West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044J - 21st Century Music Content Standards And Objectives For West Virginia Schools (2520.10) › Section 126-44J-4 - Summary of the Content Standards and Objectives

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West Virginia Board of Education has
				the responsibility for establishing high quality standards pertaining to all
				educational standards pertaining to all educational programs (W. Va. Code
				§
									18-9A-22). The content standards
				and objectives provide a focus for teachers to teach and students to learn
				those skills and competencies essential for future success in the workplace and
				further education. The document includes content standards for music education,
				an explanation of terms; objectives that reflect rigorous and challenging
				curriculum; and performance descriptors.
West Virginia Department of Education
West Virginia Board of Education Policy 2520.10
21st Century Music
				  Education Content Standards and Objectives for West Virginia
				  Schools
Steven L. Paine
State Superintendent of Schools
Foreword
A 21st century music
				  curriculum is an increasingly important aspect of developing learners prepared
				  for success in the 21st century. Thus, the West
				  Virginia Board of Education and the West Virginia Department of Education are
				  pleased to present Policy 2520.10, 21st Century
				  Music Content Standards and Objectives for West Virginia Schools. The West
				  Virginia Music Standards for 21st Century Learning
				  include 21st century
content
standards and objectives as well as 21st century
				  standards and objectives for
learning
skills
and
technology tools
. This broadened scope of curriculum is
				  built on the firm belief that quality engaging instruction must be built on a
				  curriculum that triangulates rigorous 21st century
				  content, 21st century learning skills and the use of
				  21st century technology tools.
A committee of educators from different areas of the
				  state convened to revise the content standards and objectives. The overarching
				  goal was to build a rigorous, relevant and challenging music curriculum that
				  would prepare students for the 21st century. West
				  Virginia educators played a key role in shaping the content standards to align
				  with national standards and best practice in the field of music education. The
				  contribution of these professionals was critical in creating a policy that is
				  meaningful to classroom teachers and appears in a format that can easily be
				  used and understood.
Policy 2520.10 is organized around the three major
				  components of a standards-based curriculum: learning standards, instructional
				  objectives and performance descriptors. The learning standards are the
broad descriptions
of what
all
students must
				  know and be able to do at the conclusion of the instructional sequence. The
				  accompanying grade-level objectives are specific descriptors of knowledge,
				  skills and attitudes that when mastered will enable the student to attain the
				  standard. The instructional objectives guide instructional
planning
and provide a basis for determining appropriate
assessments, instructional strategies and resources
. The
				  performance descriptors provide the basis for
assessing
overall student competence of grade level standards. The performance
				  descriptors define the five student performance levels ranging from novice to
				  distinguished. With the ultimate goal of "learning for all," these descriptors
				  allow the teacher, students and parents to judge the
level
of
				  student proficiency in each 21st century learning
				  standard.
In combination, the use of learning standards,
				  instructional objectives and performance descriptors become a comprehensive
				  guide for delivering a rigorous and relevant music curriculum to all West
				  Virginia students. These elements, when used to guide the instructional process
				  and when delivered with the creativity and instructional expertise of West
				  Virginia teachers, will become a powerful resource for preparing students to
				  meet the challenges of the 21st
				  century.
Steven L. Paine
State Superintendent of Schools
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards. Objectives build across grade
				  levels as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. West
				  Virginia has designed five performance levels: distinguished, above mastery,
				  mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills students need to acquire. Performance levels and
				  descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Numbering of Standards
The number for each content standard is composed of four
				  parts, each part separated by a period:
$ the content area code is MU for Music,
$ the letter S, for Standard,
$ the grade level or performance level,
$ the standard number.
Illustration: MU.S.GM6-8.1 refers to grades 6 -8 music
				  content standard #1.
Numbering of Objectives
The number of each objective is composed of five parts, each
				  part separated by a period:
$ the content area code (MU for music),
$ the letter O is for Objective,
$ the grade level or performance level
$ the number of the content standard addressed, and
$ the objective number.
Illustration: MU.O.GM6-8.4.6 refers to a music grades 6-8
				  objective that addresses standard #4 in music, the sixth objective listed under
				  that standard.
Numbering of Performance Descriptors
The number for each group of three performance descriptors is
				  composed of four parts, each part separated by a period:
$ the content area (MU for music),
$ the letters PD are for Performance Descriptors,
$ the grade level or performance level, and
$ the standard number.
Illustration: MU.PD.GMK-2.3 refers to music performance
				  descriptors for general music kindergarten - 2nd
				  grade, content standard #3.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.10 is available on the Web, each standard, each objective, and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same. The codes printed in Policy 2520.10
				  form the basis of the UENs. The only additional set of numbers that will be
				  added to each code to formulate its UEN will be a prefix that indicates the
				  year and month that a particular version of Policy 2520.10 is approved by the
				  State Board of Education.
The prefix for the UENs for each content area in Policy
				  2520.10 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.10 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV 21st Century Content
				  Standards in any kind of electronic distribution, alignment, or software
				  development to use the UENs so that all efforts can be cross-referenced and
				  there is consistency across initiatives.
Illustration: The UEN for beginning level 1 band standard #3
				  will be "200607.MU.S.BI.3".
Abbreviations
MU Music
K-8 General Music
GMK-2
General Music Grades Kindergarten - 2
GM3-5
General Music Grades 3 - 5
GM6-8
General Music Grades 6 - 8
Music Electives K-12
Orchestral Strings
OSI
Orchestral Strings, (Beginning) Level I (Grades 4 -
							 8)
OSII
Orchestral Strings, (Intermediate) Level II (Grades
							 4 - 12)
OSIII
Orchestral Strings, (Advanced) Level III (Grades 9 -
							 12)
Band
BI
Band, (Beginning) Level I (Grades 5 -
							 12)
BII
Band, (Intermediate) Level II (Grades 5 -
							 12)
BIII
Band, (Advanced) Level III (Grades 5 -
							 12)
Choral Music
CMI
Choral Music, (Beginning) Level I (Grades 3 -
							 12)
CMII
Choral Music, (Intermediate) Level II (Grades 6 -
							 12)
CMIII
Choral Music, (Advanced) Level III (Grades 8 -
							 12)
Piano
PI
Piano (Beginning) Level I (Grades 6 -
							 12)
PII
Piano (Intermediate) Level II (Grades 6 -
							 12)
PIII
Piano (Advanced) Level III (Grades 6 -
							 12)
AFM
Appalachian Folk Music (Grades 9 - 12)
MAH
Music Appreciation/History (Grades 9 -
							 12)
MT
Music Theory, Composition, Arranging (Grades 9 -
							 12)
Other Abbreviations
PD
Performance Descriptors
O
Objective
S
Standard (Content Standard)
MUSIC - POLICY 2520.10
Performing, creating, and responding to music are
				  essential parts of the school curriculum because they are fundamental processes
				  in which human beings engage. Because music is a basic expression of human
				  culture, every student must have access to a balanced comprehensive and
				  sequential program of study in music during the school day, including the
				  opportunity to perform and attend performances. Singing, playing instruments,
				  moving to music, and creating music enables students to acquire musical skills
				  and knowledge that can be developed in no other way. Learning to read and
				  notate music gives them skills to explore music independently. Listening to,
				  analyzing, and evaluating music are important building blocks of musical
				  learning. To relate to a diverse, global society, students must understand
				  historical and cultural heritage.
West Virginia's vision is to prepare all students with
				  the skills they need to succeed in the 21st Century.
				  This includes a focus on the core academic subjects, which includes the arts.
				  In addition to these traditional subjects, West Virginia also recognizes key
				  content areas and skills that have not been previously emphasized, including
				  global awareness, civic literacy, critical thinking and problem-solving skills,
				  creativity, accountability, collaboration and self-direction. The study of
				  music is particularly well-suited to addressing these subjects and
				  skills.
The West Virginia Content Standards and Objectives are
				  arranged into four broad State Standards which align with the National
				  Standards in the following manner:
WV Standard 1: Performing
$ National Standard 1: Singing, alone and with others, a
				  varied repertoire of music.
$ National Standard 2: Performing on instruments, alone and
				  with others, a varied repertoire of music.
WV Standard 2: Exploring
$ National Standard 5: Reading and notating music.
$ National Standard 6: Listening to, analyzing, and
				  describing music.
$ National Standard 7: Evaluating music and music
				  performances.
WV Standard 3: Creating
$ National Standard 3: Improvising melodies, variations, and
				  accompaniments.
$ National Standard 4: Composing and arranging music within
				  specified guidelines.
WV Standard 4: Relating
$ National Standard 8: Understanding relationships between
				  music, the other arts, and disciplines outside the arts.
$ National Standard 9: Understanding music in relation to
				  history and culture.
WV Standard 1: Performing
Singing, playing, and moving are fundamental processes of
				  musical expression. Basic performing skills in singing and in playing a variety
				  of pitched and non-pitched instruments are developed in the K-8 general music
				  area of study. Students who participate in the concentrated study of choral
				  and/or instrumental music area of study will develop advanced musical skills
				  and technical accuracy through a varied repertoire of musical literature. Piano
				  and folk music areas of study may also be taught at the high school
				  level.
WV Standard 2: Exploring
Skills in the analysis of music enable students to listen to
				  a wide variety of music with discernment and enjoyment. Broad experiences with
				  a variety of music assist students in evaluating musical works and
				  performances. The ability to read and notate music is the foundation for
				  independent study and performance. Exploring musical notation is a key to
				  lifelong learning and participation in music. Music reading experiences begin
				  in kindergarten and are stressed throughout all levels of study.
WV Standard 3: Creating
Creating music by improvisation and composition is encouraged
				  and developed through experiences in music. Students at the secondary level may
				  further develop improvisation and composition skills through participation in
				  small ensembles and classes in music theory or composition.
WV Standard 4: Relating
Students will be encouraged to explore the commonalities and
				  relationships between music and other disciplines. As it becomes easier to
				  maneuver around our world, students must become more diverse in their knowledge
				  of history, other cultures and the importance of music as it pertains to these.
