Music Standards
Grade-Level Indicators
Click on a grade level below the standard to jump to the indicators.
Historical,
Cultural and Social Contexts
Creative Expression and Communication
Valuing Music/Aesthetic Reflection
Connections, Relationships and Applications
Students demonstrate knowledge and understanding of a
variety of music styles and cultures and the
context of musical expression or events, both past and
present. Students identify significant contributions
of composers and performers to music heritage. Students
analyze the historical, social and political forces
that have influenced the function and role of music in the
lives of people.
1. Identify and demonstrate same and different.
2. Sing songs representing their cultures.
3. Sing, listen and move to music from various historical periods.
4. Identify, listen and respond to music of different
composers.
5. Recognize how sounds and music are used in daily lives.
1. Identify and demonstrate echo and call/response.
2. Sing songs representing their cultures.
3. Sing, listen and move to music from various historical periods.
4. Identify, listen and respond to music of different
composers.
5. Recognize and describe how songs are used for a variety of occasions
(e.g., birthday, holiday).
1. Identify and demonstrate rounds/canons.
2. Identify and describe contrasting music styles (e.g., marches and
lullabies).
3. Sing, listen and move to music from various historical periods.
4. Identify, listen and respond to music of different
composers.
5. Recognize and describe how songs are used for a variety of occasions
(e.g., birthday, holiday).
1. Identify and demonstrate AB form and verse/refrain form.
2. Sing, listen and move to music from world cultures.
3. Discuss the purpose of music from selected historical periods.
4. Identify, listen and respond to music of different
composers.
5. Recognize and describe ways that music serves as an expression in
various cultures.
1. Identify and demonstrate partner songs and rondo form.
2. Sing and respond to music from world cultures.
3. Discuss the lives and times of composers from various historical
periods.
4. Identify, listen and respond to music of different
composers.
5. Recognize and describe ways that music serves as an expression in
regional cultures.
1. Recognize, identify and demonstrate theme and variations in the music
of various cultures and/or historical periods.
2. Compare and contrast opera and American music theatre.
3. Research and identify music instruments from different historical
periods and world cultures.
4. Identify, listen and respond to music of different
composers.
5. Recognize and discuss the influence of American history on the
development of folk music.
6. Describe conditions under which music is created and performed in
various cultures.
1. Describe distinguishing characteristics of music forms (i.e., verserefrain,
AB,
cultures and/or historical periods.
2. Examine the chronological development of various music styles.
3. Identify the major periods or genres in the development of world music
history (e.g., Renaissance Period,
4. Identify selected composers and their works and place them in the
appropriate historical period.
5. Recognize and identify contextual elements (e.g., time, location, current
events, culture, social and political climate) that shape the development
of music.
1. Recognize, identify and demonstrate form in world music (e.g., Western
and non-Western) and popular music.
2. Demonstrate how elements of music are used to create various music
styles.
3. Identify representative music examples from music literature and
respond to the style of the historical period of music.
4. Classify by composer and historical period a varied body of exemplary
music works.
5. Recognize and identify historical and cultural contexts (e.g., time and
place of a music event) that have
influenced music.
1. Recognize, identify and demonstrate form in world music (e.g., Western
and non-Western) and popular music.
2. Examine contemporary music styles and describe the distinctive
characteristics in a repertoire of exemplary works.
3. Compare representative music examples from different historical time
periods.
4. Compare and contrast selected composers and their works.
5. Discuss how current developments in music reflect society in reference
to themselves, their community and
the world around them.
1. Recognize and describe form in music literature of various historical
periods.
2. Compare various music styles from the
historical periods.
3. Recognize and classify Western music literature by historical periods.
4. Discuss and perform music literature from various composers.
5. Identify the social context from which music of various cultures
evolved.
1. Compare and contrast music forms used in vocal and instrumental
genres from various historical periods.
2. Interpret various music styles from the
historical periods.
3. Discuss and evaluate the performance of music from different historical
time periods.
4. Examine (e.g., listening, performing, score study) music literature of
various composers.
5. Explain how technology has influenced the development of music over
time.
1. Identify and trace
the development of music forms across historical
periods.
2. Analyze various
music works on the basis of their stylistic qualities and
the historical and cultural contexts in which
they were created.
3. Compare and
contrast the performance practices of music from various
historical periods.
