reproductions supplied by edrs are the best that can be ... · accompaniments; (4) students will...
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TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
SO 033 725
Connecticut Music Trace Map for Grades 6 and 8. Revised.Connecticut State Board of Education, Hartford.1999-00-0047p.; For related trace maps, see SO 033 722-726.Bureau of Curriculum and Instruction, Connecticut StateDepartment of Education, 165 Capitol Avenue, P.O. Box 2219,Hartford, CT 06145. Tel: 860-713-6746. For full text:http://www.state.ct.us/sde/dtl/curriculum/tracemps/music/tmus24.PDF.Legal/Legislative/Regulatory Materials (090)MF01/PCO2 Plus Postage.*Academic Standards; Curriculum Development; Grade 6; Grade8; Intermediate Grades; Junior High Schools; LearningActivities; *Music; *Music Activities; *Music Education;Public Schools; *State Standards; Student EducationalObjectives; Student EvaluationConnecticut
These Connecticut Curriculum Trace Maps for music aredesigned to help curriculum developers and teachers translate Connecticut'sK-12 performance standards into objectives and classroom practices. TraceMaps provide specific descriptions of what students should know and be ableto do at smaller grade level clusters. Elements in the Trace Maps aredesigned to lead students to attain the Connecticut standards for eachdiscipline. Connecticut's music Trace Maps present examples of assessableactivities for grades 2, 4, 6, 8, 10, and 12 based on the ConnecticutStandards. A code appears at the end of each music activity to indicate whichcontent and performance standards might be assessed through that activity.Content standards addressed in these music Trace Maps for grades 6 and 8 are:(1) students will sing, alone and with others, a varied repertoire of songs;(2) students will play, alone and with others, a varied repertoire ofinstrumental music; (3) students will improvise melodies, variations, andaccompaniments; (4) students will compose and arrange music; (5) studentswill read and notate music; (6) students will listen to, describe, andanalyze music; (7) students will evaluate music and music performance; (8)
students will make connections between music, other disciplines, and dailylife; and (9) students will understand music in relation to history andculture. (BT)
Reproductions supplied by EDRS are the best that can be madefrom the ofi inal document.
STA
TE
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
N
Div
isio
n of
Tea
chin
g an
d L
em-K
ing
Dr.
Bet
ty J
. Ste
rnbe
rg, A
ssoc
iate
Com
mis
sion
er
Con
nect
icut
Mus
ic T
race
Map
kr)
Cr)
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
Cr)
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
For
Gra
des
6 an
d 8
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)fir
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.
1:3
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
The
Con
nect
icut
Cur
ricul
um T
race
Map
s ar
e de
sign
ed to
hel
p cu
rric
ulum
dev
elop
ers
and
teac
hers
tran
slat
e C
onne
ctic
ut's
K-1
2 H
isto
ry a
nd S
ocia
l Stu
dies
perf
orm
ance
sta
ndar
ds in
to o
bjec
tives
and
cla
ssro
om p
ract
ice.
The
Tra
ce M
aps
prov
ide
mor
e sp
ecifi
c de
scrip
tion
of w
hat s
tude
nts
shou
ld k
now
and
be
able
to d
oat
sm
alle
r gr
ade
leve
l clu
ster
s. T
he e
lem
ents
in th
e T
race
Map
s ar
e de
sign
ed to
lead
stu
dent
s to
war
d th
e at
tain
men
t of C
onne
ctic
ut's
sta
ndar
ds in
each
dis
cipl
ine.
The
Tra
ce M
aps
wer
e cr
eate
d by
team
s of
Con
nect
icut
his
tory
/soc
ial s
tudi
es e
duca
tion
educ
ator
s th
roug
h fu
ndin
g pr
ovid
ed u
nder
the
Con
nect
icut
Sch
ool
Impr
ovem
ent I
nitia
tive,
Goa
ls 2
000.
Rev
ised
: Apr
il 11
, 199
9
For
furt
her
info
rmat
ion:
Sco
tt S
hule
r, C
onsu
ltant
Art
sB
urea
u of
Cur
ricul
um a
nd In
stru
ctio
nC
onne
ctic
ut S
tate
Dep
artm
ent o
f Edu
catio
n16
5 C
apito
l Ave
nue
P.O
. Box
221
9H
artfo
rd, C
T 0
6145
,
Tel
epho
ne: (
860)
713
-674
6
E-m
ail:
scot
t.shu
lere
po.s
tate
.d.u
s
Con
nect
icut
Mus
ic T
race
Map
*fo
r G
rade
s 6
and
8
Last
Rev
ised
Apr
il 11
, 199
9
* C
onne
ctic
ut's
trac
e m
aps
pres
ent e
xam
ples
of a
sses
sabl
e ac
tiviti
esfo
r G
rade
s 2,
4, 6
, 8, 1
0, 1
2 ba
sed
on th
e C
onne
ctic
ut S
tand
ards
Not
e: A
cod
e ap
pear
s at
the
end
of e
ach
mus
ic a
ctiv
ity to
indi
cate
whi
ch c
onte
nt a
nd p
erfo
rman
ce s
tand
ards
mig
ht b
e as
sess
edth
roug
h th
at a
ctiv
ity.
7
Con
tent
Sta
ndar
d 1
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 1:
Stud
ents
will
sin
g, a
lone
and
with
oth
ers,
a v
arie
d re
pert
oire
of
song
s.
Per
form
ance
Sta
ndar
ds:
a. s
ing
accu
rate
ly a
nd w
ith g
ood
brea
th c
ontr
ol th
roug
hout
thei
r si
ngin
g ra
nges
, alo
ne a
nd in
sm
all a
nd la
rge
ense
mbl
esb.
sin
g w
ith e
xpre
ssio
n an
d te
chni
cal a
ccur
acy
a re
pert
oire
of
voca
l lite
ratu
re w
ith a
dif
ficu
lty le
vel o
f 2,
on
a sc
ale
of 1
-6, i
nclu
ding
som
e so
ngs
perf
orm
ed f
rom
mem
ory
c. s
ing
mus
ic r
epre
sent
ing
dive
rse
genr
es a
nd c
ultu
res,
with
exp
ress
ion
appr
opri
ate
for
the
wor
k be
ing
perf
orm
edd.
sin
g m
usic
wri
tten
in tw
o an
d th
ree
part
se.
sin
g in
gro
ups,
ble
ndin
g vo
cal t
imbr
es, m
atch
ing
dyna
mic
leve
ls, r
espo
ndin
g to
the
cues
of
a co
nduc
tor
f. (
cont
inue
s fr
om p
revi
ous
leve
l) s
ing
in g
roup
s, b
lend
ing
voca
l tim
bres
, mac
hini
ng d
ynam
ic le
vels
, and
res
pond
ing
to th
e cu
es o
f a
cond
ucto
rSt
uden
ts w
ho p
artic
ipat
e in
a c
hora
l ens
embl
e or
cla
ss w
ill, i
n ad
ditio
n, s
ing
with
exp
ress
ion
and
tech
nica
l acc
urac
y a
vari
ed r
eper
toir
eof
voc
al li
tera
ture
with
a d
iffi
culty
leve
l of
3, o
n a
scal
e of
1-6
, inc
ludi
ng s
ome
song
s pe
rfor
med
fro
m m
emor
y
Gra
de 6
Gra
de 8
Gen
eral
Stud
ents
sin
g th
e m
elod
y an
d th
e ha
rmon
ic p
art o
f pi
eces
of
two-
part
liter
atur
e w
ith a
dif
ficu
lty le
vel o
f 1
repr
esen
ting
at le
ast t
hree
dive
rse
genr
es a
nd c
ultu
res:
1) a
lone
2) a
s a
two
part
due
t3)
in a
larg
e en
sem
ble
At l
east
one
son
g sh
ould
be
sung
fro
m m
emor
y.St
uden
ts s
ing
with
acc
urac
y an
d ex
pres
sion
whi
le r
espo
ndin
g to
the
cues
of
a co
nduc
tor.