				  In an increasingly interdependent world, students must develop awareness of
				  diversity in cultures and the uniqueness of music to cultures.
K-8 General Music Content Standards and
				  Objectives
The sequential program of music study will include, but
				  not be limited to, general music kindergarten through eighth grade. Sufficient
				  time should be allotted for students to achieve the Content Standards and
				  Objectives. High quality arts programs bring richness to the school curriculum;
				  therefore, it is strongly recommended that schools provide more than the
				  required minimal amount of time for the delivery of the music curriculum. The
				  objectives were written in a way to maximize teacher flexibility in delivering
				  quality instruction to all students.
K-2 General Music Content Standards and
				  Objectives
K-2 students explore the world of music through
				  singing, playing instruments, moving and listening. They develop a beginning
				  recognition of simple music notation and an awareness of the singing voice.
				  Opportunities are provided to sing patriotic and folk songs that support civic
				  literacy. In addition, global awareness is introduced to the student through
				  experiencing the music of other cultures. Collaboration skills are emphasized
				  as students begin to sing and perform on instruments with others.
				  Critical-thinking skills are sharpened as students are taught to actively
				  listen and respond to what they hear. Their creativity and problem-solving
				  skills are developed through simple composition and improvisation. Students
				  begin relating music to other disciplines, including literature, math, science,
				  and visual art.
To assure a quality arts education, general classroom
				  teachers who are charged with the delivery of the K-2 Content Standards and
				  Objectives in their school curriculum are strongly encouraged to participate in
				  high-quality, content-specific professional development.
Grade K-2
General Music
Standard: 1
Performing
MU.S.GMK-2.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.GMK-2.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.GMK-2.1.01
participate in singing a variety of songs.
MU.O.GMK-2.1.02
sing loudly and softly.
MU.O.GMK-2.1.03
sing high and low pitches.
MU.O.GMK-2.1.04
echo a simple rhythmic pattern.
MU.O.GMK-2.1.05
perform steady beat and melodic rhythm.
MU.O.GMK-2.1.06
perform rhythms using quarter notes, quarter rests,
							 beamed eighth notes, half notes and half rests.
MU.O.GMK-2.1.07
communicate by moving expressively to music.
MU.O.GMK-2.1.08
demonstrate slow and fast tempi through
							 movement.
MU.O.GMK-2.1.09
demonstrate high and low pitches through
							 movement.
MU.O.GMK-2.1.10
demonstrate strong and weak beats through
							 movement.
MU.O.GMK-2.1.11
demonstrate AB form through movement.
MU.O.GMK-2.1.12
perform an accompaniment to a song, i.e., rhythm
							 instruments, melodic instruments, or body percussion.
Grade K-2
General Music
Standard: 2
Exploring
MU.S.GMK-2.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.GMK-2.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting - is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance - reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.GMK-2.2.01
identify and distinguish uses of the voice, i.e.,
							 whisper, shout, speak and sing.
MU.O.GMK-2.2.02
identify and manipulate/notate high and low pitches
							 on a music staff.
MU.O.GMK-2.2.03
identify steps, skips, and leaps in staff
							 notation.
MU.O.GMK-2.2.04
distinguish between steady beat and rhythmic
							 patterns.
MU.O.GMK-2.2.05
read notation for quarter notes, quarter rests,
							 beamed eighth notes, half notes and half rests.
MU.O.GMK-2.2.06
read rhythmic notation in 2/4 and 4/4 meter.
MU.O.GMK-2.2.07
distinguish between same and different musical
							 phrases.
MU.O.GMK-2.2.08
identify introduction and coda.
MU.O.GMK-2.2.09
identify same and different sections of music, e.g.,
							 AB form, verse/refrain staff.
MU.O.GMK-2.2.10
identify and demonstrate proper use of repeat
							 signs.
MU.O.GMK-2.2.11
define piano (p) and forte (f).
MU.O.GMK-2.2.12
define Allegro and Adagio.
MU.O.GMK-2.2.13
evaluate their own musical performance, e.g., pitch,
							 dynamics, tempo.
MU.O.GMK-2 2.14
identify musical instruments, e.g., classroom,
							 symphonic, folk, global, etc.
Grade K-2
General Music
Standard: 3
Creating
MU.S.GMK-2.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.GMK-2.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance - improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance -
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.GMK-2.3.01
improvise a melodic or rhythmic phrase.
MU.O.GMK-2.3.02
create appropriate sounds to accompany stories or
							 poems.
MU.O.GMK-2.3.03
compose a rhythmic or melodic pattern to represent a
							 character in a story.
MU.O.GMK-2.3.04
improvise on a melodic instrument within specified
							 guidelines.
MU.O.GMK-2.3.05
improvise a rhythmic accompaniment for a song.
MU.O.GMK-2.3.06
compose an original composition.
MU.O.GMK-2.3.07
compose a piece of music in AB form.
K-2
General Music
Standard: 4
Relating
MU.S.GMK-2.4
Students will
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.GMK-2.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting - explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.GMK-2.4.01
relate music to other disciplines, e.g., children's
							 literature, math, science, visual art, etc.
MU.O.GMK-2.4.02
discuss social responsibility through appropriate
							 audience behavior.
MU.O.GMK-2.4.03
demonstrate civic literacy by singing and discussing
							 American folk songs and songs with patriotic texts.
MU.O.GMK-2.4.04
sing and discuss Appalachian, global, and holiday
							 songs.
MU.O.GMK-2.4.05
compare singing games from various global
							 cultures.
MU.O.GMK-2.4.06
discuss how music is used in daily life, e.g.,
							 television, radio, Internet, etc.
MU.O.GMK-2.4.07
discuss the roles of musicians in society.
MU.O.GMK-2.4.08
identify instruments unique to various global
							 cultures.
MU.O.GMK-2.4.09
discuss Italian origin of music terminology.
Grade 3-5 General Music Content Standards and
				  Objectives
Grade 3-5 students develop further independence in the
				  use of the singing voice. Terms are added to the basic music vocabulary for
				  continued music literacy. Through the use of the voice, classroom instruments
				  and body percussion, students' creativity and problem-solving skills are
				  further developed as they improvise and compose rhythms and melodies. Their
				  critical-thinking skills are refined as they evaluate their own musical
				  performances and the performances of others. Global awareness is expanded
				  through performing and listening to music of other cultures. Students continue
				  to collaborate with others in classroom ensembles. Students relate music to
				  other disciplines by singing songs in foreign languages and studying how music
				  correlates with history and visual art.
To assure a quality arts education, general classroom
				  teachers who are charged with the delivery of the K-2 Content Standards and
				  Objectives in their school curriculum are strongly encouraged to participate in
				  high-quality, content-specific professional development.
3-5
General Music
Standard:
Performing
MU.S.GM3-5.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.GM3-5.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.GM3-5.1.01
expand singing songs in major and minor keys.
MU.O.GM3-5.1.02
sing or perform an ostinato.
MU.O.GM3-5.1.03
sing two part round and partner songs.
MU.O.GM3-5.1.04
perform syncopated patterns.
MU.O.GM3-5.1.05
perform rhythmic patterns from notation.
MU.O.GM3-5.1.06
play melodic patterns from notation.
MU.O.GM3-5.1.07
play chords to harmonize melody
MU.O.GM3-5.1.08
accompany singing on a variety of classroom
							 instruments.
MU.O.GM3-5.1.09
perform rhythmic and melodic patterns to add special
							 effects to songs.
MU.O.GM3-5.1.10
demonstrate presto, moderato, andante, and largo
							 through movement.
MU.O.GM3-5.1.11
demonstrate ritardando and accelerando and a tempo
							 through movement.
MU.O.GM3-5.1.12
perform music containing crescendo and
							 diminuendo.
MU.O.GM3-5.1.13
communicate ABA form through movement.
MU.O.GM3-5.1.14
communicate rondo form through movement.
MU.O.GM3-5.1.15
sing or play instruments, following the cues of a
							 conductor.
3-5
General Music
Standard:
Exploring
MU.S.GM3-5.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.GM3-5.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.GM3-5.2.01
identify aurally and visually orchestra, band and
							 folk instruments.
MU.O.GM3-5.2.02
distinguish between an orchestra and a band.
MU.O.GM3-5.2.03
expand previously learned notation to include single
							 eighth notes and rests and beamed sixteenth notes.
MU.O.GM3-5.2.04
expand previously learned notation to include whole
							 notes and rests and dotted half notes.
MU.O.GM3-5.2.05
read notation for songs.
MU.O.GM3-5.2.06
read rhythmic notation in 3/4 meter.
MU.O.GM3-5.2.07
identify a treble clef.
MU.O.GM3-5.2.08
identify bass clef.
MU.O.GM3-5.2.09
identify notes on the treble clef staff by letter
							 name.
MU.O.GM3-5.2.10
identify use of sharps and flats.
MU.O.GM3-5.2.11
manipulate/notate notes for the major scale.
MU.O.GM3-5.2.12
identify pp, p, mp, mf, f, ff dynamics.
MU.O.GM3-5.2.13
recognize the symbols for crescendo and
							 diminuendo.
MU.O.GM3-5.2.14
identify the four vocal parts: soprano, alto, tenor,
							 bass.
MU.O.GM3-5.2.15
identify and demonstrate staccato and legato.
MU.O.GM3-5.2.16
identify and demonstrate fermata.
MU.O.GM3-5.2.17
identify
ritardando
,
accelerando
and
a
tempo.
MU.O.GM3-5.2.18
identify and demonstrate first and second
							 endings.
MU.O.GM3-5.2.19
identify and demonstrate D.C. al Fine and D.S.
MU.O.GM3-5.2.20
identify ABA form.
MU.O.GM3-5.2.21
evaluate their own musical performances.
3-5
General Music
Standard:
Creating
MU.S.GM3-5.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines
Performance Descriptors MU.PD.GM3-5.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.GM3-5.3.01
improvise music questions and answers.
MU.O.GM3-5.3.02
compose a piece using different dynamic
							 levels.