4. Compare and
contrast music selections from various composers and
describe the distinguishing characteristics of
their works.
5. Explain how music reflects the political events of
history.
N T E N T S T A N D A R
D S
1. Evaluate how music
forms are influenced by history.
2. Critique various
music styles from the
historical periods.
3. Describe and
demonstrate authentic performance practice representing
the stylistic periods of music history.
4. Demonstrate through
performance the stylistic differences of various
composers and their works.
5. Explain how music reflects the social events of history.
Students sing, play instruments, improvise,
compose, read and notate music.
1. Sing, alone and with others, a varied repertoire of songs maintaining a
steady beat.
2. Use the head voice to produce a light, clear sound.
3. Play, alone and with others, a variety of classroom instruments with
proper technique.
4. Improvise movement to songs and recorded music.
5. Use icons to represent the beat.
1. Sing, alone and with others, a varied repertoire of songs with accurate
rhythm and developing accurate pitch.
2. Use the head voice to produce a light, clear sound.
3. Play, alone and with others, a variety of classroom instruments with
proper technique.
4. Improvise on selected lyrics (text) of known songs.
5. Read, write and perform using eighth notes, quarter notes and quarter
rests.
6. Read, write and perform tritonic (la-sol-mi) melodies on the treble staff
in G-do, F-do and C-do using a system (e.g., solfege, numbers or
letters).
1. Sing, alone and
with others, a varied repertoire of songs with accurate
rhythm and pitch.
2. Use the head voice
to produce a light, clear sound and maintain
appropriate posture.
3. Play, alone and
with others, a variety of classroom instruments with
proper technique.
Creative Expression
and Communication 153
4. Improvise and
compose simple rhythmic and melodic phrases.
5. Read, write and
perform using eighth notes, quarter notes, half notes
and quarter rests in 2/4 and 4/4 meter.
6. Read, write and
perform using pentatonic (la-sol-mi-re-do) melodies on
the treble staff in
G-do, F-do and C-do using a system (e.g., solfege,
numbers or letters).
A R D S
1. Sing, alone and with others, a varied repertoire of songs with accurate
rhythm and pitch and appropriate expressive qualities.
2. Use the head voice to produce a light, clear sound and maintain
appropriate posture.
3. Play, alone and with others, a variety of classroom instruments with
proper technique.
4. Improvise and compose simple rhythmic and melodic phrases and
ostinati (e.g., compose a melody for a poem, question/answer).
5. Read, write and perform using sixteenth notes, eighth notes, quarter
notes, half notes and quarter rests in 2/4 and 4/4 meter.
6. Read, write and perform extended pentatonic melodies with high do
(do'-la-sol-mi-re-do) on the treble staff in G-do, F-do and C-do using a
system (e.g., solfege,
numbers or letters).
1. Sing, alone and with others, a varied repertoire of songs with accurate
rhythm and pitch and appropriate expressive qualities.
2. Use the head voice to produce a light, clear sound employing breath
support and maintaining appropriate posture.
3. Play, alone and with others, a variety of classroom instruments with
proper technique.
4. Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
5. Read, write and perform using sixteenth through whole note values
including a syncopated rhythm of eighth-quarter-eighth in 2/4, 3/4 and
4/4 meter.
6. Read, write and perform extended pentatonic melodies with high do,
low la and low sol (do'-la-sol-mi-re-do-la'-sol') on the treble staff in Gdo,
F-do and C-do using a system (e.g., solfege, numbers or letters).
7. Read, write and perform melodies in treble clef.
1. Sing and/or play, alone and with others, using good posture and breath
control, a varied repertoire of music representing diverse genres and
cultures with appropriate dynamics, expression and tempo for the work
being performed.
2. Play a variety of instruments independently and with other contrasting
parts.
3. Respond appropriately to the cues of a conductor.
4. Create short melodies using traditional notation.
5. Improvise melodies in a call-and-response setting.
6. Read, write and perform rhythm patterns (in 2/4, 3/4 and 4/4 meter) using
sixteenth through whole notes including dotted half-note and
syncopated rhythms.
7. Read, write and perform diatonic melodies with fa and ti and the major
scale on the treble staff in G-do using a system (e.g., solfege, numbers or
letters).