Stan
dard
1 a
, b, c
, d, e
Cho
rus
Gen
eral
Stud
ents
sin
g th
e m
elod
y an
d th
e ha
rmon
ic p
art o
n pi
eces
of
two-
or
thre
e-pa
rt li
tera
ture
with
a d
iffi
culty
leve
l of
2 re
pres
entin
g at
leas
t thr
eedi
vers
e ge
nres
and
cul
ture
s:1)
alo
ne2)
as
a tw
o pa
rt d
uet
3) in
a la
rge
ense
mbl
eA
t lea
st o
ne s
ong
shou
ld b
e su
ng f
rom
mem
ory.
Stud
ents
sin
g w
ith a
ccur
acy
and
expr
essi
on w
hile
res
pond
ing
to th
e cu
esof
a c
ondu
ctor
.St
anda
rd 1
a, b
, c, d
, e
Cho
rus
9
Con
tent
Sta
ndar
d 1
Mus
icG
rade
s 6
and
8
Cho
rus
stud
ents
sin
g tw
o- a
nd th
ree-
part
mus
ic w
ith a
dif
ficu
lty le
vel
of 2
, inc
ludi
ng s
ome
song
s fr
om m
emor
y, a
lone
and
in s
mal
l and
larg
e en
sem
bles
. Stu
dent
s si
ng w
ith e
xpre
ssio
n an
d te
chni
cal
accu
racy
, and
with
goo
d br
eath
con
trol
thro
ugho
ut th
eir
sin
Stan
dard
1 a
, b, c
, d, e
Ban
d/O
rche
stra
Dur
ing
the
daily
reh
ears
al, b
and/
orch
estr
a st
uden
ts s
ing
alon
e an
dw
ith th
e en
sem
ble
a m
elod
ic p
assa
ge f
rom
thei
r m
usic
that
rep
rese
nts
dive
rse
genr
es a
nd c
ultu
res,
with
a d
iffi
culty
leve
l of
1:1)
a m
ain
them
e2)
a h
arm
ony
part
Stan
dard
1 a
, c, d
, e,
Ban
d/O
rche
stra
stu
dent
s si
ng o
ne p
atri
otic
son
g w
ith a
ppro
pria
tedy
nam
ics,
phr
asin
g an
d in
terp
reta
tion.
Stan
dard
1 b
Cho
rus
stud
ents
sin
g a
vari
ed r
eper
toir
e of
two-
and
thre
e-pa
rt v
ocal
liter
atur
e w
ith a
dif
ficu
lty le
vel o
f 3,
incl
udin
g so
me
song
s fr
om m
emor
y,al
one
and
in s
mal
l and
larg
e en
sem
bles
. Stu
dent
s si
ng w
ith e
xpre
ssio
nan
d te
chni
cal a
ccur
acy,
and
with
goo
d b
Stan
dard
1 a
,b,c
, d, e
Ban
d/O
rche
stra
Dur
ing
the
band
/orc
hest
ra r
ehea
rsal
, stu
dent
s si
ng a
lone
and
with
the
ense
mbl
e a
mel
odic
pas
sage
fro
m th
eir
mus
ic th
at r
epre
sent
s di
vers
ege
nres
and
cul
ture
s, w
ith a
dif
ficu
lty le
vel o
f 2:
1) a
mai
n th
eme
2) a
har
mon
y pa
rt3)
res
pond
ing
to th
e cu
es o
f a
cond
ucto
rSt
anda
rd 1
a, c
, d, e
Ban
d/O
rche
stra
stu
dent
s si
ng a
lone
at l
east
one
fol
k so
ng f
rom
mem
ory
with
goo
d br
eath
con
trol
on
a le
vel o
f 2.
Stan
dard
1 a
, b
1 1
12
Con
tent
Sta
ndar
d 2
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 2:
Stud
ents
will
pla
y, a
lone
and
with
oth
ers,
a v
arie
d re
pert
oire
of
inst
rum
enta
l mus
ic
Per
form
ance
Sta
ndar
ds:
a. p
erfo
rm o
n at
leas
t one
inst
rum
ent a
ccur
atel
y an
d in
depe
nden
tly, a
lone
and
in s
mal
l and
larg
e en
sem
bles
, with
goo
d po
stur
e, g
ood
play
ing
posi
tion
and
good
bre
ath,
bow
or
stic
k co
ntro
lb.
per
form
with
exp
ress
ion
and
tech
nica
l acc
urac
y on
at l
east
one
str
ing,
win
d, p
ercu
ssio
n or
cla
ssro
om in
stru
men
t a r
eper
toir
e of
inst
rum
ent l
itera
ture
with
a d
iffi
culty
leve
l of
2, o
n a
scal
e of
1-6
c. p
erfo
rm m
usic
rep
rese
ntin
g di
vers
e ge
nres
and
cul
ture
s, w
ith e
xpre
ssio
n ap
prop
riat
e fo
r th
e w
ork
bein
g pe
rfor
med
d. p
lay
by e
ar s
impl
e m
elod
ies
on a
mel
odic
inst
rum
ent a
nd s
impl
e ac
com
pani
men
ts o
n a
harm
onic
inst
rum
ent
e. (
cont
inue
s fr
om p
revi
ous
leve
l) p
erfo
rm in
gro
ups,
ble
ndin
g in
stru
men
tal t
imbr
es, m
atch
ing
dyna
mic
leve
ls, a
nd r
espo
ndin
g to
the
cues
of
a co
nduc
tor
f. (
cont
inue
s fr
om p
revi
ous
leve
l) p
erfo
rm in
depe
nden
t ins
trum
enta
l par
ts w
hile
oth
er s
tude
nts
sing
or
play
con
tras
ting
part
s
Stud
ents
who
par
ticip
ate
in a
n in
stru
men
tal e
nsem
ble
or c
lass
will
, in
addi
tion,
per
form
with
exp
ress
ion
and
tech
nica
l acc
urac
y a
vari
ed r
eper
toir
e of
inst
rum
enta
l lite
ratu
re w
ith a
dif
ficu
lty le
vel o
f 3
on a
sca
le o
f 1-
6, in
clud
ing
som
e so
los
perf
orm
ed f
rom
mem
ory
Gra
de 6
Gra
de 8
Gen
eral
/Cho
rus
Gen
eral
/Cho
rus
Stud
ents
per
form
a c
ompl
ex 2
-3 v
oice
d os
tinat
o w
hile
the
clas
sSt
uden
ts s
ing
a si
mpl
e so
ng a
nd a
ccom
pany
them
selv
es w
ith a
sim
ple
sing
s.ha
rmon
ic a
ccom
pani
men
t.St
anda
rd 2
fSt
anda
rd 2
a, d
In p
artn
ers,
stu
dent
s pl
ay a
sim
ple
duet
suc
h as
Cho
pstic
ks.