MU.O.GM3-5.3.03
given a theme, create variations on that
							 theme.
MU.O.GM3-5.3.04
compose a song in ABA form.
MU.O.GM3-5.3.05
compose a piece using rondo form.
3-5
General Music
Standard:
Relating
MU.S.GM3-5.4
Students will
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.GM3-5.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting - explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.GM3-5.4.01
collaborate with others in a musical play.
MU.O.GM3-5.4.02
create a visual artwork for a piece of music or
							 create music for visual art.
MU.O.GM3-5.4.03
compare and contrast works of art and music that are
							 based upon the same event, subject, or mood.
MU.O.GM3-5.4.04
relate ABA forms in related arts.
MU.O.GM3-5.4.05
sing and interpret foreign language songs from global
							 cultures.
MU.O.GM3-5.4.06
refine the use of Italian in music
							 terminology.
MU.O.GM3-5.4.07
develop civic literacy by singing West Virginia and
							 patriotic songs.
MU.O.GM3-5.4.08
sing spirituals, gospel songs, and work songs and
							 recognize their roles in American history.
MU.O.GM3-5.4.09
identify and discuss tone production for instruments
							 and voices.
MU.O.GM3-5.4.10
explore musical careers, e.g., conductor, composer,
							 accompanist, etc.
MU.O.GM3-5.4.11
explore 21st century life
							 skills relevant to musical careers, e.g., leadership, ethics, accountability,
							 etc.
MU.O.GM3-5.4.12
discuss and demonstrate social responsibility through
							 appropriate audience behavior.
Grade 6-8 General Music Content Standards and
				  Objectives
Grade 6-8 students continue to build proper singing
				  technique. Student creativity and problem-solving are demonstrated through
				  interpretation, improvisation, and composition of music. Students increase
				  their civic literacy through singing both patriotic songs and the songs of West
				  Virginia. Global awareness is further expanded through performing and listening
				  to music of other cultures. Students explore the role of the musician in
				  society and careers in music. Students relate music to other disciplines
				  through the study of acoustics and the study of history as it relates to the
				  evolution of musical style.
6-8
General Music
Standard:
Performing
MU.S.GM6-8.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.GM6-8.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.PD.GM6-8.1.01
sing songs and/or play instruments in unison and
							 two-part harmony.
MU.PD.GM6-8.1.02
sing and play major/minor melodies.
MU.PD.GM6-8.1.03
play major/minor chords.
MU.PD.GM6-8.1.04
perform music in a variety of global styles (e.g.
							 classical, folk, jazz, etc.)
MU.PD.GM6-8.1.05
perform compositions and/or accompaniments on
							 instruments.
6-8
General Music
Standard:
Exploring
MU.S.GM6-8.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performance.
Performance Descriptors MU.PD6-8.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.GM6-8.2.01
aurally identify soprano, alto, tenor, and bass
							 voices.
MU.O.GM6-8.2.02
visually and aurally identify musical instruments
							 (e.g. traditional, folk, electronic, global, etc.).
MU.O.GM6-8.2.03
aurally distinguish between major and minor
							 tonalities.
MU.O.GM6-8.2.04
review and refine all previous learned notation and
							 musical forms.
MU.O.GM6-8.2.05
read rhythmic patterns from 2/4, 3/4, 4/4, and 6/8
							 meters.
MU.O.GM6-8.2.06
identify in 6/8 meter.
MU.O.GM6-8.2.07
identify and notate dotted quarter notes.
MU.O.GM6-8.2.08
expand previous notation to include dotted
							 rhythms.
MU.O.GM6-8.2.09
explore grand staff notation.
MU.O.GM6-8.2.10
read notation for the bass clef and treble
							 clef.
MU.O.GM6-8.2.11
follow a musical score.
MU.O.GM6-8.2.12
identify modulation.
MU.O.GM6-8.2.13
interpret tempo markings and dynamics.
MU.O.GM6-8.2.14
interpret D.C., D.S., first and second
							 endings.
MU.O.GM6-8.2.15
evaluate vocal and instrumental performances.
6-8
General Music
Standard:
Create
MU.S.GM6-8.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD6-8.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.GM6-8.3.01
improvise on percussion instrument e.g. drum circle
							 or percussion ensemble.
MU.O.GM6-8.3.02
improvise on a melodic instrument e.g. ii V I;
							 blues.
MU.O.GM6-8.3.03
compose melodies using major/minor tonalities.
MU.O.GM6-8.3.04
compose a piece in 2/4, 3/4, 4/4, 6/8 meter.
6-8
General Music
Standard:
Relating
MU.S.GM6-8.4
Students will
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.GM6-8.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.GM6-8.4.01
develop civic literacy by singing and relating West
							 Virginia songs to West Virginia history and geography.
MU.O.GM6-8.4.02
explore and characterize music from various global
							 cultures.
MU.O.GM6-8.4.03
examine the science of acoustics.
MU.O.GM6-8.4.04
use information and communication technology to
							 examine the financial, economic, business and entrepreneurial aspects of
							 musical careers.
MU.O.GM6-8.4.05
discuss the evolution of musical styles, including
							 their relationship to historical events.
MU.O.GM6-8.4.06
discuss and demonstrate social responsibility through
							 appropriate audience behavior in a given setting.
Music Electives K-12
Electives K-8: In addition to completing courses in
				  General Music, elementary and middle school students should have the
				  opportunity to take elective courses of instrumental music and choral music;
				  therefore, content standards and objectives have been developed for K-8 music
				  education beyond General Music. High quality arts programs bring richness to
				  the school curriculum; therefore, it is strongly recommended that schools
				  provide more than the required minimal amount of time for the delivery of the
				  music curriculum.
Electives 9-12: Music is one of the four fine arts
				  programs of study from which an elective course may be chosen to meet the
				  graduation requirement of one arts credit. At a minimum, both instrumental and
				  choral music electives must be offered to accommodate four sequential levels of
				  student achievement in grades 9-12.
Within the Music program of study there are six areas
				  of study for electives in music education. The Content Standards and Objective
				  represent the basic curriculum, while not prescribing a specific pedagogical
				  approach. Teachers are encouraged to augment and enhance the curriculum as
				  their schedules and resources permit.
$ Orchestral Strings provides instruction in playing the
				  violin, viola, 'cello, and bass. At the adolescent level students playing these
				  instruments are generally grouped in classes of all string players (a String
				  Orchestra), or string players plus wind and percussion (Full Orchestra). If
				  enrollment is large, more than one orchestra may be offered and these
				  orchestras may be differentiated by achievement level. The most advanced
				  players may be given additional challenges of playing more difficult parts,
				  solos, and chamber music (such as quartets and trios).
$ Band provides opportunities for students in grades 5-12 to
				  learn wind and percussion instruments. Students enrolled in band may be
				  scheduled into a single class period. If enrollment is large, more than one
				  band may be offered and these bands may be differentiated by achievement level.
				  The advanced band students may be given opportunities to participate in a
				  variety of specialized or small ensembles (such as brass quartet, jazz
				  ensemble, percussion ensemble, steel drum band).
$ Choral Music provides opportunities for students to sing in
				  large and small ensembles. When enrollment justifies, two or more choral groups
				  may be offered. These groups may be differentiated by the achievement level of
				  students and/or by their composition (treble voices, tenor and bass voices,
				  mixed voices). Students at the advanced levels may also participate in chamber
				  choirs, madrigal singers, barbershop quartets, and other select
				  ensembles.
$ Piano classes may be offered for beginners and more
				  advanced students. The three levels of objectives included in this area of
				  study provide for beginners and for those who have already studied piano. If
				  facilities and piano lab equipment are available, a teacher can give
				  instruction to students working at several different levels in a single
				  classroom. On the other hand, if enrollment justifies, two or more classes
				  differentiated by achievement level should be provided.
$ Appalachian Folk Music offers opportunities for students to
				  learn to play the guitar, banjo, and dulcimer.
$ Music Literature is an area of study that provides content
				  standards and objectives for electives in Music Appreciation or Music
				  History.
$ Music Theory, an elective appropriate for advanced students
				  and music majors, is included in this area of study.
County school systems may exercise the option of offering
				  additional music courses. Content Standards and Objectives must be developed
				  for these courses and approved by the county board of education.
Level I Orchestral Strings (Beginning)
Students at this level develop basic playing skills
				  including matching pitch, using appropriate playing posture, first position
				  fingerings,
arco
and
pizzicato
, and reading
				  musical notation. Typically, students are at the elementary level, but due to
				  delayed entry into Strings or differences in scheduling, they could also be at
				  the middle or junior high school level. Students also play
legato
and
non-legato
melodies in the keys of
				  D and G major, two-note slurs,
staccato
bowing, and rhythms in
				  meters of 2, 3 and 4. Students will participate in the performance of folk
				  songs and rounds, interpret dynamics and symbols such as
D.C. al
				  Fine
, and develop criteria for performance evaluation.
Grades 4-8
Orchestra String
Standard: 1
Performing
MU.S.OSI.1
Students will
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.OSI.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with consideration assistant, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.OSI.1.01
match pitches.
MU.O.OSI.1.02
keep a steady beat and perform given rhythms.
MU.O.OSI.1.03
play pizzicato and arco with resonant tone
							 quality.
MU.O.OSI.1.04
demonstrate correct posture, playing position, and
							 bow control.
MU.O.OSI.1.05
echo patterns played by the teacher.
MU.O.OSI.1.06
play a simple, familiar melody by ear.
MU.O.OSI.1.07
play global folk tunes and rounds in the keys of D
							 and G major.
MU.O.OSI.1.08
play from memory the major scales of D and G.
MU.O.OSI.1.09
play a piece utilizing piano and forte.
MU.O.OSI.1.10
play intervals formed with one fingered and one open
							 string. (Omit double bass.)
MU.O.OSI.1.11
play octaves and identify octaves played in
							 tune.
MU.O.OSI.1.12
use detach bowing to play legato melodies.
MU.O.OSI.1.13
play legato melodies marked with two-note
							 slurs.