8. Identify key signatures.
1. Sing and/or play, alone and with others, using good posture and breath
control throughout their range, a varied repertoire of music representing
diverse cultures with appropriate dynamic expression and tempo for the
work being performed.
2. Play a variety of instruments, alone and with others, with increasingly
complex rhythms and melodic phrases.
3. Respond appropriately to the cues of a conductor.
4. Create and notate music compositions using one or more parts.
5. Improvise melodies over a given bass line.
6. Read, write and perform rhythm patterns in 2/4, 3/4, 4/4 and 6/8 meter.
7. Identify whole steps and half steps in the major scales.
8. Recognize key signatures.
1. Sing and/or play, alone and with others, a varied repertoire of music
representing diverse genres and cultures showing expression and
technical accuracy at a level that includes modest ranges and changes of
tempo, key and meter.
2. Perform accurately, alone and in small and large groups, with good
posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
4. Create music compositions using one or more parts in duple, triple and
mixed meters.
5. Improvise melodies using major scales.
6. Read, write and perform rhythmic (including dotted rhythms) and
melodic patterns in a variety of meters.
7. Identify whole steps, half steps and intervals in major
scales.
8. Identify and use key signatures.
9. Identify and/or notate concert pitch major scales [i.e., Band: C, F, B♭,
E♭, A♭; Strings: A, D, G, C, F].
10.Read and notate melodies in bass
clef.
1. Sing and/or play, alone and with others, a varied repertoire of music
representing diverse genres and cultures showing expression and
technical accuracy at a level that includes modest ranges and changes of
tempo, key and meter.
2. Perform accurately, alone and in small and large groups, with good
posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
4. Create music compositions using one or more parts in duple, triple and
mixed meters.
5. Improvise melodies using major and minor scales.
6. Read, write and perform rhythmic (including dotted rhythms) and
melodic patterns in a variety of meters.
7. Identify whole steps, half steps and intervals in major and natural minor
scales.
8. Read and notate melodies in bass clef.
9. Identify and/or notate concert pitch major scales [i.e., Band: C, F, B♭,
E♭,
A♭.
Strings: A, D, G, C, F].
1. Sing or play, alone and/or in ensembles, a varied
repertoire of music
representing
diverse genres and cultures.
2. Demonstrate technical accuracy, appropriate tone
quality, articulation
and expression for the work being performed with good
posture and
breath
control.
3. Respond appropriately to the cues of a conductor or
section leader.
4. Demonstrate ensemble skills (e.g., balance,
intonation, rhythmic unity,
phrasing)
while performing as part of a group.
5. Demonstrate sight-reading abilities.
6. Improvise over given chord progressions and symbols.
7. Identify and/or notate concert pitch major scales [i.e., Band: C, F, B♭,
E♭, A♭; Strings: A, D, G, C, F; Vocal/Choral: A, D, G, C, F, B♭, E♭].
8. Read, perform and/or notate a one-octave chromatic scale, ascending
and descending.
9. Read and perform music with dotted eighth and sixteenth notes and
syncopation in duple, triple and compound meters.
10.Define vocabulary in all
rehearsed and performed music.
1. Interpret selected music while singing or playing
alone and/or in
ensembles and demonstrate accurate use of various
meters and complex
rhythms.
2. Demonstrate ensemble skills (e.g., balance,
intonation, rhythmic unity,
phrasing)
while performing in a group.
3. Perform a variety of phrases with attention to pitch
and rhythmic
accuracy
and demonstrate increased independence.
4. Demonstrate sight-reading abilities.
5. Improvise over given chord progressions and symbols.
6. Identify and/or notate concert pitch major scales [i.e., Band: C, F, B♭,
E♭, A♭; Strings: A, D, G, C, F; Vocal/Choral: E, A, D, G, C, F, B♭, E♭, A♭,
D♭].
7. Read and perform literature appropriate for the instrument studied
using the key signatures in Indicator six above.
8. Read complex rhythms in mixed meter.
9. Incorporate expressive symbols and terms when sight-reading.
10.Identify articulations,
expressive symbols and terms.
1. Prepare and perform accurately a varied repertoire
of music
incorporating
complex meters and rhythms in major and minor keys.
2. Perform an appropriate part in an ensemble and
demonstrate welldeveloped
ensemble
skills.