In s
mal
l gro
ups,
stu
dent
s ta
ke tu
rns
play
ing
an a
ccom
pani
men
t or
sing
ing
the
mel
ody.
Stan
dard
2 f
Stan
dard
2 a
, d, f
Giv
en a
sta
rtin
g pi
tch
stud
ents
pla
y a
mel
ody
by e
ar.
In g
roup
s of
two,
stu
dent
s ta
ke tu
rns
play
ing
a si
mpl
e m
elod
y su
ch a
s"J
ingl
e B
ells
" by
ear
whi
le th
e se
cond
stu
dent
pla
ys a
n ac
com
pani
men
t.C
48
Stan
dard
2 d
Stan
dard
2 d
, f
13
14
Con
tent
Sta
ndar
d 2
Mus
icG
rade
s 6
and
8G
iven
a m
elod
y st
uden
ts d
ecid
e w
here
cho
rd c
hang
es s
houl
d oc
cur
and
perf
orm
them
on
a ch
orda
l ins
trum
ent s
uch
as a
gui
tar
orau
toha
rp.
Stan
dard
2 d
Stud
ents
rea
d fr
om tr
aditi
onal
not
atio
n an
d ac
cura
tely
per
form
ale
vel 1
mel
ody
usin
g go
od p
layi
ng p
ositi
on, a
lone
and
in a
sm
all
grou
p.St
anda
rd 2
a, b
Stud
ents
pla
y a
step
-wis
e m
elod
y by
ear
(ex
. "O
de to
Joy
", "
Lea
n O
nM
e", "
Hot
Cro
ss B
uns"
). S
tude
nts
late
r ad
d a
chor
dal
acco
mpa
nim
ent.
Stan
dard
2 d
Stud
ents
sel
ect i
nstr
umen
ts to
acc
ompa
ny e
nsem
ble
liter
atur
e fo
rw
hich
they
cre
ate
and
perf
orm
exp
ress
ive
mus
ic th
at is
sty
listic
ally
appr
opri
ate
for
the
cultu
re r
epre
sent
ed in
the
mus
ic.
Stan
dard
2 c
Stud
ents
exp
ress
ivel
y pe
rfor
m m
usic
of
dive
rse
genr
es a
nd c
ultu
res
with
a di
ffic
ulty
leve
l of
2.
Stan
dard
2 c
, b
Ban
d/O
rche
stra
:B
and/
Orc
hest
ra
Stud
ents
inde
pend
ently
per
form
a le
vel 2
sol
o pi
ece
with
exp
ress
ion
Thr
ee s
tude
nts,
on
diff
eren
t par
ts, p
erfo
rm 8
mea
sure
s fr
om th
eir
and
tech
nica
l acc
urac
y, u
sing
goo
d po
stur
e an
d pl
ayin
g po
sitio
n,ba
nd/o
rche
stra
mus
ic w
ith e
xpre
ssio
n an
d te
chni
cal a
ccur
acy.
Stan
dard
2 a
, bSt
anda
rd 2
a, f
Ens
embl
e m
usic
per
form
ed r
epre
sent
s di
vers
e ge
nres
and
cul
ture
san
d is
per
form
ed b
lend
ing
inst
rum
enta
l tim
bres
, mat
chin
g dy
nam
icle
vels
and
by
resp
ondi
ng to
cue
s of
a c
ondu
ctor
.St
anda
rd 2
c, e
Stud
ents
pla
y by
ear
a w
ell k
now
n m
elod
y, (
i.e. p
op, T
V th
eme
orjin
gle.
)
Stan
dard
2 d
Stud
ents
pla
y fi
ve s
impl
e m
elod
ies
by e
ar.
Stud
ents
pla
y an
inst
rum
ent i
n a
perf
orm
ing
ense
mbl
e at
a g
rade
3di
ffic
ulty
leve
l, m
usic
fro
m d
iver
se c
ultu
res
and
genr
es.
15
Con
tent
Sta
ndar
d 2
Stan
dard
2 d
16
Mus
ic Stan
dard
2 b
, c
Gra
des
6 an
d 8
17
Con
tent
Sta
ndar
d 3
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 3:
Stud
ents
will
impr
ovis
e m
elod
ies,
var
iatio
ns a
nd a
ccom
pani
men
ts
Per
form
ance
Sta
ndar
ds:
a. I
mpr
ovis
e si
mpl
e ha
rmon
ic a
ccom
pani
men
tsb.
Im
prov
ise
mel
odic
em
belli
shm
ents
and
sim
ple
rhyt
hmic
and
mel
odic
var
iatio
ns o
n gi
ven
pent
aton
ic m
elod
ies
and
mel
odie
s in
maj
or k
eys
c. I
mpr
ovis
e sh
ort m
elod
ies,
una
ccom
pani
ed a
nd o
ver
give
n rh
ythm
ic a
ccom
pani
men
ts, e
ach
in a
con
sist
ent s
tyle
, met
er a
nd to
nalit
y.
Gra
de 6
Stud
ents
impr
ovis
e va
riat
ions
on
a m
ajor
mel
ody
with
a s
impl
eSt
anda
rd 3
b
Stud
ents
exp
erim
ent w
ith s
cat s
ingi
ng (
voca
l im
prov
isat
ions
) by
imita
ting
the
teac
her
or r
ecor
ding
s. S
tude
nts
firs
t ech
o ph
rase
s ov
era
blue
s pr
ogre
ssio
n, n
ext t
hey
subs
titut
e th
eir
own
sylla
bles
, the
nal
ter
the
phra
ses,
and
fm
ally
beg
in to
impr
ovis
e th
Stan
dard
3 b
Stud
ents
res
pond
to th
e pe
rfor
man
ce o
f a
shor
t mel
ody
by s
ingi
ng a
new
ver
sion
of
the
mel
ody
with
an
alte
red
endi
ng.
Stan
dard
3 b
Stud
ents
are
div
ided
into
2 p
arts
. Par
t 1 is
ass
igne
d th
e pi
tche
s do
and
sol.
Part
2 is
ass
igne
d pi
tche
s do
and
ti. S
tude
nts
perf
orm
thei
ras
sign
ed n
otes
to v
ocal
ly a
ccom
pany
a s
ong
with
the
func
tions
of
toni
c an
d do
min
ant s
uch
as "
Mar
y H
ad a
Litt
le L
amSt
anda
rd 3
a, b
8
Gra
de 8
Stud
ent i
mpr
ovis
es, u
sing
mos
tly c
hord
al to
nes
with
a s
tead
y be
at, a
Stan
dard
3 c
, b
Aft
er li
sten
ing
to a
and
sin
ging
with
acc
ompa
nim
ent,
the
mel
ody
of a
sim
ple
song
(i.e
., 3
chor
d m
ajor
or
min
or f
olk
song
), th
e m
elod
y is
rem
oved
and
stu
dent
s im
prov
ise
a ne
w m
elod
y ov
er th
e re
mai
ning
cho
rdpr
ogre
ssio
n, f
irst
usi
ng m
ostly
cho
rdal
tone
s in
Stan
dard
3 b
Stud
ent i
mpr
ovis
es a
bas
s lin
e to
a s
impl
e m
elod
y su
ch a
s "J
ingl
e B
ells
"or
"Pa
cheb
el's
Can
non.
