A-Z List


Standards Adapted for Communication Disorders (CD)

 


General Adaptations for use in every category and every age group

  • Instead of singing use simple wind instruments (i.e. kazoo) and blowing and breathing exercises to help students develop breath and muscle control needed for speech
  • To introduce singing, try making up chants or using rap songs because they use very few tones and have a strong rhythmic component.
  • Students who have CD can improve and practice the articulation of specific speech sounds and word discrimination skills by singing special songs and chants.
  • Using the rhythm and sound of music may facilitate the remediation of fluency disorders (like stuttering).
  • Music activities in which clients are required to follow directions given by the song lyrics help develop receptive language.
  • Music activities such as :  singing songs, filling in the missing words (activities) to songs, and composing lyrics can stimulation expressive language development.

 


Singing

Content Standard:   Students in Wisconsin will sing, alone and with others, a varied repertoire of music.

Rationale:   Singing is a basic means of musical expression in all cultures.  Learning proper use of the voice in singing and speaking from an early age is vital for effective communication.  Students’ ability to use the voice effectively in singing opens the door to personal fulfillment and expression as well as to valuable activities in the school and community.

 

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:
*sing from memory at a slow tempo  a varied repertoire of songs  representing genres and   styles from diverse cultures. *sing music representing diverse genres and cultures, with stylistic expression appropriate for the  work being performed              *sing expressively, with technical and stylistic accuracy, a varied repertoire of vocal literature
*use singing for emotional expression and support             

*sing expressively, a  repertoire of vocal literature with a level of difficulty of two, on a scale of one to six, including some songs  performed by memory          

 

*sing in balance and in rhythmic unity when part singing or performing as part of a group
* follow cues of the conductor when singing, including cues  for dynamic levels                  *sing music written in two and    three parts

*sing ostinati, partner songs, and rounds                          

 

    

by grade 4   by grade 8 by grade 12

Students in choral classes will:

Students in choral classes will: Students in choral classes who have completed one year of study will:
*sing with rhythmic accuracy when singing at tempo appropriate for ability level *sing with good breath control  throughout their singing ranges in small and large ensembles            *sing with expression, depending on the ability level, a large and varied repertoire of vocal  literature with a level of difficulty of four, on a scale of one to six, including some songs performed from memory                                                                       

*sing expressively, depending on ability level,  a varied repertoire of vocal literature with a level of difficulty of three on a scale of one to six, including some songs performed from memory

 

*sing music written for four    parts, with and without accompaniment, at slow tempos

*sing music representing diverse  genres and culture with expression appropriate for the music, depending on the ability level

*demonstrate well-developed ensemble skills

*sing music written in two, three and four parts at slow tempos                              

 

by grade 4   by grade 8 by grade 12

Students in instrumental classes will:

Students in instrumental  classes will: Students in choral classes who have completed more than one year of study will:

*demonstrate well-developed ensemble skills

 

*sing with expression  *sing with expression, depending on ability level,  a large and varied repertoire of vocal literature with a level of difficulty of five, on a scale of one to six 
 

  *sing in small and large   ensembles  

 

  

*sing music written in more than four parts, at slow tempos, depending on ability level.

 

*sing music written in two and three parts, depending on the ability level                                

 

*sing in small ensembles with   two students on a part

 

Performance:  Instrumental  

Rationale:  Throughout history, people have played instruments as accompaniment, for communication, and as an important means of personal expression.  Instrumental music, thus, has a unique history and a body of quality literature written for particular instruments or groups of instruments.  Like singing, the students’ ability to perform on an instrument opens the door to personal fulfillment and expressions well as to valuable activities in the school and community.


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:

*play on pitch, in rhythm, with appropriate dynamics and maintain a steady  tempo  

*perform on at least one instrument, in small and large ensembles, with good playing position and good breath, bow, or stick  control     * play a varied repertoire of      music expressively on a classroom instrument  

*play easy rhythmic  and chordal patterns accurately and independently on rhythmic and harmonic classroom instruments

*perform with expression, depending on ability level,  on at least one classroom instrument a  repertoire of instrumental literature with a level of difficulty of two on a scale of   one to six      

 *play on a classroom  instrument using ensemble skills such as balance and   rhythmic unity  

*play expressively a varied repertoire of music representing diverse genres and styles 

*perform music representing   diverse genres and cultures, with appropriate expression         *play by ear accompaniments on a harmonic instrument while singing or playing the melody  

*play independent instrumental parts while other students sing or play contrasting instruments  

 

  *play by ear simple accompaniments on  a harmonic instrument   *play in groups, matching dynamic levels, and responding to the cues of a conductor  

*echo short rhythmic and melodic patterns          

 

 

                          

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:
*perform on an instrument, in small groups and large ensembles, with correct posture and playing position   *perform on at least one instrument accurately and  independently, alone and in small and large ensembles                  

  *perform with expression and technical accuracy a large varied repertoire of  literature with a level of difficulty  of four on a scale of one to six     

 

*perform a repertoire of instrumental literature with a level of difficulty of grade one,  on a scale of one to six, using   dynamic control and demonstrating a basic understanding of key and time signatures, depending on ability level

 * perform with expression and technical accuracy on a band or orchestral instrument a repertoire of instrumental    literature with a level of difficulty of  three, on a scale of one to six   *perform an appropriate part in an   ensemble, demonstrating well-developed ensemble skills  

*demonstrate basic characteristic tone on their instrument          

 

 *perform independently against contrasting parts   (with cue or help from a leader)                      

 

*perform in small ensembles  

                                                                                               

                                                                               

                                                               

 

by grade 4   by grade 8 by grade 12

Students in instrumental                                                                  classes who have                                                    completed more than one year of study will

*perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of four, on a scale of one to six  

                                                                                                                              

                                                                                               

by grade 4   by grade 8 by grade 12
Students in choral classes will: Students in choral classes will:

  *play on a classroom instrument accurately and  independently,  in small and large ensembles                

*play their vocal part on a melodic instrument

  *play music representing divers  genres and cultures, with expression appropriate for the music           

 

*play accompaniments on melodic, rhythmic, or harmonic instruments


Our appreciation is expressed to the Office of University Research at the University of Wisconsin - Eau Claire for their funding and support of most of the projects represented in this website.