3. Demonstrate advanced tonal concepts in singing or
playing an
instrument.
4. Sing or play music compositions incorporating
elements of music and
demonstrating
an understanding of music style and form.
5. Improvise over given chord progressions and symbols.
6. Identify and/or notate concert pitch major scales [i.e., Band: D, G, C, F,
B♭, E♭, A♭; Strings: E, A, D, G, C, F, B♭; Vocal/Choral: B, E, A, D, G, C, F,
B♭, E♭, A♭, D♭].
7. Read and perform music literature in a wide variety of major and minor
keys.
8. Read and perform music literature that incorporates modal scales.
9. Identify homophonic and polyphonic texture.
10.Interpret articulations, expressive symbols and terms when
performing.
1. Sing or play, alone and/or in ensembles, advanced
music literature and
demonstrate accurate intonation and rhythm, fundamental
skills,
advanced
technique and a high degree of musicality.
2. Sing or play a significant music composition
incorporating elements of
music
and demonstrating an understanding of music styles and form.
3. Improvise over given chord progressions and symbols.
4. Sight-read major, minor and chromatic melodies.
5. Identify and/or notate concert pitch major scales and selected minor
forms [i.e., Band: D, G, C, F, B♭, E♭, A♭, D♭, G♭; Strings: E, A, D, G, C, F,
B♭, E♭, A♭; Vocal/Choral: C♯, F♯, B, E, A, D, G, C, F, B♭, E♭, A♭, D♭, G♭,
C♭].
6. Interpret music symbols and terms expressively when performing a
varied repertoire of music.
Students listen to a varied repertoire of
music and respond by analyzing and describing music using correct
terminology. Students evaluate the creating and
performing of music by using appropriate criteria.
1. Demonstrate
contrasting elements of music (e.g., dynamics: loud/soft;
rhythm: fast/slow; melody: high/low).
Listen and respond to
various music styles (e.g., march).
3. Identify the
sources of a wide variety of sounds.
4. Identify when an individual is performing.
1. Identify and
demonstrate contrasting elements of music (e.g., dynamics:
loud/soft; rhythm: fast/slow; melody: high/low).
2. Identify and
demonstrate elements of music using developmentally
appropriate vocabulary (e.g., rhythm, syllables, solfege).
3. Identify
same/different phrases.
4. Identify classroom instruments (e.g., tambourine, maracas, rhythm
sticks, triangle, woodblock, finger cymbals, drums) visually and
aurally.
5. Recognize and discuss individual and group performance.
1. Identify and
demonstrate elements of music using developmentally
appropriate vocabulary (e.g., rhythm, syllables, solfege).
2. Identify and
respond to the patterns of same and different phrases in
simple poems and songs.
3. Identify selected music instruments (e.g., flute, trumpet, guitar, violin,
sitar, congas, bagpipes,
synthesizer).
4. Discuss individual and group music performance.
1. Identify and
demonstrate elements of music using developmentally
appropriate
vocabulary and music terms (e.g., quarter note, piano,
forte).
2. Identify how
elements of music communicate ideas or moods.
3. Identify and
respond to simple music forms (e.g., rondo, AB).
4. Identify the four families of orchestral instruments visually and
aurally.
5. Discuss and evaluate individual music performance.
1. Identify and
demonstrate elements of music using developmentally
appropriate vocabulary
and music terms (e.g., quarter note, piano,
forte).
2. Identify how
elements of music communicate ideas or moods.
3. Identify and
respond to music forms (e.g., round, canon, partner songs,
call-response).
4. Classify instruments by the four families of the orchestra.
5. Describe the way sound is produced on various instruments and with
the human voice.
6. Discuss and evaluate individual and group music performance.
1. Identify dynamics,
tempo, meter and tonality in various pieces of music
aurally.
2. Identify terms
related to form (e.g., DC al Fine; DC dal segno; DS al Coda;
repeat signs, first and second endings).
3. Identify selected
electronic and world music instruments.
4. Analyze a piece of music using music vocabulary.
5. Evaluate and describe individual and group performances.
6. Differentiate between melody and harmony.
1. Distinguish the
use of dynamics, meter, tempo and tonality in various
pieces of music.
2. Describe the
principles of breathing techniques, good posture and tone
production.
3. Describe
instruments used in Western traditional instrumental
ensembles and in world music ensembles.