MU.O.OSI.1.14
play staccato passages.
MU.O.OSI.1.15
interpret accents.
MU.O.OSI.1.16
develops personal productivity through practice
							 habits.
Grade 4-8
Orchestral Strings
Standard: 2
Exploring
MU.S.OSI.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.OSI.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will:
MU.O.OSI.2.01
read notated music containing whole, half, quarter,
							 eighth, and dotted quarter notes and rests in meters of 2, 3, and 4.
MU.O.OSI.2.02
identify incorrectly played rhythms.
MU.O.OSI.2.03
notate quarter notes and rests.
MU.O.OSI.2.04
add bar lines to an example containing none.
MU.O.OSI.2.05
respond verbally, using correct names of notes, the
							 staff, rhythms, clefs, and meter signatures when questioned about a line of
							 music.
MU.O.OSI.2.06
identify AB and ABA form.
MU.O.OSI.2.07
listen to exemplary models of instrumental
							 performances.
MU.O.OSI.2.08
distinguish between appropriate and inappropriate
							 tone quality.
MU.O.OSI.2.09
classify a piece as played in tune or out of tune
							 after listening to a performance.
MU.O.OSI.2.10
differentiate between octaves, unisons, and fifths
							 presented aurally.
MU.O.OSI.2.11
interpret the following: repeat sign, D.C. al Fine,
							 D.S. al Fine, multiple endings.
MU.O.OSI.2.12
play a melody in temp andante, allegro and in tempo
							 moderato.
MU.O.OSI.2.13
evaluate their own performances.
Grade 4-8
Orchestral Strings
Standard: 3
Creating
MU.S.OSI.3
Students will:
$ improvise melodies, variations and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.OSI.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy and models
							 creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSI.3.01
create a response to a rhythmic pattern performed by
							 the teacher.
MU.O.OSI.3.02
create a response to a melodic pattern performed by
							 the teacher.
Grade 4-8
Orchestra Strings
Standard: 4
Reading
MU.S.OSI.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.OSI.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSI.4.01
relate note values to fractions in math.
MU.O.OSI.4.02
discuss the principles of sound and pitch production
							 on string instruments.
MU.O.OSI.4.03
perform folk tunes from various global
							 cultures.
MU.O.OSI.4.04
listen to a performance of a folk tune and discuss
							 its cultural background.
MU.O.OSI.4.05
compile a list of how music is used, e.g.,
							 commercials, movie/TV themes, church music, and answer questions as to why
							 music is used in everyday life.
MU.O.OSI.4.06
discuss social responsibility through appropriate
							 audience behavior.
Level II Orchestral Strings
				  (Intermediate)
Students at this level of study demonstrate
				  characteristics of good ensemble playing while continuing to further develop
				  their own individual playing and listening skills. Typically, these are
				  students at the middle school or junior high level, but may also include more
				  advanced elementary students, and high school students who have not progressed
				  to the Advanced level. The study a wider ranger of dynamics, tempi and meters.
				  Students learn to play legato and non-legato melodies, two and three-note
				  slurred staccato, and lourÉ and martelÉ bowings. Students
				  also study syncopated rhythms and positions other than first. They become
				  familiar with the Baroque period, play scales and melodies up to 3 sharps and 1
				  flat, learn the chromatic scale and continue to evaluate
				  performances.
Grade 4-12
Orchestral Strings
Standard: 1
Performing
MU.S.OSII.1
Students will:
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.OSII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will:
MU.O.SII.1.01
play melodies and major and minor scales in keys up
							 to 3 sharps and 1 flat.
MU.O.SII.1.02
play music containing dotted rhythms, eighth-note
							 triplets, sixteenth notes and rests in meters of 2, 3, 4, 6 and alla
							 breve.
MU.O.SII.1.03
demonstrate characteristics of good ensemble
							 playing.
MU.O.SII.1.04
play melodies marked with 3-note slurs.
MU.O.SII.1.05
play slurred melodies incorporating string
							 crossings.
MU.O.SII.1.06
play with slurred staccato bow strokes.
MU.O.SII.1.07
play non-legato melodies.
MU.O.SII.1.08
perform using martelè and lourè
							 bow strokes.
MU.O.SII.1.09
play syncopated rhythms.
MU.O.SII.1.10
participate in the performance of a Baroque
							 piece.
MU.O.SII.1.11
play with extended finger positions in the first
							 position.
MU.O.SII.1.12
perform melodies using chromatic tones and play a
							 chromatic scale.
MU.O.SII.1.13
play sixths in firs position (omit double
							 bass).
MU.O.SII.1.14
play unisons and octaves formed with 1 open string
							 and one string fingered in 3rd position ('cellos and
							 basses in 4th position.)
MU.O.SII.1.15
play melodies which, because of extended range or
							 convenience of finger patterns, require the use of positions other than first.
							 These positions are different for the various stringed instruments. Thus, they
							 are specified as follows: violin and viola - 3rd
							 position; cello - half, 2nd,
							 3rd, and 4th positions
							 and extensions; bass - half, 2nd, and
							 4th positions and extensions.
MU.O.SII.1.16
develop accountability and personal productivity
							 through practice habits.
Grade 4-12
Orchestra Strings
Standard: 2
Exploring
MU.S.OSII.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.OSII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, crucially analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. These are significant errors.
Objectives
Students will:
MU.O.OSII.2.01
sightread pieces in major and minor containing
							 various bowing and articulations.
MU.O.OSII.2.02
interpret music using contrasting dynamics including
							 pp, p, mp, mf, f and ff.
MU.O.OSII.2.03
identify the following in a given piece of music:
							 slur and staccato marking; key signature; sixteenth notes, dotted notes, and
							 eighth note triplets.
MU.O.OSII.2.04
identify and define crescendo, diminuendo,
							 ritardando, sforzando, a
tempo
and femata.
MU.O.OSII.2.05
interpret the tempos allegretto and adagio.
MU.O.OSII.2.06
identify the following: introduction, coda tonal
							 center.
MU.O.OSII.2.07
identify like and unlike phrases and sections
MU.O.OSII.2.08
identify minor melodies presented aurally.
MU.O.OSII.2.09
tune his/her instrument.
MU.O.OSII.2.10
write major scales and specified intervals above a
							 given note.
MU.O.OSII.2.11
list characteristics of good solo playing and good
							 ensemble playing, e.g., type of tone quality, intonation, rhythmic
							 precision.
MU.O.OSII.2.12
distinguish between good and poor intonation, correct
							 and incorrect rhythms, good and poor tone quality in their own
							 performance.
MU.O.OSII.2.13
critique a performance.
Grade 4-12
Orchestral Strings
Standard: 3
Creating
MU.S.OSII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.OSII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSII.3.01
improvise a rhythmic variation on a melody.
MU.O.OSII.3.02
improvise a response to a simple melody played by the
							 teacher.
MU.O.OSII.3.03
improvise a musical phrase according to parameters
							 provided by the teacher.
MU.O.OSII.3.04
create and notate a musical example in a given meter
							 and key, using correct pitch and rhythmic notation, clef, and key
							 signatures.
Grade 4-12
Orchestral Strings
Standard: 4
Relating
MU.S.OSII.4
Students will:
$ understand relationship between music, the other
							 arts, and disciplines outside the arts;
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.OSII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSII.4.01
discuss the difference between fiddle and violin
							 music.
MU.O.OSII.4.02
demonstrate simple fiddle techniques.
MU.O.OSII.4.03
trace the global origins of Appalachian fiddle
							 music.
MU.O.OSII.4.04
discuss the art, music, and dance of the Baroque
							 period.
MU.O.OSII.4.05
compare phrases to sentences in language arts
							 (antecedent and consequent phrases).
MU.O.OSII.4.06
discuss the characteristics of music genres and
							 styles studied.
MU.O.OSII.4.07
discuss and demonstrate social responsibility through
							 appropriate audience behavior.
Level III Orchestral Strings (Advanced)
At this level students continue to develop individual
				  playing skills and ensemble skills. They play scales and melodies in major and
				  minor keys up to 5 sharps and 4 flats and utilize the higher positions in their
				  performance. Students explore and perform chords, arpeggiated chords, and
				  ornamentation. They learn irregular and changing meters and expand musical
				  vocabulary, demonstrating the interpretation of this vocabulary in their
				  playing. Students study vibrato and ensemble techniques. They study the
				  Classical and Romantic period, twentieth-century music and the use of stringed
				  instruments in American music genres. Students continue performance evaluation,
				  and a strong emphasis is placed on listening skills through which students
				  develop the knowledge of musical form, genre, history, and musical
				  interpretation.
Grade 9-12
Orchestral Strings
Standard: 1
Performing
MU.S.OSIII.1
Students will:
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.OSIII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency performs on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will:
MU.O.OSIII.1.01
perform ensemble music (e.g., string orchestra works,
							 full orchestra works, chamber music) from various time periods.
MU.O.OSIII.1.02
refine characteristics of good ensemble
							 playing.
MU.O.OSIII.1.03
play melodies and scales in major and minor keys up
							 to 5 sharps and 4 flats.
MU.O.OSIII.1.04
play melodies which, because of extended range or
							 convenience of finger patterns, require the use of the higher positions. These
							 include (but are not limited to) the following: violin and viola -
							 2nd through 5th
							 positions; cello and bass - half through 6th
							 positions and extensions. (Include thumb position for cello and extreme upper
							 positions of bass.)
MU.O.OSIII.1.05
review and refine bowings, expanding to include
							 spiccato.
MU.O.OSIII.1.06
play pieces containing irregular and/or changing
							 meters.
MU.O.OSIII.1.07
play double stops, arpeggiated chords, trills and
							 grace notes.
MU.O.OSIII.1.08
play 3 and 4-note cords.
MU.O.OSIII.1.09
play a melody con sordino.
MU.O.OSIII.1.10
play using vibrato.
MU.O.OSIII.1.11
demonstrates accountability and personal productivity
							 though practice habits.
