A-Z List


Standards Adapted for Cognitively Disabled (Mild-Moderate)

 

Improvisation

Rationale: Indigenous music of every culture was first improvised and then passed on to subsequent generations through aural or “rote” learning. Improvisation continues to be an important means of self-expression in all cultures and is an integral part of students’ musical heritage.

Performance Standards

by grade 4 by grade 8 by grade 12
Students in general music classes will Students in general music classes will Students in general music classes will
*improvise “answers” in the same style to given rhythmic and melodic “questions” using simple tonalities *improvise simple harmonic accompaniments  
*improvise simple rhythmic and melodic ostinato accompaniments *improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys   *improvise rhythmic and melodic variations on  given pentatonicmelodies in major and minor keys when provided cues to show which notes to play
*improvise simple rhythmic variations and melodic embellishment on given pentatonic melodies *improvise short melodies,unaccompanied and over given rhythmicaccompaniments, each in a consistentstyle, meter, and tonality *improvise original melodies over given simple chordal 
progression, and match meter and maintain steady tempo

by grade 4  by grade 8              by grade 12
  Students in choral classes will Students in choral classes who have completed one year of study will

 

                                   

*improvise simple harmonic   accompaniments           
  *improvise simple rhythmic  variations and simple melodic    embellishments on a given pentatonic melody  
  *improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent meter *improvise original melodies and maintain steady tempo

by grade 4 by grade 8 by grade 12
Students in instrumental classes will Students in instrumental classes will Students in instrumental classes who have completed one year of study will
*echo simple rhythmic and melodic patterns *improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies *improvise rhythmic and melodic variations on given pentatonic melodies and blues melodies
*play and embellish simple melodies by ear *improvise short melodies,  unaccompanied and over given rhythmic accompaniments each in a consistent meter *improvise original melodies over given chord progression, each in a consistent when provided cues showing which notes to play
    *improvise original melodies in a variety of styles, over given chord progressions each in a consistent meter, when provided cues showing which notes to play

Creativity: Composition

Rationale: Composing and arranging music is an important creative activity and a means of personal expression. The performance of one’s own musical work is a source of great satisfaction as well as an important way of sharing musical inspiration with others. These creative activities are possible at any age, depending upon a person’s level of music skills and knowledge.

Performance Standards

by grade 4 by grade 8 by grade 12
Students in general music classes will Students in general music classes will Students in generalmusic classes will
*create  music using very simple format to accompany reading and dramatizations *use a variety of traditional and non-traditional sound sources and electronic media when composing simple songs *arrange short songs and instrumental pieces by using specific codes
*use a variety of sound sources when composing and arranging   *use computer and electronic technology in composing and arranging music

 

by grade 4 by grade 8 by grade 12
Students in instrumental classes will Students in instrumental classes will Students in instrumental classes who have completed one year of study will
*explore, in large group setting, compositional devices using sound effects *compose short pieces within specified guidelines, demonstrating use of the elements of music *orchestrate simple rhythmic accompaniments using codes
*compose simple melodies for their own instruments   use a variety of traditional and non-traditional sound sources and electronic media when composing and arranging

Literacy:

Rationale:Much like reading a novel or writing a poem, music notation represents another language or symbolic system of communication.Unlike the written or spoken word, music and music notation transcend the boundaries of countries and cultures.Reading and notating music give the students access to a vast body of contemporary and historical music literature, as well as to a unique mode of personal expression.

by grade 4 by grade 8 by grade 12
Students in general music classes will Students in general music classes will Students in general music classes will
*use codes as symbols to notate rhythm, pitch, dynamics in pattern and/or song *read rhythmic codes when performing simple songs *continue to use standards and nontraditional notation to record their musical ideas and the musical ideas of others
identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing use coded notation to record their simple musical ideas and the simple musical ideas of others read and notate chord symbols using codes for harmonic classroom instrument

 

by grade 4 by grade 8 by grade 12
Students in instrumental classes will Students in instrumental classes will Students in instrumental classes who have completed one year of study will
name the notes on the lines and spaces of the treble clef invent a system of non-traditional music notation identify and define symbols for rhythm and pitch using codes
  read rhythmic codes  
  use coded notation to record their simple musical ideas and the simple musical ideas of others  

 

by grade 4 by grade 8 by grade 12
  Students in choral classes will Students in choral classes who have completed one year of study will
  follow their assigned part on a score when it is highlighted name the notes on the lines and spaces of the treble clef

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