and work habits are used in the world of work, including careers in the arts. Explores and practices work habits needed to create music. Shares and demonstrates different arts careers (in music) and work habits through creative dramatics. Examples: — Dramatizes conducting while other students sing a song.

Understands and applies how arts knowledge, skills, and work habits are used in the world of work, including careers in the arts. Identifies goals and practices meeting deadlines to complete work. Explores and defines various careers in music. Examples: — Creates a poster with various music careers.

Understands how arts knowledge, skills, and work habits are used in the world of work, including careers in the arts. Identifies goals and practices meeting deadlines to complete work. Examples: — Creates an instrument to explore the musical career of instrument making.

Applies understanding of how arts knowledge, skills, and work habits are needed and used in the world of work including careers in the arts. Identifies and defines career roles and how musical skills and work habits are used in the world of work. Defines goals and practices meeting deadlines to complete work. Examples: — Examines a want ad section in a newspaper and identifies listings for music careers.

Applies understanding of how arts knowledge, skills, and work habits are needed and used in the world of work including careers in the arts. Identifies and defines career roles and how musical skills and work habits are used in the world of work. Demonstrates and reflects upon the arts skills used in the world of work. Defines goals and practices meeting deadlines to complete work. Examples: — Defines music work habits, and discusses how it applies to the world of work.

Possible Resources

Websites: http://www.menc.org/lessons http://www.menc.org/careers/view/careercenter-career-glossary





Websites: http://www.menc.org/lesson s http://www.menc.org/care ers/view/career-centercareer-glossary

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Page 37 of 38 Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component: 4.5 Understands how arts

knowledge and skills are used in the world of work, including careers in the arts. GL E 6 7/8 9/10 11/12

Connections

4.5.1 Analyzes and applies understanding of how arts knowledge, skills, and work habits are needed and used in the world of work, including careers in the arts. Examines and describes how musical knowledge, skills, and work habits are needed and used in the world of work. Identifies jobs and specific skills for music careers. Defines goals and practices meeting deadlines to complete work. Examples: Creates a presentation identifying careers in music. Discusses work habits that are used in music class and how they are used in the world of work.

Analyzes and applies understanding of how arts knowledge, skills, and work habits are needed and used in the world of work, including careers in the arts. Examines and describes how musical knowledge, skills and work habits are needed and used in the world of work. Describes work habits and skills needed for careers in music. Examples: Explains and discusses which work habits and skills are needed in music careers such as Conducting, or Instrument Repair.

Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work, including careers in the arts. Examines and compares careers in music. Determines how musical knowledge and skills are used in the world of work. Defines goals and practices meeting deadlines to complete work. Demonstrates safety habits, skills, standards, and expectations needed to be successful in the workplace. Examples: Designs an educational plan that includes a lifetime of music as an avocation. Develops career plans that include the arts. Attends a music career fair, and compares/contrasts various music careers

Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work, including careers in the arts. Researches careers in music and practices appropriate work habits and skills. Interprets how music knowledge and skills influence the world of work. Organizes and meets deadlines to complete work. Demonstrates safety habits, skills, standards, and expectations needed to be successful in the workplace. Examples: Presents Senior Project presentations regarding music careers and/or projects.

Possible Resources

Websites: http://www.menc.org/lessons http://www.menc.org/careers/view/career-centercareer-glossary

Websites: http://www.menc.org/lessons http://www.menc.org/careers/view/career-center-careerglossary



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