Grade 9-12
Orchestral Strings
Standard: 2
Exploring
MU.S.OSIII.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.S.OSIII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will:
MU.O.OSIII.2.01
sightread music containing the temp markings largo
							 and
accelerando
, contrasting dynamics,
subito
							 p
and
subito f
.
MU.O.OSIII.2.02
listen to compositions by different composers and
							 describe the elements of music and expressive devices that make each
							 unique.
MU.O.OSIII.2.03
interpret tempo, dynamic, and expressive terms and
							 symbols used in a piece of music, e.g.,
andante
,
accelerando
,
sfz
,
collegno
.
MU.O.OSIII.2.04
create a list of characteristics of exemplary playing
							 including techniques and expression.
MU.O.OSIII.2.05
describe the compositional techniques used in a theme
							 and variation.
MU.O.OSIII.2.06
interpret the symbol for a turn (").
MU.O.OSIII.2.07
identify counter melodies in recorded, played or
							 written examples.
MU.O.OSIII.2.08
describe various orchestral forms (e.g., rondo,
							 sonata, allegro, etc.)
MU.O.OSIII.2.09
play a piece that makes use of non-standard
							 notation.
MU.O.OSIII.2.10
compare and contrast timbre, dynamics, and form in
							 two orchestral pieces.
MU.O.OSIII.2.11
describe feelings evoked while listening to a musical
							 work and list what elements of music contributed to those emotions.
MU.O.OSIII.2.12
compare and contrast student performances with those
							 of professional groups.
Grade 9-12
Orchestral Strings
Standard: 3
Creating
MU.S.OSIII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.OSIII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variation, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSIII.3.01
create melodic variations on a given melody.
MU.O.OSIII.3.02
add trills and grace notes to a major or minor
							 melody,
MU.O.OSIII.3.03
create a melody in the style requested by the
							 teacher.
MU.O.OSIII.3.04
perform an improvisation (e.g., jazz, blues,
							 bluegrass, aleatoric).
Grade 9-12
Orchestral Strings
Standard: 4
Relating
MU.S.OSIII.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.OSIII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will:
MU.O.OSIII.4.01
compare recordings of musical works from the
							 Classical and Romantic periods; discussing similarities and differences.
MU.O.OSIII.4.02
describe ways in which music is related to a foreign
							 language, mathematics, and science.
MU.O.OSIII.4.03
create a list various roles that musicians perform,
							 cite representative individuals in each role and describe their activities and
							 achievements.
MU.O.OSIII.4.04
compare the processes used in composing music and
							 creating visual arts including the basic content of each art form, e.g., unity
							 and variety, repetition and contrast.
MU.O.OSIII.4.05
discuss how music has reflected historical events and
							 culture.
MU.O.OSIII.4.06
discuss the use of stringed instruments in American
							 music genres, e.g., folk music, jazz, pop.
MU.O.OSIII.4.07
list the musical characteristics that contribute to a
							 given musical work's placement in a time period.
MU.O.OSIII.4.08
discuss and demonstrate social responsibility through
							 appropriate audience behavior in a given setting.
Level I Band (Beginning)
The Beginning Band objectives are written for the
				  student who has begun the study of a band instrument. Typically, the student is
				  at the elementary level, but due to delayed entry into band or differences in
				  scheduling, he/she could also be at the middle or high school level. The
				  beginning band student learns basic playing skills, performance criteria and
				  begins exploring relationships between music and other
				  disciplines.
5-12
Beginning Band
Standard:
Performing
MU.S.BI.1
Students will:
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.BI.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.BI.1.01
show proper instrument assembly, maintenance, hygiene
							 and cleaning.
MU.O.BI.1.02
display correct posture and instrumental playing
							 techniques.
MU.O.BI.1.03
keep a steady beat.
MU.O.BI.1.04
echo rhythmic and melodic patterns.
MU.O.BI.1.05
match pitches with good intonation and tone
							 quality.
MU.O.BI.1.06
perform beginning level music.
MU.O.BI.1.07
play an instrumental solo.
MU.O.BI.1.08
play music containing harmony.
MU.O.BI.1.09
play melodies containing slurs.
MU.O.BI.1.10
play a variety of beginning percussion instruments,
							 e.g., snare drum, bass drum, and cymbals (percussion only).
MU.O.BI.1.11
develop personal productivity through practice
							 habits.
5-12
Beginning Band
Standard:
Exploring
MU.S.BI.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.BI.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.BI.2.01
identify by sound musical instruments used in
							 beginning band.
MU.O.BI.2.02
differentiate between good and poor tone
							 quality.
MU.O.BI.2.03
identify like and unlike musical phrases and/or
							 sections.
MU.O.BI.2.04
read quarter, half, whole, and eighth notes and rests
							 in meters of 2, 3, 4, and
alla breve
.
MU.O.BI.2.05
identify the clef and the names of the lines and
							 spaces.
MU.O.BI.2.06
play notated melodies in concert Bb and Eb
							 major.
MU.O.BI.2.07
play exercises that include single strokes,
							 five-stroke rolls, nine-stroke rolls, long rolls, and flams (percussion
							 only).
MU.O.BI.2.08
interpret the following: repeat sign, D.C. al Fine,
							 D.S. al Coda, multiple endings.
MU.O.BI.2.09
discuss criteria for evaluating music
							 performances.
MU.O.BI.2.10
sight-read a short melody.
MU.O.BI.2.11
play the B flat concert major scale.
MU.O.BI.2.12
interpret piano, mezzo-forte and forte with their
							 symbols.
5-12
Beginning Band
Standard:
Creating
MU.S.BI.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.BI.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.BI.3.01
improvise using two to three pitches.
MU.O.BI.3.02
create a response to a rhythmic pattern performed by
							 the teacher.
5-12
Beginning Band
Standard:
Relating
MU.S.BI.4
Students will:
$ understand relationships between music, the arts,
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.BI.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.BI.4.01
describe the method of tone production for brass,
							 woodwind, and percussion instruments as it relates to the principles of sound
							 production.
MU.O.BI.4.02
explore and perform folk songs and global music as
							 presented in the method book.
MU.O.BI.4.03
develop civic literacy through the study of patriotic
							 selections.
MU.O.BI.4.04
discuss social responsibility through appropriate
							 audience behavior.
Level II Band (Intermediate)
The Intermediate Band objectives are written for the
				  student who has advanced beyond the beginning study of a band instrument.
				  Typically, this is a student at the middle school or junior high level, but
				  he/she may be an advanced elementary student or a high school student who has
				  not progressed to the advanced level. The student at the Intermediate level
				  will continue to develop basic playing skills. He/she learns additional notes,
				  fingerings and more rhythmic variations in notation. The student will further
				  develop articulation, rhythmic interpretation, and self-evaluation skills. The
				  student will have the opportunity to learn basic ensemble techniques and
				  sight-reading. The student plays music from the West Virginia Bandmasters
				  Association Graded Music List. This list can be obtained from the West Virginia
				  State Arts Coordinator.
5-12
Intermediate Band
Standard:
Performing
MU.S.BII.1
Students will:
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.BII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.BII.1.01
demonstrate characteristics of proper ensemble
							 playing, e.g., balance, blend, intonation.
MU.O.BII.1.02
play music containing increased range and contrasting
							 dynamic levels.
MU.O.BII.1.03
perform graded band music, using appropriate
							 expression, articulation, posture and tone production.
MU.O.BII.1.04
play timpani and perform using two-hand technique on
							 mallet percussion (percussion only).
MU.O.BII.1.05
play a chromatic scale andmajor scales up to three
							 sharps and three flats.
MU.O.BII.1.06
play pieces in major and minor tonalities.
MU.O.BII.1.07
play a minor scale.
MU.O.BII.1.08
play a familiar melody by ear.
MU.O.BII.1.09
play syncopated rhythms.
MU.O.BII.1.10
develop accountability and personal productivity
							 through practice habits.
5-12
Intermediate Band
Standard:
Exploring
MU.S.BII.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances
Performance Descriptors MU.PD.BII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.BII.2.01
identify and demonstrate conducting patterns in 2, 3
							 and 4.
MU.O.BII.2.02
review and refine previously learned rhythms.
MU.O.BII.2.03
identify sixteenth notes, eighth note triplets, and
							 dotted rhythms.
MU.O.BII.2.04
play ruffs, ratamacues, five-stroke rolls,
							 nine-stroke rolls, seventeen-stroke rolls, flam accents, flam taps, and single
							 and double paradiddles (percussion only).
MU.O.BII.2.05
perform music in 6/8 time.
MU.O.BII.2.06
interpret
allegro
,
moderato
and
andante
.
MU.O.BII.2.07
interpret the markings for
ritardando
.
MU.O.BII.2.08
identify key changes.
MU.O.BII.2.09
interpret staccato, accents and
fp
.
MU.O.BII.2.10
interpret
pp, p, mp, mf, f, ff
,
							 crescendo and diminuendo.
MU.O.BII.2.11
sight-read in a major key.
MU.O.BII.2.12
tune using an electronic tuner.
MU.O.BII.2.13
identify AB and ABA forms.
MU.O.BII.2.14
evaluate personal performances and performances by
							 others.
5-12
Intermediate Band
Standard:
Creating
MU.S.BII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.BII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.BII.3.01
create a response to a melodic pattern performed by
							 the teacher.
MU.O.BII.3.02
improvise a musical phrase according to parameters
							 provided by the teacher.
MU.O.BII.3.03
compose a simple melody.
5-12
Intermediate Band
Standard:
Relating
MU.S.BII.4
Students will:
$ understand relationships between music, the arts,
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.BII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.BII.4.01
relate note subdivision to simple mathematics.
MU.O.BII.4.02
perform music from different global cultures and
							 historical periods.
MU.O.BII.4.03
analyze the style and characteristics of musical
							 genres, styles and cultures studied in band.
MU.O.BII.4.04
use information and communication technology to
							 examine musical careers.
MU.O.BII.4.05
discuss and demonstrate social responsibility through
							 appropriate audience behavior.
MU.O.BII.4.06
develop civic literacy through the performance of
							 patriotic selections.
