A-Z List


Standards Adapted for the Orthopedically Impaired


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 stylistically appropriate harmonizing parts

*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 pentatonic  melodies in major and minor keys

 

 *improvise simple rhythmic variations and melodic embellishment on given pentatonic melodies     

                          

*improvise short melodies,  unaccompanied and over given rhythmic  accompaniments, each in a consistent  style, meter, and tonality

  *improvise original melodies over given simple chordal 
progression, each in a variety of styles (such as classical, blues standard pop songs, folk gospel), meter (such as duple or triple) and tonality and  

     

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 stylistically appropriate harmonizing parts

                                          

                                                 

             

*improvise simple rhythmic  variations and simple melodic    embellishments on a given pentatonic melody

  *improvise rhythmic and melodic variations on given pentatonic  melodies in major and minor keys

 

                                                    

                                                        

                                                         

                                           

                                                  

*improvise short melodies,  unaccompanied and over given rhythmic accompaniments, each in a   consistent style, meter, and tonality 

*improvise original melodies over given chord progressions, each in a consistent  style, meter, and tonality  

 

  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 in major and/or minor keys

*improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys

*play and embellish simple melodies by ear            

                                                

                                                       

                                         

  *improvise short melodies,  unaccompanied and over given   rhythmic accompaniments each in a    consistent style, meter, and tonality  

  *improvise original melodies over given chord progression, each in a consistent style, meter, and tonality  

 

                                                            

 

  *improvise original melodies in a variety of styles,  over given chord   progressions each in a consistent style, meter, and tonality

 

 

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 general  music classes will

*create and arrange music to reading and dramatizations

*use a variety of traditional and non-traditional sound sources and electronic media when composing and arranging

  *compose music in several distinct accompany styles, demonstrating creativity in using the elements of music for expressive effect

*use a variety of sound sources when composing and arranging 

 *compose short pieces within specified guidelines, demonstrating the use of the elements of music

 

   *use computer and electronic technology in composing and arranging music 

      

*create and arrange short songs and instrumental pieces within specified guidelines *arrange simple pieces for voices or instruments other than those for which the pieces were written

 *arrange simple pieces for acoustic or electronic instruments 

 

   

  

 

 

 

 

                

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 *compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
*compose simple melodies for their own instruments use a variety of traditional and non-traditional sound sources and electronic media when composing and arranging *arrange pieces for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
  arrange simple pieces for two or more instruments from a concert key, demonstrating spacing of voices balance compose and arrange music for instruments other than their own demonstrating knowledge of the ranges and traditional uses of the sound sources

   

by grade 12
Students in instrumental classes who have completed more than one year of study will
compose music, demonstrating imagination and technical skill in applying the principles of composition
demonstrate proficiency in the use of computer technology-notating and sequencing programs to compose and arrange music for instruments

    


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
*read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures *read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4, 6/8, 3/8 and alla breve meter signatures *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 standard notation and non-traditional notation to record their simple musical ideas and the simple musical ideas of others *read and notate chord symbols on harmonic classroom instruments
use a system (syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys sight-read simple melodies in both the treble and bass clefs *read an instrumental or vocal score of up to four staves
*use standard symbols to notate meter, rhythm, pitch, dynamics in pattern and/or song *identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
   

 

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
recognize standard musical symbols of pitch, rhythm, dynamics and tempo, articulation, and expression invent a system of non-traditional music notation interpret nonstandard notation symbols used by some twentieth century composers
read whole, half, quarter, and eighth notes in 2/4, 3/4, 4/4 meter signatures read whole, half, quarter, and eighth notes in 2/4, 3/4, 4/4, 3/8, and alla breve meter signatures demonstrate the ability to read an instrumental score of up to four staves by describing how the elements of music are used
  use standard notation to record their simple musical ideas and the simple musical ideas of others sight-read, accurately and expressively, music with a level of difficulty of three on a scale of one to six
  identify and define standard notation symbols for pitch, rhythm, dynamic, articulation  
  sight-read, accurately and expressively, music with a level of difficulty of two on a scale of one to six  
  sight-read simple melodies in the treble and/or bass clefs  

 

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
  read notation sufficiently to perform simple melodies or rhythms accurately after practice demonstrate the ability to read a vocal score of up to four staves by describing how the elements of music are used
  use standard notation to record simple musical ideas sight-read, accurately and expressively, music with a level of difficulty of three, on a scale of one to six
  identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression interpret nonstandard notation symbols used by some twentieth century composers
  use a system (syllables, numbers, or letters) to sight-read simple melodies in both the treble and bas clefs, accurately and expressively, with a level of difficulty of two on a scale of one to six  

 

by grade 12
Students in choral classes who have completed more than one year of study will
demonstrate the ability to read a full vocal score by describing how the elements of music are used and explaining all transpositions and clefs
sight-read, accurately and expressively, music with a level of difficulty of four, on a scale of one to six


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