4. Analyze a piece of music with more than one movement using elements
of music.
5. Develop criteria for evaluating quality and effectiveness of music
performances and compositions.
1. Apply music
vocabulary to describe a varied repertoire of music.
2. Describe use of
meter and rhythm in music of various cultures.
3. Analyze form identifying distinct sections of a larger
music work.
4. Apply detailed criteria for evaluating quality and effectiveness of music
performance and composition.
1. Compare and
contrast a varied repertoire of music on the basis of how
elements of music are used to make the works unique
and expressive.
2. Identify components of larger music works (e.g., symphony, Mass,
concerto).
3. Identify distinct sections in a larger music work aurally.
4. Use appropriate criteria to support personal preferences for specific
music works.
1. Analyze conducting
patterns and gestures as they relate to music
selections.
2. Analyze and
determine the correct technique (e.g., posture, breath
support, hand
position, embouchure, vocal placement) required for
proper tone production.
3. Describe basic
terminology and symbols used in a varied repertoire of
music.
4. Analyze how conducting patterns and gestures guide musical
interpretation of selected pieces.
5. Identify traditional harmonic progressions (e.g., I-V-I) in selected
repertoire aurally.
6. Develop and apply criteria for evaluating quality and effectiveness of
their performances and compositions
and those of others.
1. Describe the use
of elements of music as they relate to expression in a
varied repertoire of music.
2. Identify the
tonality of a given work in relation to intervals and scales
both aurally and visually.
3. Respond to conducting patterns and gestures to interpret selected pieces
musically.
4. Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected
repertoire aurally.
5. Evaluate the use of elements of music in music examples of contrasting
genres and/or cultures.
1. Demonstrate
extensive knowledge of the technical vocabulary of
music.
2. Analyze a given
work on the basis of how elements of music are used in
the selection to make it unique.
3. Analyze how conducting patterns and gestures relate to musical
interpretation of various
selections.
4. Identify traditional harmonic progressions (e.g., I-vi-IV-V-I) in selected
repertoire aurally.
5. Evaluate a selected performance of a specific music work based on
selected criteria and musical
interpretation.
1. Describe
compositional devices and techniques (e.g., motives, imitation,
suspension,
retrograde) that are used to provide unity, variety and
tension and release in a music work.
2. Analyze how conducting patterns and gestures relate to musical
interpretation of various
selections.
3. Identify traditional harmonic progressions (e.g., I, vi, IV, ii, V7, I) in
selected repertoire aurally.
4. Evaluate multiple performances of a specific music work based on
selected criteria and musical
interpretation.
Students demonstrate an understanding of reasons why
people value music and a respect for diverse
opinions regarding music preferences. Students articulate the
significance of music in their lives.
1. Participate in developmentally appropriate music activities.
2. Attend live music performances and demonstrate audience behavior
appropriate for the context and
style of music performed.
3. Identify, discuss and respond to music written for specific purposes
(e.g., holiday, march, lullaby).
4. Listen and respond to various music styles (e.g., march, lullaby).
1. Participate in developmentally appropriate music activities.
2. Attend live music performances and demonstrate audience behavior
appropriate for the context and
style of music performed.
3. Respond physically to a variety of age-appropriate music.
4. Identify, discuss and respond to music written for specific purposes
(e.g., holiday, march, lullaby).
1. Participate in developmentally appropriate music activities.
2. Attend live music performances and demonstrate audience behavior
appropriate for the context and
style of music performed.
3. Respond physically, emotionally and/or intellectually (e.g., movement,
written/oral description) to a variety of age-appropriate music.
4. Demonstrate how music communicates meaning of text, feelings and
moods or images.
1. Participate in developmentally appropriate music activities.
2. Develop criteria for reflecting on their performances.
3. Attend live music performances and demonstrate audience behavior
appropriate for the context and
style of the music performed.
4. Respond physically, emotionally and/or intellectually (e.g., movement,
written/oral description) to a variety of age-appropriate music.
5. Demonstrate how music communicates meaning of text, feelings and
moods or images.
6. Identify personal preferences for specific music
selections.
1. Participate in developmentally appropriate music activities.
2. Develop criteria for reflecting on their performances and the
performances of others.
3. Attend live music performances and demonstrate audience behavior
appropriate for the context and
style of music performed.