Level III Band (Advanced)
The Advanced Band objectives are written for the
				  student who has progressed through the intermediate study of a band instrument.
				  Typically, this student is at the high school level, but may also be an
				  advanced middle school or junior high student. The student at the advanced
				  level will continue to refine playing skills and study various composers,
				  compositions, and styles. He/she learns to play in more keys, use
				  ornamentation, and perform with more precision. The advanced level student will
				  study the formal structures and elements of music and learn how these are used
				  by composers. He/she will learn about the historical context of the music
				  performed, especially American music. The student plays music from the West
				  Virginia Bandmasters Association Graded Music List. This list can be obtained
				  from the West Virginia State Arts Coordinator.
5-12
Advanced Band
Standard:
Performing
MU.S.BIII.1
Students will:
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.BIII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.BIII.1.01
perform in a large ensemble, e.g., concert band, wind
							 ensemble, marching band.
MU.O.BIII.1.02
refine characteristics of good ensemble
							 playing.
MU.O.BIII.1.03
perform graded music.
MU.O.BIII.1.04
play triplets and swing eighth notes.
MU.O.BIII.1.05
play melodies with changing meters.
MU.O.BIII.1.06
play
rubato
passages.
MU.O.BIII.1.07
play conducted tempo and dynamic changes.
MU.O.BIII.1.08
play ornaments, e.g., grace notes, trills, and
							 turns.
MU.O.BIII.1.09
play
staccato
,
marcato
, and
legato
.
MU.O.BIII.1.10
demonstrate different combinations of
							 articulation.
MU.O.BIII.1.11
demonstrate proper playing techniques on a variety of
							 percussion instruments, e.g., drum set, accessories, world percussion
							 (percussion only).
MU.O.BIII.1.12
interpret an instrumental solo passage with proper
							 style.
MU.O.BIII.1.13
demonstrates accountability and personal productivity
							 through practice habits.
5-12
Advanced Band
Standard:
Exploring
MU.S.BIII.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.BIII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.BIII.2.01
play and notate scales up to four sharps and four
							 flats.
MU.O.BIII.2.02
play major and minor arpeggios.
MU.O.BIII.2.03
play rudiments including, but not limited to, the 26
							 standard American drum rudiments (percussion only).
MU.O.BIII.2.04
play and sight-read melodies in major and minor keys
							 up to four sharps and four flats.
MU.O.BIII.2.05
identify and interpret musical symbols, terms,
							 dynamic changes and odd and/or mixed meters.
MU.O.BIII.2.06
perform a piece using non-standard notation
							 symbols.
MU.O.BIII.2.07
explain how tempo terms relate to metronome
							 markings.
MU.O.BIII.2.08
identify counter melodies.
MU.O.BIII.2.09
describe how the elements of music are used in a
							 given work to make it unique, interesting and expressive.
MU.O.BIII.2.10
discuss how the elements in a given musical work
							 elicit an emotional response.
MU.O.BIII.2.11
develop a list of criteria to be used in the
							 evaluation of musical performances.
MU.O.BIII.2.12
compare student performances with those of
							 professional groups.
MU.O.BIII.2.13
compare and contrast different musical selections
							 analyzing the form, style, musical era, etc.
5-12
Advanced Band
Standard:
Creating
MU.S.BIII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.BIII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.BIII.3.01
create melodic variations on a given melody.
MU.O.BIII.3.02
perform an improvisation, e.g., jazz, blues,
							 aleatoric.
MU.O.BIII.3.03
improvise background "fills" (percussion).
MU.O.BIII.3.04
compose, notate and perform a melody.
5-12
Advanced Band
Standard:
Relating
MU.S.BIII.4
Students will:
$ understand relationships between music, the arts,
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.BIII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.BIII.4.01
explain the acoustical properties of particular
							 instruments.
MU.O.BIII.4.02
identify and compare musical characteristics of a
							 variety of genres, styles, historical periods and cultures.
MU.O.BIII.4.03
discuss how the elements of music compare with those
							 of the other arts, e.g., balance, form, mood, etc.
MU.O.BIII.4.04
analyze and explain how the elements of music can be
							 used to evoke feelings or to describe places or events.
MU.O.BIII.4.05
assess the importance of major American
							 musicians.
MU.O.BIII.4.06
analyze and explain the style and historical context
							 of American musical selections performed in band.
MU.O.BIII.4.07
discuss and demonstrate social responsibility through
							 appropriate audience behavior in a given setting.
MU.O.BIII.4.08
develop civic literacy through the performance of the
							 National Anthem.
Level I Choral Music (Beginning)
The Beginning Choral Music objectives are written for
				  students who have begun their study of voice. Typically, these students would
				  be at the elementary or early middle school level, but due to delayed entry
				  into choral programs or differences in scheduling, these students could also be
				  at the late middle school or high school level. These students learn basic
				  singing skills, performance criteria, and begin to explore relationships
				  between music, and other disciplines.
3-12
Choral Music
Standard: 1
Performing
MU.S.CMI.1
Students will:
$ Sing, alone and with others, a varied repertoire of
							 music.
Performance Descriptors MU.PD.CMI.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.CMI.1.01
sing unison and two-part music.
MU.O.CMI.1.02
sing scales and vocal warm-ups within their vocal
							 range.
MU.O.CMI.1.03
sing rounds and partner songs.
MU.O.CMI.1.04
sing music with various dynamic levels.
MU.O.CMI.1.05
sing a variety of choral literature, e.g., regional,
							 national, global.
MU.O.CMI.1.06
sing using various singing styles, e.g., jazz,
							 gospel, classical.
MU.O.CMI.1.07
sing using correct attacks and releases.
MU.O.CMI.1.08
sing with proper vocal technique, e.g., posture,
							 breath support, pitch.
MU.O.CMI.1.09
sing with metrical and textual accents.
MU.O.CMI.1.10
echo rhythmic and melodic patterns.
MU.O.CMI.1.11
sing using various articulations, e.g., legato and
							 staccato.
MU.O.CMI.1.12
match given pitches.
MU.O.CMI.1.13
maintain a steady pulse while performing
							 rhythms.
MU.O.CMI.1.14
demonstrate proper ensemble singing characteristics,
							 e.g., balance, blend, etc.
MU.O.CMI.1.15
develops personal productivity through practice
							 habits.
3-12
Choral Music
Standard:
Exploring
MU.S.CMI.2
Student will:
$ read and notate music;
$ listen to and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.CMI.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.CMI.2.01
read and sing literature containing various rhythmic
							 notations, e.g., whole, half, quarter, eighth, sixteenth, dotted notes and
							 rests.
MU.O.CMI.2.02
identify pitches on a staff.
MU.O.CMI.2.03
sing music from a notated score.
MU.O.CMI.2.04
sight sing melodies in appropriate clefs.
MU.O.CMI.2.05
identify and notate various meters, dynamics, and
							 tempo markings.
MU.O.CMI.2.06
aurally identify major and minor tonalities.
MU.O.CMI.2.07
identify musical phrases and various forms, e.g., AB
							 or ABA .
MU.O.CMI.2.08
identify voice classifications, e.g., Soprano, Alto,
							 Tenor, Bass. .
MU.O.CMI.2.09
identify breath marks and musical phrases.
MU.O.CMI.2.10
identify syncopated rhythms.
MU.O.CMI.2.11
listen to exemplary models of quality choral
							 performances.
MU.O.CMI.2.12
develop criteria for quality choral
							 performances.
MU.O.CMI.2.13
evaluate various types of choral literature.
MU.O.CMI.2.14
identify intervals, e.g., steps, skips, leaps.
MU.O.CMI.2.15
interpret musical symbols, e.g., bar lines, measures,
							 ties, accidentals, fermata, repeat sign, D.C. al Fine, D.S. al Fine and
							 multiple endings.
MU.O.CMI.2.16
discuss the function of the accompaniment
3-12
Choral Music
Standard:
Creating
MU.S.CMI.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.CMI.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.CMI.3.01
improvise a melodic or rhythmic response.
MU.O.CMI.3.02
create new lyrics for a known melody.
MU.O.CMI.3.03
collaborate to compose a vocal warm-up.
3-12
Choral Music
Standard:
Relating
MU.S.CMI.4
Students will:
$ understand relationships between music, the arts
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.CMI.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.CMI.4.01
identify physical characteristics and anatomical
							 characteristics of vocal tone production.
MU.O.CMI.4.02
explain how the text affects choral
							 interpretation.
MU.O.CMI.4.03
describe the stylistic differences of selected global
							 choral literature.
MU.O.CMI.4.04
discuss the role of the conductor and
							 accompanist
MU.O.CMI.4.05
discuss concert etiquette as a performer and audience
							 member.
MU.O.CMI.4.06
relate note values to fractions in
							 mathematics.
MU.O.CMI.4.07
discuss social responsibility through appropriate
							 audience behavior.
Level II Choral Music (Intermediate)
The Intermediate Choral Music objectives are written
				  for students who have advanced past the beginning study of voice. Typically
				  these students would be at the late middle school level or high school level,
				  but the class may include more advanced elementary or early middle school
				  students who have not progressed to the Advanced level. Students at the
				  Intermediate level build on previously studied skills, learning additional
				  choral techniques and more developed singing styles. They further develop their
				  singing range, ensemble singing, sight-reading and self-evaluation
				  skills.
6-12
Choral Music
Standard:
Performing
MU.S.CMII.1
Students will:
$ Sing, alone and with others, a varied repertoire of
							 music.
Performance Descriptors MU.PD.CMII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.CMII.1.01
sing a variety of music with more than one voice
							 part.
MU.O.CMII.1.02
sing a variety of choral literature, e.g. regional,
							 national, global.
MU.O.CMII.1.03
expand use of metric accents, e.g., accent marks,
							 tenuto.
MU.O.CMII.1.04
sing major and minor melodies.
MU.O.CMII.1.05
sing songs in a variety of global languages.
MU.O.CMII.1.06
refine attacks and releases.
MU.O.CMII.1.07
sing with expression that is consistent with the
							 interpretation of the text.