"St
anda
rd 3
a
Stud
ents
impr
ovis
e a
vari
atio
n to
a f
olk
song
cha
ngin
g th
ree
mus
ical
elem
ents
. (e.
g. p
itch,
tem
po, d
ynam
ics)
Stan
dard
3 b
Ban
Con
tent
Sta
ndar
d 3
Mus
icG
rade
s 6
and
8
Stud
ent i
mpr
ovis
es a
new
mel
ody
and
coun
ter
mel
ody
over
the
harm
onic
pro
gres
sion
of
a tu
ne w
hose
har
mon
ic p
rogr
essi
on in
clud
esI,
V,I
V in
maj
or. (
i.e. "
Lon
g L
ong
Ago
") I
mpr
ovis
e a
mel
ody
in th
ere
lativ
e m
inor
key
for
the
sam
e ch
ord
prog
ress
ion.
Stu
dent
o
Stan
dard
3 c
Giv
en a
har
mon
izin
g in
stru
men
t (i.e
. key
boar
d, a
utoh
arp,
gui
tar)
and
a tw
o-ch
ord
maj
or m
elod
y, (
i.e. I
, V. I
) st
uden
tsde
term
ine
whe
n to
chan
ge c
hord
s to
fit
the
mus
ic.
Stan
dard
3 a
Ban
d/O
rche
stra
Ban
d/O
rche
stra
Stud
ents
impr
ovis
e a
harm
ony
part
of
a si
mpl
e fa
mili
ar tu
ne o
n an
Giv
en a
thre
e ch
ord
mel
ody,
stu
dent
s im
prov
ise
a ha
rmon
ic
Orf
f in
stru
men
t,ac
com
pani
men
t tha
t inc
lude
s rh
ythm
ic v
aria
tion
and
accu
rate
cho
rd
chan
ges.
Stan
dard
3 a
Stan
dard
3 a
Stud
ents
impr
ovis
e a
desc
ant o
r ba
ss li
ne f
or a
sim
ple
mel
ody.
B14
Stud
ents
impr
ovis
e a
desc
ant o
r ba
ss li
ne f
or a
sim
ple
mel
ody
Stan
dard
3 a
Stud
nets
pla
y a
mel
ody
by e
ar a
nd c
reat
e a
vari
atio
n on
the
mel
ody.
Stan
dard
3 b
Stud
ents
impr
ovis
e a
mel
ody
over
a g
iven
rhy
thm
ic a
ccom
pani
men
t.
Stan
dard
3 c
Ban
dG
iven
a m
elod
y fr
om th
eir
ense
mbl
e lit
erat
ure,
stu
dent
s em
belli
sh th
em
elod
y to
cre
ate
a va
riat
ion.
Stan
dard
3 b
Giv
en s
peci
fic
styl
es (
I.e.
bar
oque
, blu
es, b
lue
gras
s, c
onte
mpo
rary
)st
uden
ts im
prov
ise
thre
e m
elod
ies
over
sty
listic
ally
cor
resp
ondi
ngac
com
pani
men
t.St
anda
rd 3
c
21
Con
tent
Sta
ndar
d 4
Mus
ic
Con
tent
Sta
ndar
d 4:
Stud
ents
will
com
pose
and
arr
ange
mus
ic.
Per
form
ance
Sta
ndar
ds:
a. C
ompo
se s
hort
pie
ces
with
in s
peci
fied
gui
delin
es, d
emon
stra
ting
how
the
elem
ents
of
mus
ic a
re u
sed
to a
chie
veun
ity a
nd v
arie
ty, t
ensi
on a
nd r
elea
se, a
nd b
alan
ceb.
Arr
ange
sim
ple
piec
es f
or v
oice
s or
inst
rum
ents
oth
er th
an th
ose
for
whi
ch th
e pi
eces
wer
e w
ritte
nc.
Use
a v
arie
ty o
f tr
aditi
onal
and
non
trad
ition
al s
ound
sou
rces
and
ele
ctro
nic
med
ia w
hen
com
posi
ng a
nd a
rran
ging
Gra
de 6
Stud
ents
use
a k
eybo
ard
and
sequ
enci
ng s
oftw
are
to c
reat
e a
piec
eSt
anda
rd 4
a, c
Stud
ents
com
pose
a s
impl
e m
elod
y in
one
of
thre
e pr
escr
ibed
key
s.T
he m
elod
y be
gins
and
end
s on
the
toni
c; is
at l
east
12
mea
sure
slo
ng; a
nd d
emon
stra
tes
unity
, var
iety
, ten
sion
, rel
ease
, and
bal
ance
.(S
tude
nts
can
com
pose
thei
r ow
n ly
rics
, or
base
thei
rSt
anda
rd 4
a, c
Ens
embl
e st
uden
ts c
ompo
se th
e en
ding
to a
mel
ody
(i.e
., la
st 4
mea
sure
s of
an
8-m
easu
re m
elod
y) w
hich
is c
onsi
sten
t with
the
firs
tfo
ur m
easu
res
and
achi
eves
a c
lear
sen
se o
f ca
denc
e (e
ndin
g).
Stan
dard
4 a
, c
Usi
ng p
ercu
ssio
n in
stru
men
ts, s
tude
nts
com
pose
a r
hyth
mic
acco
mpa
nim
ent t
o a
stor
y sh
owin
g ho
w p
hras
e an
d ca
denc
e re
late
sto
the
plot
.
Stan
dard
4 a
, c
2 2
Gra
de 8
Gra
des
6 an
d 8
Stud
ents
com
pose
mus
ic to
acc
ompa
ny p
ictu
res
at a
sch
ool a
rtSt
anda
rd 4
a, c
Stud
ents
com
pose
a m
elod
y an
d ly
rics
usi
ng a
pre
arra
nged
for
m.
Stan
dard
4 a
, c
Giv
en a
gen
eral
MID
I fi
le c
onta
inin
g a
piec
e in
mul
tiple
par
ts, s
tude
nts
assi
gn a
tim
bre
to e
ach
trac
k (p
art)
to c
reat
e a
mus
ical
ly e
ffec
tive
arra
ngem
ent.
Stan
dard
4 b
, c
Ens
embl
e st
uden
ts c
ompo
se a
mel
ody
for
thei
r ow
n vo
ice
or in
stru
men
tw
ithin
spe
cifi
ed g
uide
lines
(i.e
., at
leas
t 8 m
easu
res
long
, maj
or to
nalit
y,co
nclu
sive
end
ing,
ran
ge o
f m
ore
than
a f
ull o
ctav
e). (
Stud
ents
mig
htno
tate
thei
r m
elod
y, p
erfo
rm it
or
tea
Stan
dard
4 a
, c
Con
tent
Sta
ndar
d 4
Mus
icG
rade
s 6
and
8
Stud
ents
cre
ate
a rh
ythm
ic a
ccom
pani
men
t whi
ch r
efle
cts
a pa
rtic
ular
moo
d an
d st
yle
of m
usic
that
aut
hent
ical
ly u
sing
mid
i tec
hnol
ogy.
Stud
ents
may
inco
rpor
ate
audi
o sa
mpl
es o
f in
dige
nous
mus
ic in
the
fmal
pro
duct
.(P
ossi
ble
soft
war
e in
clud
es: A
CID
,St
anda
rd 4
a, c
Stud
ents
cre
ate
a rh
ythm
ic a
ccom
pani
men
t whi
ch r
efle
cts
a pa
rtic
ular
moo
d an
d st
yle
of m
usic
that
aut
hent
ical
ly u
sing
mid
i tec
hnol
ogy.