4. Respond physically, emotionally and/or intellectually (e.g., movement,
written/oral description) to a variety of age-appropriate music.
5. Demonstrate how music communicates meaning of text, feelings and
moods or images.
6. Identify and describe personal preferences for specific music
selections.
1. Describe audience
etiquette associated with various music performances
and settings.
2. Identify and discuss aesthetic qualities in their performances and in the
performances of others.
3. Demonstrate how music communicates meaning through text, feelings,
moods or images.
4. Identify elements of music that contribute to aesthetic qualities in a
specific music work.
5. Explain how expressive music elements determine the quality of a
composition.
6. Develop and apply criteria to support personal preferences for specific
music works.
1. Practice audience
etiquette in selected music settings.
2. Attend and reflect
on a variety of live music performances.
3. Communicate ideas about the importance of music in everyday life.
4. Describe the emotional connection to the musical
experience.
5. Critique a variety of music performances.
1. Practice audience
etiquette in selected music settings.
2. Participate in and
reflect on a variety of live music performances and
activities.
3. Discuss how music preferences reflect people's values.
4. Evaluate music performances and compositions based on elements of
music.
5. Develop and apply criteria based on elements of music to support
personal preferences for specific
music works.
1. Practice audience
etiquette in selected music settings.
2. Participate in and
reflect on a variety of live music performances and
activities.
3. Explain how and why people use and respond to music.
4. Evaluate music performances and compositions based on elements of
music.
5. Develop and apply criteria based on elements of music to support
personal preferences for specific
music works.
1. Assess how
elements of music are used in a work to create images or
evoke emotions.
2. Discuss how people
from different backgrounds use and respond to
music.
3. Select music works and performances based on knowledge of music
concepts.
1. Describe how the use of elements of music affects the aesthetic impact
of a music selection.
2. Explain how people from different backgrounds use and respond to
music and cite specific examples.
3. Defend choices of music works and performances based on knowledge
of music concepts.
1. Critique their
performances or compositions in terms of aesthetic
qualities.
2. Discuss how the
purpose, meaning and value of music works change
because of the impact of life experiences.
3. Evaluate music works and performances using criteria for aesthetic
qualities.
1. Respond to aesthetic qualities of a performance intellectually using
music terminology.
2. Form a personal philosophy about the purpose of music.
3. Explain how the purpose, meaning and value of selected music works
change because of the impact of life
experiences.
4. Alter music works, performances or composition presentations to
enhance the quality of the music selection.
Students identify similarities and
differences between music and other arts disciplines. Students recognize
the relationship between concepts and skills
learned through music with knowledge learned in other
curricular subjects, life experiences and potential careers
in and outside the arts. Students develop a desire
for lifelong learning in music.
1. Use music and/or
found sounds together with dance, drama and visual
art.
2. Observe
connections between music experiences and another curricular
subject (e.g., English language arts).
3. Sing songs representing their cultures.
4. Identify a musician.
1. Use music and/or
found sounds together with dance, drama and visual
art.
2. Identify similar
terms (e.g., patterns, texture) in the arts.
3. Recognize
connections between music experiences and another
curricular subject (e.g., English language arts).
4. Identify various uses of music in their cultures.
5. Recognize a musician.
1. Respond to music
using dance, drama and visual art.
2. Recognize
similarities and differences among the arts, including music,
dance, drama and visual art.
3. Identify and
describe connections between music experiences and other
curricular subjects
(e.g., English language arts, mathematics and social
studies).
4. Identify various uses of music in the
5. Identify the role of a musician.
1. Interpret music
through dance, drama and visual art.
2. Identify the use
of similar elements (e.g., form, rhythm) in music and
other art forms.
3. Explain ways that
the basic principles (e.g., elements of music) and
subject matter (e.g.,
topics, themes, lyrics) of music are interrelated with
disciplines outside the arts.
4. Identify similarities and differences in music of the
5. Discuss that some people write music, direct music and/or perform
music as jobs.
1. Interpret music
through dance, drama and visual art.
2. Identify the use
of similar elements (e.g., form, rhythm) in music and
other art forms.
3. Explain ways that
the basic principles (e.g., elements of music) and
subject matter (e.g.,
topics, themes, lyrics) of music are interrelated with
disciplines outside the arts.
