A-Z List


Standards Adapted for the Orthopedically Impaired

Response:  Analysis

Rationale:  Students learn to appreciate music when they understand the elements of music and the way those elements are organized to create a music composition.  Performance with understanding requires this same  analysis and discussion.  The ability to analyze music is the foundation for meaningful learning and participation in most other aspects of music experience.

 

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

 

identify phrases and sections of music that are the same, similar, and/or different   understand the  technical vocabulary of music (such as   Italian terms, form, harmony, and tempo markings)
identify simple music forms upon listening to a given example describe specific musical events using appropriate terminology upon listening to a given example analyze the elements of music and expressive devices used in music from diverse genres and cultures upon listening to a given musical example
identify the sounds of a variety of instruments including many orchestra and band instruments as well as male and female adult voices demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions and their application in analyzing written and/or aural (listened to) examples of music analyze and describe the uses of the elements of music in a given work that make it unique, interesting, and expressive
demonstrate perceptual skills by listening to and answering questions about and describing music of various styles representing diverse cultures analyze and compare the use of the elements of music upon listening to examples representing diverse genres and cultures identify and explain compositional devices and techniques that are used to provide unity and variety, and tension and release in a musical work
use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances    

 

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

 

identify sounds of various band and orchestra instruments listen to and describe specific music events in a given example, using appropriate terminology listen to and analyze examples of a varied repertoire of music,  representing diverse genres and cultures, by describing the uses of the elements of music and expressive devices
identify simple musical devices such as form, contract, and texture listen to and analyze  the uses of the elements of music upon listening to examples representing diverse genres and cultures demonstrate extensive knowledge of the technical vocabulary of music
  demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progression in their analysis of music identify and explain compositional devices and techniques used to provide unity and variety, and tension and release in a musical work and give example of other works that are similar.

   

  by grade 8  
  Students in choral classes will

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

 

    demonstrate the ability to perceive and remember music events by describing in detail significant events in a given example
    compare how music materials are used in a given example relative to how they are used in other works of the same genre or style
    analyze and describe uses of the elements of music in a given work that makes it unique, interesting, and expressive

  by grade 8 by grade 12
  Students in choral classes will Students in choral classes who have completed one year of study will
  identify and discuss commonly used musical forms (such as AB [binary] and ABA [ternary], rondo, theme and variations, and fugues) listen to and analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of the elements of same and same and expressive devices
  listen to and describe specific musical events in a given example representing diverse genres and cultures demonstrate extensive knowledge of the technical vocabulary of music
  identify and describe stylistic elements heard in folk, popular, and nonwestern music identify and explain compositional devices and techniques used to provide unity and variety, and tensions and release in a musical work and give examples of works that are similar

                                                               

                                                               

by grade 12
Students in choral classes who have completed more than one year of study will
demonstrate the ability to perceive and remember musical events by listening to and describing in detail significant events in a given example
compare how musical materials are used in a given example relative to how they are used in other works of the same genre or style
analyze and describe uses of the elements of music in a given work that make it unique, interesting and expressive

                                                                                                                               

 

 

 

 

Response:  Evaluation

 

Rationale:  In today’s society, music is all around us.  As producers and consumers of music, all people benefit from applying their understanding of the structure and elements of musical expression to evaluating music and music performances.  This ability enables students to make informed decisions and develop a greater appreciation of the music they hear or perform.

 

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
devise criteria for evaluating performances and compositions develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to their personal listening, composing, and performing apply and refine specific criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to their personal listening, composing, and performing
explain, using appropriate music terminology, personal preferences for specific musical works and styles evaluate the quality and effectiveness of their own and other's performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement use specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and participation in music
evaluate the quality of their own and others' performances and offer constructive suggestions for improvement   evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
    evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

 

 

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

 

evaluate the quality of their own performance and the performance of others develop criteria for evaluating the quality and effectiveness of musical performances and compositions apply and refine specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their participation in music
contribute constructive suggestions for improvement evaluate the quality and effectiveness of their own and others' performances and offer constructive suggestions for improvement evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or explanatory models
    with MORE than one year of study, evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions
     