Stud
ents
may
inco
rpor
ate
audi
o sa
mpl
es o
f in
dige
nous
mus
ic in
the
fina
l pro
duct
.(P
ossi
ble
soft
war
e in
clud
es: A
CID
,St
anda
rd 4
a, c
Perf
orm
ing
Ens
embl
eA
rran
ge th
e m
elod
y an
d ba
ss p
art o
f a
patr
iotic
tune
or
hym
n fo
r a
treb
le a
nd b
ass
inst
rum
ent.
Stan
dard
4 b
Stud
ents
com
pose
a o
ne li
ne c
ompo
sitio
n in
a f
orm
with
con
tras
ting
sect
ions
. (i.e
. AB
A, v
erse
ref
rain
) us
ing
at le
ast o
ne o
ther
mus
ical
elem
ents
(i.e
. dyn
amic
, sty
le)t
o cr
eate
con
tras
t bet
wee
n th
e se
ctio
ns.
Stud
ents
then
com
pose
a s
econ
d on
e lin
e co
mpo
s
Stan
dard
4 a
24
Perf
orm
ing
Ens
embl
eE
nsem
ble
stud
ents
com
pose
a m
elod
y ba
sed
on a
n id
ea f
rom
a p
iece
they
are
lear
ning
(i.e
., us
e a
mot
if, p
itch
set -
- su
ch a
s pe
ntat
onic
--
orrh
ythm
ic id
ea f
rom
the
piec
e; c
reat
e a
mel
ody
in th
e sa
me
styl
e, s
uch
assw
ing
or r
oman
tic; a
pply
a p
rinc
iple
, suc
Stan
dard
4 a
, c
Arr
ange
a f
our-
part
hyn
m f
or f
our
inst
rum
ents
.
Stan
dard
4 b
Cho
ral s
tude
nts
crea
te a
des
cant
on
an o
rigi
nal c
ompo
sitio
nSt
anda
rd 4
a
Con
tent
Sta
ndar
d 5
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 5:
Stud
ents
will
rea
d an
d no
tate
mus
ic
Per
form
ance
Sta
ndar
ds:
a. r
ead
who
le, h
alf,
qua
rter
, eig
hth,
six
teen
th a
nd d
otte
d no
tes
and
rest
in 2
/4, 3
/4, 6
/8 a
nd a
lla b
reve
(2/
2) m
eter
sig
natu
res
b. r
ead
at s
ight
sim
ple
mel
odie
s in
bot
h th
e tr
eble
and
bas
s cl
efs
c. id
entif
y an
d de
fine
sta
ndar
d no
tatio
n sy
mbo
ls f
or p
itch,
rhy
thm
, dyn
amic
s, te
mpo
, art
icul
atio
n an
d ex
pres
sion
d. u
se s
tand
ard
nota
tion
to r
ecor
d th
eir
mus
ical
idea
s an
d th
e m
usic
al id
eas
of o
ther
se.
stu
dent
s in
a p
erfo
rmin
g en
sem
ble
or c
lass
will
, in
addi
tion,
sig
ht-r
ead,
acc
urat
ely
and
expr
essi
vely
, mus
ic w
ith a
dif
ficu
lty le
vel
of 2
on
a sc
ale
of 1
-6
Gra
de 6
Gra
de 8
In a
dditi
on to
not
atio
n lis
ted
in g
rade
fou
r, s
tude
nts
read
pat
tern
sin
clud
ing
4 si
xtee
nths
, dot
ted
quar
ter
and
eigh
th n
otes
.
Stan
dard
5 a
In a
dditi
on to
gra
de 6
not
atio
n, s
tude
nts
read
, tw
o si
xtee
nth
note
sfo
llow
ed b
y an
eig
hth,
an
eigh
th n
ote
follo
wed
by
two
sixt
eent
h no
tes,
and
sync
opat
ion.
Stan
dard
5 a
Stud
ents
rea
d in
con
duct
ing
patte
rns
in 4
/4 a
nd th
en2/
4.St
uden
ts n
otat
e si
mpl
e rh
ythm
ic a
nd m
elod
ic d
icta
tion
of 2
-3 m
easu
res.
Stan
dard
5 a
Stan
dard
5 d
Stud
ents
rea
d a
sim
ple
mel
ody
iithe
bas
s cl
efSt
uden
ts r
ead
6/8,
3/8
.St
anda
rd 5
bSt
anda
rd 5
a
Stud
ents
will
not
ate
rhyt
hmic
dic
tatio
n.
Stan
dard
5 d
Stud
ents
iden
tify
all s
ymbo
ls in
the
mus
ic th
ey a
re p
erfo
rmin
g in
clas
s.St
anda
rd 5
c
26
Stud
ents
com
pare
4/4
in w
hich
a q
uart
er =
1 b
eat,
to 6
/8 w
here
a q
uart
er=
2bea
ts.
Stan
dard
5 a
Stud
ents
sin
g al
l par
ts o
f ch
oral
sco
res
whe
n re
ques
ted.
Stan
dard
5 b
27
Con
tent
Sta
ndar
d 5
Mus
icG
rade
s 6
and
8
Ban
d/O
rche
stra
Stud
ents
are
abl
e to
sig
ht-r
ead
mus
ic w
ith a
dif
ficu
lty le
vel o
f 1.
Stan
dard
5 e
Usi
ng m
usic
theo
ry s
oftw
are,
stu
dent
s w
ork
on a
com
pute
r fo
r 10
min
utes
per
mon
th to
pra
ctic
e no
tatio
n an
d si
te r
eadi
ng s
kills
.St
anda
rd 5
c, d
r)
Ban
d/O
rche
stra
Stud
ents
are
abl
e to
sig
ht-r
ead
mus
ic w
ith a
dif
ficu
lty le
vel o
f 2.
Stan
dard
5 e
Stud
ents
can
des
crib
e th
eir
mus
ic p
erfo
rman
ce u
sing
the
prop
erde
fmiti
ons
for
stan
dard
not
atio
n an
d sy
mbo
ls u
sed
by th
e co
mpo
ser.
Stan
dard
5 c
Stud
ents
wri
te, t
each
and
per
form
cla
ppin
g ca
nons
usi
ng a
ful
l ran
ge o
frh
ythm
voc
abul
ary.
Stan
dard
5 c
Con
tent
Sta
ndar
d 6
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 6:
Stud
ents
will
list
en to
, des
crib
e an
d an
alyz
e m
usic
Per
form
ance
Sta
ndar
ds:
a. (
cont
inue
s fr
om p
revi
ous
leve
l) id
entif
y si
mpl
e m
usic
for
ms
whe
n pr
esen
ted
aura
llyb.
Des
crib
e sp
ecif
ic m
usic
eve
nts
in a
giv
en a
ural
exa
mpl
e, u
sing
app
ropr
iate
term
inol
ogy
c. A
naly
ze th
e us
es o
f el
emen
ts o
f m
usic
in a
ural
exa
mpl
es r
epre
sent
ing
dive
rse
genr
es a
nd c
ultu
res
d. D
emon
stra
te k
now
ledg
e of
the
basi
c pr
inci
ples
of
met
er, r
hyth
m, t
onal
ity, i
nter
vals
, cho
rds
and
harm
onic
pro
gres
sion
sin
thei
r an
alys
is o
f m
usic
e. (
cont
inue
s fr
om p
revi
ous
leve
l) id
entif
y th
e so
unds
of
a va
riet
y of
inst
rum
ents
, inc
ludi
ng m
any
orch
estr
a an
d ba
ndin
stru
men
ts, a
nd in
stru
men
ts f
rom
var
ious
cul
ture
s, a
s w
ell a
s ch
ildre
n's
voic
es a
nd m
ale
and
fem
ale
adul
t voi
ces
Gra
de 6
Stud
ents
list
en to
two
cont
rast
ing
wor
ks o
f th
e sa
me
genr
e (i
.e.