4. Identify similarities and differences in music of the
various cultures.
5. Describe roles of musicians in various music settings.
1. Interpret music
through dance, drama and visual art.
2. Identify the use
of similar elements in music and other art forms and
compare how ideas and
emotions are expressed in each art form using
the same elements.
3. Define basic arts
terms (e.g., texture, color, form, movement) associated
with various art forms and use them to describe
music events.
4. Describe how knowledge of music connects to learning in other subject
areas.
5. Discuss how culture influences music.
6. Identify the specific skills needed to be a musician.
1. Describe ways that
music relates to other art forms using appropriate
terminology.
2. Compare in music
and other art forms how the characteristic materials
of each art (e.g.,
sound in music, movement in dance) can be used to
transform similar events, scenes, emotions or ideas
into works of art.
3. Integrate art
forms into a well-organized music presentation.
4. Compare and contrast subject matter common to music and other subject
areas.
5. Identify different functions and uses of music in their own and other
cultures.
6. Describe roles musicians assume in various cultures and music settings,
and identify skills needed for each role.
7. Identify various careers for musicians (e.g., in education, in
entertainment and to provide
technical support).
1. Identify
similarities and differences in the meanings of common terms
used in the various arts.
2. Integrate art
forms into a well-organized music presentation.
3. Identify
involvement in the arts as a listener, creator and performer.
4. Describe ways that technology is used in creating, performing and
listening to music.
5. Identify problem-solving and creative thinking skills used
in music.
6. Using elements of music, describe distinguishing characteristics of
music from a variety of cultures.
7. Identify exemplary music role models and describe their activities and
achievements in the music field.
1. Compare in two or
more art forms the common terms and contrasting
definitions used for various artistic elements.
2. Describe how roles
of creators, performers and others involved in music
are similar to or different from those in other
art forms.
3. Use technology in creating, performing and/or researching music.
4. Use problem-solving and creative thinking skills experienced in other
disciplines in music.
5. Identify various uses of music in their daily experiences.
6. Describe characteristics that make their music of choice applicable to
their daily experiences.
7. Identify nonperforming careers in music.
1. Explain how basic
arts elements (e.g., form, texture) are used in similar
and different examples of music and other arts
disciplines.
2. Identify art forms
that involve collaboration with multiple art forms
(e.g., musical
theater, opera).
3. Apply
problem-solving and creative thinking skills used in music to
other content areas.
4. Explain the role of technology in creating, performing and listening to
music.
5. Incorporate subject matter common to music and other academic areas
into a music presentation.
6. Describe the role of music and musicians in various
cultures.
7. Determine criteria to select music experiences that represent skills,
abilities and accomplishments (e.g.,
developing a portfolio).
1. Explain how the
creative process is used in similar and different ways
in the arts.
2. Apply
problem-solving and creative thinking skills used in music to
other content areas.
3. Demonstrate one or more uses of technology in creating, performing and
listening to music.
4. Incorporate subject matter common to music and other academic areas
into a music presentation.
5. Use accurate music terminology to describe similarities and differences
in music from various cultures.
6. Explore and identify opportunities for lifelong involvement in music
(e.g., religious/community music organizations, arts advocacy,
consumer).
1. Explain how the
roles of creators, performers and others involved in the
production and presentation of the arts are similar and
different.
2. Apply
problem-solving and creative thinking skills used in music to
other content areas.
3. Use technology to create and/or perform various forms of music.
4. Incorporate subject matter common to music and other academic areas
into a music presentation.
5. Compare a music work with another work of art (e.g., dance, drama,
visual art) from the same culture on the basis of similar nonarts
influences.
6. Use criteria to select music experiences that represent skills, abilities and
accomplishments (e.g., developing a portfolio, college audition/
admission, studio musician
experience).
1. Recognize
aesthetic characteristics common to all art forms.
2. Apply creative
thinking and problem-solving skills used in music to
other content areas.
3. Use technology to create and/or perform various forms of music.
4. Incorporate subject matter common to music and other academic areas
into a music presentation.
5. Compare and contrast different roles musicians assume in various
cultures and music settings, and
describe skills and training needed.
6. Explore and identify opportunities for lifelong involvement in music
(e.g., religious/community music organizations, arts advocacy,
consumer).