MU.O.CMII.1.08
sing intervals with good intonation, balance and
							 blend.
MU.O.CMII.1.09
demonstrate dark and bright vowel sounds.
MU.O.CMII.1.10
refine, apply and build vocal technique through
							 warm-ups and a variety of vocal literature.
MU.O.CMII.1.11
sing a cappella music.
MU.O.CMII.1.12
refine characteristics of ensemble singing, e.g.,
							 balance, blend and styles.
MU.O.CMII.1.13
sing music containing contrasting dynamic
							 levels.
MU.O.CMII.1.14
sing literature with varied rhythmic patterns.
MU.O.CMII.1.15
match pitch with good intonation.
MU.O.CMII.1.16
sing repertoire to include a variety of tempi and
							 meter changes.
MU.O.CMII.1.17
develops accountability and personal productivity
							 through practice habits.
6-12
Choral Music
Standard:
Exploring
MU.S.CMII.2
Students will:
$ Read and notate music;
$ Listen to, analyze, and describe music; and
$ Evaluate music and music performances.
Performance Descriptors MU.PD.CMII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.CII.2.01
expand singing and exploration of various meters and
							 tempo markings.
MU.O.CII.2.02
explain and explore major and minor
							 tonalities.
MU.O.CII.2.03
identify and sing intervals from notation, e.g.,
							 major, minor, perfect.
MU.O.CII.2.04
read and sing melodies containing syncopation.
MU.O.CII.2.05
identify and vocally apply musical terms, expression
							 marks and symbols.
MU.O.CII.2.06
identify the melodic and harmonic parts in a vocal
							 piece.
MU.O.CII.2.07
sing from a choral score observing standard
							 notation.
MU.O.CII.2.08
sight sing simple melodies.
MU.O.CII.2.09
identify musical phrases and forms.
MU.O.CII.2.10
discuss differences in singing various styles of
							 music.
MU.O.CII.2.11
identify criteria for an outstanding
							 performance.
MU.O.CII.2.12
evaluate live and recorded performances of themselves
							 and others.
MU.O.CII.2.13
identify conducting patterns and gestures.
MU.O.CII.2.14
review and refine previously learned rhythms.
MU.O.CII.2.15
identify sixteenth notes and dotted rhythms.
6-12
Choral Music
Standard:
Creating
MU.S.CMII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.CMII.3.01
improvise rhythmic and melodic variations on a given
							 melodic phrase.
MU.O.CMII.3.02
create lyrics for a multi-section song, e.g., AB,
							 ABA.
MU.O.CMII.3.03
compose a vocal warm-up.
6-12
Choral Music
Standard:
Relating
MU.S.CMII.4
Students will:
$ understand relationships between music, the arts
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.CMII.4.01
use information and communication technology to
							 examine musical careers.
MU.O.CMII.4.02
discuss the historical and global origins of a choral
							 work.
MU.O.CMII.4.03
discuss the anatomy of the human voice and how it
							 affects vocal tone production.
MU.O.CMII.4.04
discuss and demonstrate social responsibility through
							 appropriate audience behavior.
MU.O.CMII.4.05
discuss the literary merits of choral texts.
Level III Choral Music (Advanced)
The Advanced Choral Music objectives are written for
				  students who have progressed through the intermediate study of voice.
				  Typically, these would be students at the high school level, but may also
				  included more advanced late middle school students. The students at the
				  Advanced level will continue to refine their singing skills. They study various
				  composers, choral music and styles. They learn to sing using expression
				  developing further technique. Advanced students will study formal structures
				  and elements of music applying them to singing. They will learn historical
				  context of music selections and relate these to history and
				  culture.
8-12
Choral Music
Standard:
Performing
MU.S.CMIII.1
Students will
$ Sing, alone and with others, a varied repertoire of
							 music.
Performance Descriptors MU.PD.CMIII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.CMIII.1.01
demonstrate, apply and perform proper vocal technique
							 (e.g., tone production, breathing, posture, vowel modification, attacks,
							 releases, natural vibrato and straight tone) through a variety of choral
							 literature.
MU.O.CMIII.1.02
sing a variety of choral literature with three or
							 more vocal parts, e.g., SSA, SSAA, SAB, SATB, TTB.
MU.O.CMIII.1.03
perform a wide variety of choral literature with
							 stylistic appropriateness and proper ensemble technique, e.g., intonation,
							 balance, and blend.
MU.O.CMIII.1.04
expand repertoire of global language pieces.
MU.O.CMIII.1.05
sing polyphonic and
a cappella
compositions with appropriate stylistic tone quality.
MU.O.CMIII.1.06
perform characteristics of ensemble singing, e.g.,
							 balance, blend and styles.
MU.O.CMIII.1.07
perform music with expressive dynamic levels.
MU.O.CMIII.1.08
sing literature with complex rhythmic
							 patterns.
MU.O.CMIII.1.09
demonstrates accountability and personal productivity
							 through practice habits.
8-12
Choral Music
Standard:
Exploring
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.CIII.2.01
aurally discern various meters and voice
							 combinations.
MU.O.CIII.2.02
sight sing his/her own part within multi-part
							 score.
MU.O.CIII.2.03
identify melodies, harmonic passages, and intervallic
							 relationships with in a full vocal score.
MU.O.CIII.2.04
discuss elements of music in a given choral
							 example.
MU.O.CIII.2.05
compare and contrast the various ways voices are
							 combined in given choral works.
MU.O.CIII.2.06
notate major/minor scales as they apply to choral
							 selections studied.
MU.O.CIII.2.07
evaluate and critique the choral performances of
							 themselves and others.
MU.O.CIII.2.08
discuss how the musical elements in a choral work
							 elicit an emotional response.
MU.O.CIII.2.09
perform compositions that are notated with
							 non-traditional symbols.
MU.O.CIII.2.10
compile a portfolio of performed choral music,
							 musical performances, and a student-generated glossary.
MU.O.CIII.2.11
examine and discuss a given choral composition using
							 the appropriate musical terminology.
8-12
Choral Music
Standard:
Creating
MU.S.CMII.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.CIII.3.01
embellish a known melody.
MU.O.CIII.3.02
improvise a melody.
MU.O.CIII.3.03
create harmonic parts or vocal accompaniments in a
							 variety of musical styles.
MU.O.CIII.3.04
compose a multi-part warm-up.
MU.O.CIII.3.05
create rhythmic or melodic variations to a known
							 melody.
8-12
Choral Music
Standard:
Relating
MU.S.CMII.4
Students will:
$ understand relationships between music, the arts
							 and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.CMIII.4.01
use information and communication technology to
							 research musical careers.
MU.O.CMIII.4.02
discuss the historical and cultural significance of a
							 choral work.
MU.O.CMIII.4.03
discuss and demonstrate social responsibility through
							 appropriate audience behavior in a given setting.
MU.O.CMIII.4.04
compare choral music with other arts from the same
							 historical style period and global culture.
MU.O.CMIII.4.05
develop a concert program using designated choral
							 literature.
MU.O.CMIII.4.06
analyze and explain how the elements of music can be
							 used to evoke feelings and reflect the choral text.
Level I Piano (Beginning)
The beginning piano objectives are written for students
				  who have begun their study of the piano. Typically, these students have never
				  studied an instrument or have had minimal musical training. The student learns
				  the correct wrist, hand, and body positions in playing major scales, block and
				  broken chord patterns, cadences using I, IV, and V chords, and simple pieces.
				  They accompany simple melodies with broken chord accompaniment. Sight-reading
				  in treble and bass clefs are practiced and evaluation skills are
				  developed.
Grades 6-12
Level I Piano (Beginning)
Standard:
Performing
MU.S.PI1
Students will:
$ perform on instruments, instruments, alone and with
							 others, a varied repertoire of music.
Performance Descriptors MU.PD.PI1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.PI.1.01
maintain a steady beat.
MU.O.PI.1.02
demonstrate correct hand and body positions to play
							 piano.
MU.O.PI.1.03
perform repertoire at the beginner level.
MU.O.PI.1.04
perform block and broken chord
							 patterns
.
MU.O.PI.1.05
perform major scales, hands together, for one octave
							 using correct finger patterns.
MU.O.PI.1.06
perform whole, half, quarter and eighth notes and
							 their corresponding rests as well as dotted half notes.
MU.O.PI.1.07
perform contrasting dynamics, e.g., piano (p) and
							 forte (f).
MU.O.PI.1.08
demonstrate a I, IV, and V chordal
							 accompaniment
.
MU.O.PI.1.09
perform simple piano duets.
MU.O.PI.1.10
perform staccato and legato.
MU.O.PI.1.11
perform crescendo and diminuendo.
Grades 6-12
Level I Piano (Beginning)
Standard:
Exploring
MU.S.PI.2
Students will:
$ read and notate music; and
$ listen to, analyze, and describe music.
Performance Descriptors MU.PD.PI.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.PI.2.01
identify notes within the grand staff.
MU.O.PI.2.02
read and notate rhythms using whole, half, quarter
							 and eighth notes and their corresponding rests as well as dotted half
							 notes.
MU.O.PI.2.03
visually identify stepwise and skipwise
							 patterns.
MU.O.PI.2.04
discuss functions of bar lines, measures, ties,
							 accidentals, repeat sign, D.C. al Fine, D.S. al Fine and multiple
							 endings.
MU.O.PI.2.05
read notation in 2/4, 3/4, and 4/4 meters.
MU.O.PI.2.06
sight read simple melodies.
MU.O.PI.2.07
identify various key signatures.
MU.O.PI.2.08
evaluate aspects of their own performance (e.g.,
							 correct pitch, rhythm, dynamics).
MU.O.PI.2.09
identify musical phrases and phrasing
							 techniques.
MU.O.PI.2.10
identify and name the parts of the piano and their
							 function.
MU.O.PI.2.11
listen to and evaluate exemplary piano
							 performances.
Grades 6-12
Level I Piano (Beginning)
Standard:
Creating
MU.S.PI.3
Students will:
$ improvise melodies, variations and
							 accompaniments;
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.PI.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.PI.3.01
harmonize a simple melody using I, IV, and V(7)
							 chords.