Mou
ssor
grky
's "
Pict
ures
at a
n E
xhib
ition
" an
d a
Cel
tic D
ance
Set
)an
d co
mpa
re th
eir
use
of m
usic
al e
lem
ents
suc
h as
for
m, t
onal
ity,
rhyt
hm, t
imbr
e, d
ynam
ics
and
tem
po.
6a, b
Stan
dard
6 b
, c
Stud
ents
app
ly f
eelin
gs v
ocab
ular
y (i
.e.,
calm
, ten
se, c
onfu
sed,
joyo
us, d
istu
rbed
, sur
pris
ing,
vio
lent
, or
expa
nsiv
e) to
des
crib
e th
em
ood
of p
iece
s or
sec
tions
of
piec
es o
f m
usic
, and
iden
tify
how
mus
ical
ele
men
ts c
ontr
ibut
e to
thos
e m
oods
.
Stan
dard
6 b
, c, d
Stud
ents
will
list
en to
mus
ic th
at e
voke
s an
imag
e (i
.e. F
anfa
re f
orth
e C
omm
on M
an, C
arni
val o
f th
e A
nim
als,
Gol
lyw
og C
akew
alk)
seve
ral t
imes
. On
the
thir
d pl
ayin
g st
uden
ts c
reat
e a
liste
ning
map
that
incl
udes
a k
ey id
entif
ying
- dy
nam
ics,
for
m, r
hyth
m, t
Stan
dard
6 b
, d
30
Gra
de 8
Stud
ents
cho
ose
a pi
ece
they
will
per
form
. The
y w
ill d
escr
ibe
why
it is
appr
opri
ate
give
n m
usic
al/te
chni
cal c
rite
ria
( i.e
. mel
odic
qua
lity,
harm
onic
inte
rest
, ins
trum
enta
tion,
arr
ange
men
t) in
clud
ing
tech
nica
ldi
ffic
ulty
.
Stan
dard
b, c
, d
Giv
en a
voc
abul
ary
of c
hord
s th
at th
ey c
an p
erfo
rm o
n a
harm
oniz
ing
inst
rum
ent (
guita
r, k
eybo
ard
or s
ynth
esiz
er, m
alle
t per
cuss
ion)
and
a 4
-ch
ord
song
pre
sent
ed a
ural
ly, s
tude
nts
figu
re o
ut a
nd p
erfo
rm th
eac
com
pani
men
t, de
mon
stra
ting
know
ledg
e of
met
er,
Stan
dard
6 d
Lis
ten
to th
e or
igin
al a
nd e
lect
roni
c ve
rsio
n of
a p
iece
of
mus
ic, (
ex.
Snow
Fla
kes
Dan
cing
, Tom
ita a
nd D
ebus
sy)
and
desc
ribe
the
diff
eren
ces
betw
een
the
arra
ngem
ents
.
Stan
dard
b, c
, d
31
Con
tent
Sta
ndar
d 6
Mus
icG
rade
s 6
and
8
Stud
ents
list
en to
an
orch
estr
al p
iece
and
iden
tify
the
inst
rum
ents
.
Stan
dard
6 d
Stud
ents
indi
cate
(i.e
. rai
sing
han
ds, t
hum
b si
gnal
s, d
ispl
ayin
g a
card
) th
at th
ey h
ave
hear
d im
port
ant e
vent
s in
a p
iece
of
mus
ic (
i.e.
entr
ance
s in
a F
ugue
, ret
urn
of m
elod
y in
a S
ymph
onic
mov
emen
t).
Stan
dard
6 b
32
Usi
ng p
rope
r te
rmin
olog
y, s
tude
nts
com
pare
and
con
tras
t voc
al s
ound
sof
the
trai
ned
vers
us th
e un
trai
ned
voic
e: g
ood
dict
ion
vers
us p
oor
dict
ion
and
chor
al v
ersu
s so
lo s
ound
.St
anda
rd 6
e
Lis
ten
to a
wor
k of
pro
gram
mus
ic (
rom
antic
wor
k su
ch a
s N
ight
on
Bal
d M
ount
ain
,ba
ckgr
ound
or
thea
tric
al m
usic
suc
h as
the
over
ture
toW
est S
ide
Stor
y,,ba
llet m
usic
suc
h as
Bill
y th
e K
id)
and
wri
te a
sho
rtst
ory
depi
ctin
g th
e se
quen
ce o
f m
usic
al e
vent
s i
Stan
dard
6 b
, c
33
Con
tent
Sta
ndar
d 7
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 7:
Stud
ents
will
eva
luat
e m
usic
and
mus
ic p
erfo
rman
ces
Per
form
ance
Sta
ndar
ds:
a.D
evel
op c
rite
ria
for
eval
uatio
n th
e qu
ality
and
eff
ectiv
enes
s of
mus
ic p
erfo
rman
ces
and
com
posi
tions
and
app
ly th
e cr
iteri
a in
thei
rpe
rson
al li
sten
ing
and
perf
orm
ing.
b.E
valu
ate
the
qual
ity a
nd e
ffec
tiven
ess
of th
eir
own
and
othe
rs' p
erfo
rman
ces,
com
posi
tions
, arr
ange
men
ts a
nd im
prov
isat
ions
by
appl
ying
spe
cifi
c cr
iteri
a ap
prop
riat
e fo
r th
e st
yle
of th
e m
usic
and
off
er c
onst
ruct
ive
sugg
estio
ns f
or im
prov
emen
t.
Gra
de 6
Gra
de 8
Stud
ents
cre
ate
a fo
rm li
stin
g m
usic
al c
rite
ria
they
mig
ht u
se to
a) S
tude
nts
choo
se 3
pie
ces
base
d on
per
sona
l pre
fere
nce
and
eval
uate
them
usi
ng th
eir
form
.St
anda
rd 7
a
Stud
ents
use
spe
cifi
c cr
iteri
a cr
eate
a f
orm
to e
valu
ate
thei
r ow
nan
d ot
her's
per
form
ance
s.St
anda
rd a
, b
Stud
ents
list
en to
and
per
form
3 d
iffe
rent
sty
listic
arr
ange
men
ts o
fth
e sa
me
piec
e,(
i.e. G
ospe
l, fo
lk, c
hora
l, or
ches
tral
, jaz
z, r
ock)
.St
uden
ts c
ompa
re a
nd c
ontr
ast t
he a
rran
gem
ents
bas
ed o
n th
eir
crite
ria.
Stu
dent
s re
flec
t upo
n th
eir
perf
orm
ance
and
Stan
dard
7a,
b
Stud
ents
list
en to
2 o
r 3
diff
eren
t pie
ces
of m
usic
by
the
sam
e
3 4
Stud
ents
art
icul
ate,
usi
ng a
ppro
pria
te v
ocab
ular
y, th
eir
eval
uatio
n of
aa)
app
ropr
iate
ness
of
inst
rum
enta
tion
b) f
orm
c) h
arm
ony
d) m
elod
ye)
dyn
amic
sf)
sty
leg)
tem
poh)
rhy
thm
Stud
ents
are
spe
cifi
c in
thei
r di
scus
sion
s an
d in
clud
e co
nstr
uctiv
esu
gges
tions
for
impr
ovem
ent.