 

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
  know specific criteria that affects the quality and effectiveness of musical performances and compositions apply and refine specific criteria for making informed, critical evaluations of performance, compositions, arrangements, and improvisations and apply the criteria in their participation in music
  evaluate the quality and effectiveness of their own and others' performances and offer constructive suggestions for improvement evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
    with MORE than one year of study,  evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

 

 

Connections:  The Arts

 

Rationale:  There are numerous connections and commonalties that exist among the arts, other disciplines, and issues within our global society.  Relating music to the other arts as well as disciplines outside the arts enhances student understanding in each discipline.  Building connections gives students the chance to understand culture as a whole and the relationships between its parts.

 

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
identify similarities and differences in the meanings of common terms used in various arts compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music compare the terminology and contrasting definitions used for various artistic elements in each of two or more arts explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music
  describe how the principles and subject matter of other school disciplines interrelate with those of music explain how the roles of creators, performers, and others involved in the production and presentation of the various arts are similar to and different from one another
    compare the uses and characteristic elements and organizational principles among the various arts

 

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

 

identify terms common in the arts such as texture, color, form, and movement compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
recognize the relationship of music to principles in other disciplines compare the terminology and contrasting definitions of various elements in each of two or more arts explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the arts
describe how the principles and subject matter of other school disciplines interrelate with those of music explain ways in which the principles and subject matter of various disciplines outside the arts interrelate with those of music

 

    by grade 12
 

 

 

Students in instrumental classes who have completed one year of study

 

    explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another
    compare the characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and cultures

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
  compare how the characteristic material of two or more arts can bused to transform similar events, scenes, emotions, or ideas into works of art explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music
  describe ways in which the principles and subject matter of other school disciplines interrelate with those of music compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
    explain how the elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite example

                                                                                                                              

by grade 4 by grade 8 by grade 12
    Students in choral classes who have completed one year of study will
    explain how the roles of creators, performers, and other involved in the production and presentation of the various arts are similar to and different from one another
    compare the characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and cultures
     

                                                        

                                               

 

Connections: History and Culture

 

Rationale:  Accepting the growing diversity of culture and understanding one another can often be accomplished through music.  Music reflects significant historical events and cultural relationships.  By relating music to personal history and culture as well as the history and cultures of others, students will understand and connect historical events of the world, as well as music’s functions within various cultures.

 

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
demonstrate audience behavior appropriate for the context and style of music performed compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed identify various roles the musicians perform, name representative individuals who have functioned each role, and describe their activities and achievements
identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use describe distinguishing characteristics of representative genres and styles from a variety of cultures classify music by culture or historical period based on characteristic styles and justify their classification
identify and describe roles of musicians in various settings and world cultures classify by genre and style (and if applicable, by historical periods, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be considered exemplary identify sources of American music genres, trace the evolution of those genres, and name well-knowned musicians associated with them
describe in simple terms how elements of music are used in musical examples from various cultures of the world    
listen to and identify, by genre or style, examples of music from various historical periods and world cultures    

by grade 4 by grade 8 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 music from various historical periods compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements
perform a varied repertoire of music from other cultures describe distinguishing characteristics of representative genres and styles from a variety of cultures classify music by culture or historical period based on characteristic styles and justify their classification
  classify by genre and style (and if applicable, by historical periods, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be considered exemplary identify sources of American music genres, trace the evolution of those genres, and name well-knowned musicians associated with them

   

by grade 12
Students in instrumental classes who have competed more than one year of study will
identify and explain the stylistic features of a given musical work that define its aesthetic tradition and its historical or cultural context
identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical connections that produced the synthesis of influences.
 

by grade 4 by grade 8 by grade 12
  Students in choral classes will  
  compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically created and performed classify music by culture or historical period based on characteristic style or genres and justify their classifications
  describe distinguishing characteristics of representative music genres and styles from a variety of cultures identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements.
     
by grade 12
Students in choral classes who have completed more than one year of instruction will
identify and explain the stylistic features of a given musical work that defines its aesthetic tradition and its historical or cultural context
identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences


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