Stan
dard
7a,
b
Stud
ents
wri
te a
per
suas
ive
essa
y to
con
vinc
e a
frie
nd w
hy h
e/sh
e sh
ould
like
a pa
rtic
ular
pie
ce.
Stan
dard
7 a
, b
Stud
ents
wri
te a
new
spap
er a
rtic
le c
ritiq
uing
a p
erfo
rman
ce.
5
Con
tent
Sta
ndar
d 7
Mus
ic
artis
t(s)
and
cri
tique
them
usi
ng a
ppro
pria
te v
ocab
ular
y.St
anda
rd7a
,bSt
anda
rd 7
b
Stud
ents
list
en to
a li
ve p
erfo
rman
ce a
nd s
tudi
o pe
rfor
man
ce b
y th
e
sam
e gr
oup,
cri
tique
them
usi
ng a
ppro
pria
te v
ocab
ular
y.St
anda
rd 7
a, b
3 p "
Stud
ents
wri
te a
rev
iew
of
a C
D
Stan
dard
7b
Gra
des
6 an
d 8
37
Con
tent
Sta
ndar
d 8
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 8:
Stud
ents
will
mak
e co
nnec
tions
bet
wee
n m
usic
, oth
er d
isci
plin
es a
nd d
aily
life
Per
form
ance
Sta
ndar
ds:
a.C
ompa
re in
two
or m
ore
arts
how
the
char
acte
rist
ic m
ater
ials
of
each
art
(th
at is
, sou
nd in
mus
ic, v
isua
l stim
uli i
n vi
sual
art
s,m
ovem
ent i
n da
nce,
hum
an in
terr
elat
ions
hips
in th
eatr
e) c
an b
e us
ed to
tran
sfor
m s
imila
r ev
ents
, sce
nes,
em
otio
ns o
r id
eas
into
wor
ks o
far
t.b.
Des
crib
e w
ays
in w
hich
the
prin
cipl
es a
nd s
ubje
ct m
atte
r of
oth
er d
isci
plin
es ta
ught
in th
e sc
hool
are
inte
rrel
ated
with
thos
e of
mus
ic.
c.Id
entif
y a
vari
ety
of m
usic
-rel
ated
car
eers
.
Gra
de 6
Lis
teni
ng to
a p
iece
of
mus
ic a
nd lo
okin
g at
a p
aint
ing
from
aa)
col
or (
tone
col
or)
b) ti
mbr
ec)
pat
tern
d) r
epet
ition
e) li
ne0
rhyt
hmg)
for
mh)
con
tras
ti)
res
t in
mus
ic/n
egat
ive
spac
e in
art
j) h
arm
ony
Stan
dard
8a
Lan
guag
e A
rts-
stu
dent
s se
t tex
ts to
mus
ic.
For
choi
r, s
tude
nts
sing
lite
ratu
re th
at h
as b
een
set t
o m
usic
. Ex:
"Ana
bel L
ee"
,E
dgar
Alle
n Po
e or
"D
ream
s", L
angs
ton
Hug
hes
Gra
de 8
Stud
ents
com
pare
art
for
ms
from
one
cul
tura
l era
and
des
crib
e w
ays
inSt
anda
rd 8
a
Lan
guag
e A
rts-
stu
dent
s co
mpa
re th
e so
nata
alle
gro
form
and
the
3-di
visi
on e
ssay
(in
trod
uctio
n, d
evel
opm
ent,
conc
lusi
on).
Cre
ate
soun
d ca
rpet
s us
ing
onom
onop
oetic
voc
al s
ound
s.St
anda
rd 8
bSt
anda
rd 8
b39
Con
tent
Sta
ndar
d 8
Mus
icG
rade
s 6
and
8
Scie
nce
- st
uden
ts li
sten
to 2
fre
quen
cies
and
usi
ng a
n os
cillo
scop
e,Sc
ienc
e- s
tude
nts
disc
uss
the
roll
of a
cous
tics.
Stu
dent
s di
scus
s an
dvi
sual
ly id
entif
y di
ffer
ence
s in
hig
h an
d lo
w p
itche
sco
mpa
re th
e so
unds
pro
duce
d by
aco
ustic
inst
rum
ents
ver
sus
elec
tron
icfa
mili
es o
f in
stru
men
ts.
Stan
dard
8b
Stan
dard
8b
Scie
nce-
stu
dent
s ph
ysic
ally
des
crib
e th
e hu
man
hea
ring
pro
cess
.St
uden
ts b
rain
stor
m a
list
of
care
ers
invo
lved
in th
e pr
oduc
tion
of a
Bro
adw
ay s
how
fro
m th
e be
ginn
ing
of th
e w
ritin
g of
the
firs
t wor
d of
the
play
and
the
firs
t not
e of
the
mus
ic to
"op
enin
g ni
ght."
Stan
dard
8b
Stud
ents
app
ly w
hat t
hey
lear
ned
by d
esig
ning
a p
layb
ill.
Stan
dard
8c
Soci
al S
tudi
es-
stud
ents
iden
tify
even
ts/m
ovem
ents
and
how
they
Gen
eral
Mus
ic-
Rel
ate
to d
aily
life
- m
ovie
s!A
fter
infl
uenc
ed th
e m
usic
of
the
time.
view
ing
a cl
ip f
rom
a m
ovie
with
out s
ound
, and
then
aga
in w
ith m
usic
(Ex.
Joh
n W
illia
ms
film
sco
re to
"Ja
ws"
), s
tude
nts
disc
uss
the
impo
rtan
ce o
f m
usic
in c
reat
ing
exci
te
Stan
dard
8b
Thi
s ca
n le
ad to
a d
iscu
ssio
n of
hea
ring
impa
ired
. How
wou
ld it
fee
l to
live
ever
yday
of
your
life
with
out e
ver
hear
ing
mus
ic o
r an
ythi
ng.
Dis
cuss
how
Bee
thov
en c
ompo
sed
even
aft
er g
oing
dea
f. S
how
an
exce
rpt f
rom
"M
y Im
mor
tal B
elov
ed"
with
Bee
thov
en p
Stan
dard
8a
Stud
ents
look
at t
he c
over
of
a C
D a
nd r
esea
rch
and
desc
ribe
the
role
s of
the
peop
le in
volv
ed in
mak
ing
the
CD
, e.g
. the
eng
inee
r,pr
oduc
er, c
over
des
igne
r, e
tc.
Stan
dard
8c
Al
4 0
Con
tent
Sta
ndar
d 9
Mus
icG
rade
s 6
and
8
Con
tent
Sta
ndar
d 9:
Stud
ents
will
und
erst
and
mus
ic in
rel
atio
n to
his
tory
and
cul
ture
.
Per
form
ance
Sta
ndar
ds:
a. (
cont
inue
s fr
om p
revi
ous
leve
l) id
entif
y by
gen
re o
r st
yle
aura
l exa
mpl
es o
f m
usic
fro
m v
ario
us h
isto
rica
l per
iods
and
cul
ture
s.b.
Des
crib
e di
stin
guis
hing
cha
ract
eris
tics
of r
epre
sent
ativ
e m
usic
gen
res
and
styl
es f
rom
a v
arie
ty o
f cu
lture
s.c.
Cla
ssif
y by
gen
re a
nd s
tyle
(an
d if
app
licab
le, b
y hi
stor
ical
per
iod,
com
pose
r an
d tit
le)
a va
ried
bod
y of
exe
mpl
ary
(tha
t is,
hig
h-qu
ality
and
cha
ract
eris
tic)
mus
ical
wor
ks, a
nd e
xpla
in th
e ch
arac
teri
stic
s th
at c
ause
eac
h w
ork
to b
e co
nsid
ered
exe
mpl
ary.
d. (
cont
inue
s fr
om p
revi
ous
leve
l) id
entif
y va
riou
s us
es o
f m
usic
in th
eir
daily
exp
erie
nces
and
des
crib
e ch
arac
teri
stic
that
mak
e ce
rtai
nm
usic
sui
tabl
e fo
r ea
ch u
se.
e. C
ompa
re, i
n se
vera
l cul
ture
s of
the
wor
ld, f
unct
ions
mus
ic s
erve
s, r
ole
of m
usic
ians
, and
con
ditio
ns u
nder
whi
ch m
usic
is ty
pica
llype
rfor
med
.
Gra
de 6
Gra
de 8
Gen
eral
Mus
icSt
uden
ts li
st th
e m
ain
hist
oric
al p
erio
ds a
nd im
port
ant c
ompo
sers
of
wes
tern
mus
ic f
rom
the
Bar
oque
to th
e 20
th C
entu
ry.
Stan
dard
b,c
Stud
ents
list
en to
and
per
form
mus
ic f
rom
the
vari
ous
sour
ces
ofA
mer
ican
mus
ic (
sals
a, z
ydec
o/C
ajun
, cow
boy
song
s, r
ock
mus
ic,
etc.
)
Stud
ents
pro
duce
pos
ters
for
roc
k m
usic
gro
ups
Stan
dard
9 b
Gen
eral
Mus
icSt
uden
ts li
sten
to f
our
repr
esen
tativ
e m
usic
al w
orks
by
four
maj
orco
mpo
sers
and
des
crib
e th
e ch
arac
teri
stic
s th
at in
dica
te th
e pe
riod
of
mus
ic r
epre
sent
ed. S
tude
nts
then
arr
ange
the
piec
es in
chr
onol
ogic
alor
der
by c
ompo
ser
and
hist
oric
al p
erio
d.St
anda
rd 9
c
Stud
ents
list
en to
and
per
form
mus
ic f
orm
the
Afr
ican
-Am
eric
anex
peri
ence
, e.g
. sla
very
spi
ritu
als,
the
Und
ergr
ound
Rai
lroa
d ("
Follo
wth
e D
rink
ing
Gou
rd")
, rag
time,
blu
es, j
azz,
pop
ular
sty
les,
gos
pel,
aca
pella
gro
ups,
rhy
thm
s &
blu
es, r
ap, e
tc. S
tude
nts
Stan
dard
9 b
Stud
ents
iden
tify
indi
vidu
ally
the
elem
ents
of
mus
ic.
Stud
ents
list
en to
mus
ic u
sed
in T
V c
omm
erci
als.
Usi
ng a
dat
a ta
ble
they
reco
rd th
e st
yle,
tem
po o
f th
e m
usic
, and
whe
ther
the
mus
ic is
ori
gina
l,or
if n
o m
usic
is u
sed.
Stan
dard
9 e
Stan
dard
9 d
a43
42
Con
tent
Sta
ndar
d 9
Mus
icG
rade
s 6
and
8
Stud
ents
per
form
on
a m
elod
y in
stru
men
t (pi
ano,
rec
orde
r, O
rff
inst
rum
ents
, ban
d/st
ring
inst
rum
ent)
the
mai
n th
eme(
s) o
f ex
empl
ary
wor
ks, f
or e
xam
ple,
Viv
aldi
Spr
ing,
Bac
h M
inue
t in
G, H
ande
lH
alle
luja
h C
horu
s, B
eeth
oven
's 9
th O
de to
Joy
, Deb
ussy
Aft
erno
oSt
anda
rd 9
c
Stud
ents
com
pare
and
con
tras
t how
mus
ic is
use
d in
you
th r
itual
s in
Am
eric
an a
nd o
ther
cul
ture
s, e
.g. B
ar M
itzva
h/V
isio
n Q
uest
, etc
.St
anda
rd 9
d,e
Stud
ents
com
pare
sev
eral
wor
ld c
ultu
res,
the
func
tion
mus
ic s
erve
s,th
e ro
le o
f th
e m
usic
ian
and
cond
ition
s in
whi
ch m
usic
is ty
pica
llype
rfor
med
.St
anda
rd 9
e
Perf
orm
ing
Ens
embl
eSt
uden
ts li
st tw
o fa
cts
abou
t the
his
tory
and
/or
cultu
re o
f fo
ur o
f th
epi
eces
they
per
form
ed in
cla
ss.
Stan
dard
9 b
Stud
ents
giv
e a
two-
sent
ence
intr
oduc
tion
to m
usic
dur
ing
a co
ncer
tth
at g
ives
info
rmat
ion
abou
t the
his
tori
cal o
r cu
ltura
l bac
kgro
und
ofth
e m
usic
.St
anda
rd 9
b
Stud
ents
list
en to
thre
e di
vers
e pi
eces
of
mus
ic a
nd d
escr
ibe
wha
t is
diff
eren
t.
Stan
dard
9 b 4
4
Perf
orm
ing
Ens
embl
eSt
uden
ts li
st f
ive
vari
ed p
iece
s pl
ayed
in th
eir
ense
mbl
e an
d la
bel t
hem
by
peri
od a
nd, s
tyle
, giv
ing
reas
ons
for
thei
r de
cisi
ons.
Stan
dard
9 c
Stud
ents
cho
ose
piec
es f
or f
utur
e co
ncer
ts b
ased
on
vari
ety
of h
isto
rica
lpe
riod
s, s
tyle
s, a
nd c
ultu
res.
Stan
dard
9 c
Stud
ents
des
ign
a co
ncer
t pro
gram
bas
ed o
n in
clud
ing
a va
riet
y of
sele
ctio
ns a
nd w
here
to p
ositi
on s
elec
tions
in th
e pr
ogra
m. S
tude
nts
disc
uss
who
mak
es th
ese
sele
ctio
ns in
sch
ool p
rogr
ams,
pro
fess
iona
lco
ncer
ts a
nd r
elig
ious
or
cultu
ral e
vent
s.St
anda
rd 9
b, c
, e
Con
tent
Sta
ndar
d 9
Stud
ents
indi
cate
on
a m
ap th
e lo
catio
n of
the
orig
in o
f m
usic
they
have
pla
yed
in c
lass
. Stu
dent
s gi
ve r
easo
ns f
or th
eir
deci
sion
s.
Stan
dard
9 b
, c
Stud
ents
giv
e a
two-
sent
ence
intr
oduc
tion
to m
usic
dur
ing
the
conc
ert.
Stan
dard
9 b
, c, e
4 6
Mus
icG
rade
s 6
and
8
Stud
ents
cho
ose
thre
e pa
ssag
es f
rom
mus
ic th
ey h
ave
perf
orm
ed in
cla
ssan
d de
scri
be w
hat m
akes
eac
h pa
ssag
e ty
pica
l of
the
genr
e, s
tyle
, and
hist
oric
al p
erio
d.St
anda
rd 9
b, c
4 7
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