MU.O.PI.3.02
improvise a short melody within specified
							 guidelines.
MU.O.PI.3.03
compose a block chord accompaniment using I, IV, and
							 V(7) chords.
Grades 6-12
Level I Piano (Beginning)
Standard:
Relating
MU.S.PI.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.PI.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.PI.4.01
discuss the science of acoustics in relation to the
							 piano (e.g., different lengths of strings and different thickness of strings
							 produce different pitches).
MU.O.PI.4.02
research the history of the piano and related
							 instruments.
MU.O.PI.4.03
discuss concert etiquette for the audience member and
							 the performer.
MU.O.PI.4.04
discuss whether or not the piano is a member of
							 either the percussion, string or the chordophone family.
Level II Piano (Intermediate)
The intermediate piano objectives are written for
				  students who are continuing their study of piano. The student refines his/her
				  playing technique, practices major and minor scales and cadences, and composes
				  a melody with accompaniment. Music reading and evaluation skills are expanded.
				  The various roles of keyboard musicians are examined.
Grades 6-12
Level II Piano (Intermediate)
Standard:
Performing
MU.S.PII.1
Students will:
$ perform on instruments, instruments, alone and with
							 others, a varied repertoire of music.
Performance Descriptors MU.PD.PII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.PII.1.01
perform all previous rhythms and expands to sixteenth
							 notes, dotted quarter and related rests maintaining a steady tempo.
MU.O.PII.1.02
continue to expand performing block and broken chord
							 patterns to additional keys.
MU.O.PII.1.03
continue to perform I, IV, V(7) chordal
							 accompaniments and expand to additional keys.
MU.O.PII.1.04
perform music with further contrasting dynamics,
							 e.g., mezzo piano (mp) and fortissimo (ff).
MU.O.PII.1.05
perform all previous major scales, and expand to
							 additional keys, with correct fingerings, both hands together, one octave,
							 maintaining a steady tempo.
MU.O.PII.1.06
perform using the damper pedal in legato
							 passages.
MU.O.PII.1.07
perform pieces in a variety of key signatures.
MU.O.PII.1.08
refine performance of piano duets.
Grades 6-12
Level II Piano (Intermediate)
Standard:
Exploring
MU.S.PII.2
Students will:
$ read and notate music; and
$ listen to, analyze, and describe music.
Performance Descriptors MU.PD.PII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.PII.2.01
interpret fermatas and accents.
MU.O.PII.2.02
expand reading and notating pitches using the grand
							 staff.
MU.O.PII.2.03
read and notate all previous rhythms and expand to
							 include sixteenth notes, dotted quarter notes and related rests.
MU.O.PII.2.04
interpret tempo markings, e.g., quarter note = 60, or
							 'adagio'.
MU.O.PII.2.05
read and demonstrate basic syncopated rhythmic
							 patterns.
MU.O.PII.2.06
sight-read, both hands together at appropriate level
							 of difficulty.
Grades 6-12
Level II Piano (Intermediate)
Standard:
Creating
MU.S.PII.3
Students will:
$ improvise melodies, variations and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.PII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.PII.3.01
improvise a simple melody over given I, IV, and V(7)
							 chords.
MU.O.PII.3.02
continue to accompany melodies using I,IV, and V(7)
							 chords in different keys.
MU.O.PII.3.03
compose a short melody using proper phrase structure
							 (antecedent/consequent) and phrase techniques.
Grades 6-12
Level II Piano (Intermediate)
Standard:
Relating
MU.S.PII.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.PII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.PII.4.01
explore community opportunities for pianists
MU.O.PII.4.02
identify various roles that keyboard musicians
							 perform
MU.O.PII.4.03
research electronic keyboards/ synthesizers and the
							 role they play in popular music
MU.O.PII.4.04
compare the characteristics of a piece of piano music
							 and another art form including the basic content of each, e.g., unity, variety,
							 repetition and contrast.
Level III Piano (Advanced)
The advanced piano student continues to refine playing
				  and sight-reading skills. He/she explores accompaniments and compositions in
				  major and minor keys. The student refines evaluation, improvisation and
				  composition skills and explores West Virginia pianists and composers.
				  Investigation of relationships between piano literature and visual art are
				  studied.
Grades 6-12
Level II Piano (Advanced)
Standard:
Performing
MU.S.PIII.1
Students will:
$ perform on instruments, instruments, alone and with
							 others, a varied repertoire of music.
Performance Descriptors MU.PD.PIII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.PIII.1.01
continue to refine major scales and arpeggios by
							 increasing tempo and extending to two octaves.
MU.O.PIII.1.02
perform pieces in which there are a wide variety of
							 dynamic ranges.
MU.O.PIII.1.03
perform pieces in both major and minor keys.
MU.O.PIII.1.04
perform a graded solo.
MU.O.PIII.1.05
perform minor scales and chords.
Grades 6-12
Level III Piano (Advanced)
Standard:
Exploring
MU.S.PII.2
Students will:
$ read and notate music; and
$ listen to, analyze, and describe music.
Performance Descriptors MU.PD.PIII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.PIII.2.01
sight-read at appropriate level.
MU.O.PIII.2.02
analyze and discuss musical form within a studied
							 work, e.g., AB form, rondo, piano sonata.
MU.O.PIII.2.03
notate key signatures in order of sharps and
							 flats.
MU.O.PIII.2.04
listen to piano works representing different
							 genres/periods and discuss form and style.
MU.O.PIII.2.05
play cadences using I ,IV, V(7) chord pattern in all
							 studied major keys.
MU.O.PIII.2.06
evaluate their own musicianship to include phrasing,
							 dynamics, rhythm, articulation, expression, and technique.
MU.O.PIII.2.07
transpose by notating a simple piece to closely
							 related keys.
MU.O.PIII.2.08
continue to refine reading ornamental markings, e.g.,
							 grace notes, trill, turn, etc.
Grades 6-12
Level III Piano (Advanced)
Standard:
Creating
MU.S.PIII.3
Students will:
$ improvise melodies, variations and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.PIII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.PIII.3.01
collaborate to compose a piece incorporating correct
							 phrases, I, IV, V cadences, and within a given form.
MU.O.PIII.3.02
improvise short melodies including steps and skips
							 over specified chord progression.
MU.O.PIII.3.03
play cadences using major/minor I, IV, V,I chord
							 patterns and improvise over such cadences.
MU.O.PIII.3.04
compose a short melody and experiment with variations
							 on such melody.
MU.O.PIII.3.05
compose an individual work within specified
							 guidelines.
Grades 6-12
Level III Piano (Advanced)
Standard:
Relating
MU.S.PIII.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.PIII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.PIII.4.01
relate musical styles/genres to periods and events in
							 history.
MU.O.PIII.4.02
discuss piano works that have been inspired by works
							 of visual art.
MU.O.PIII.4.03
listen to and discuss West Virginia
							 pianists/composers, e.g., George Crumb, David Williams, Bob Thompson,
							 etc.
MU.O.PIII.4.04
compare piano techniques to those of other keyboard
							 instruments, e.g., organ, electronic keyboards, celesta, etc.
MU.O.PIII.4.05
research a piece of piano music, it's composer and
							 investigate the motive and/or inspiration behind composing the piece.
Appalachian Folk Music
The students will receive an introduction to basic
				  playing skills of folk instruments: fingerings, characteristic tone qualities,
				  and playing positions. Students will learn the historical and cultural
				  background of folk music and appropriate repertoire.
Appalachian Folk Music
Standard:
Performing
MU.S.AFM.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.AFM.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.AFM.1.01
match pitch with good intonation.
MU.O.AFM.1.02
show appropriate tuning techniques.
MU.O.AFM.1.03
sing folksongs, including ballads and gospel
							 songs.
MU.O.AFM.1.04
perform folk pieces on traditional instruments, e.g.,
							 guitar, banjo, mandolin, fiddle, dulcimer.
MU.O.AFM.1.05
perform chords to play pieces in the keys of G, D,
							 em.
MU.O.AFM.1.06
perform twelve bar blues.
MU.O.AFM.1.07
perform as member of an ensemble while demonstrating
							 appropriate balance, blend, as well as tonal and rhythmic accuracy.
Appalachian Folk Music
Standard:
Exploring
MU.S.AFM.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.AFM.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.AFM.2.01
interpret tied notes, and simple syncopated
							 rhythms.
MU.O.AFM.2.02
interpret repeat signs, multiple endings, the measure
							 repeat sign,
D.S.
,
D.C. al Fine,
and
fermata.
MU.O.AFM.2.03
perform melodies and rhythms in meters of two, three,
							 four.
MU.O.AFM.2.04
read and interpret chord charts and tablature.
MU.O.AFM.2.05
demonstrate a steady beat within pieces using
							 standard notation including whole, dotted half, half, quarter, eighth, and
							 sixteenth note and rest values plus dotted rhythms.
MU.O.AFM.2.06
interpret the following dynamic markings:
p,
							 mf, f.
MU.O.AFM.2.07
notate and play one-octave scales and modes .
MU.O.AFM.2.08
play and sing melodies from a lead sheet.
MU.O.AFM.2.09
use the technical vocabulary of music in discussion
							 and analysis of pieces played and heard.
MU.O.AFM.2.10
describe binary and ternary forms.
MU.O.AFM.2.11
identify block and arpeggiated accompaniment
							 styles.
MU.O.AFM.2.12
listen to a piece of music, analyze the dominant
							 elements of the piece that make it unique, interesting, and expressive, e.g.,
							 dynamics, tempo, variations, range, tonality, and modulations.
MU.O.AFM.2.13
apply musical criteria to evaluations of their own
							 performances and performances by others, e.g., good ensemble playing, tone
							 quality, and technical accuracy.
MU.O.AFM.2.14
notate a familiar melody.
MU.O.AFM.2.15
demonstrate idiomatic playing techniques, e.g.,
							 hammer on and pull, grace notes, shuffle bowing, slides.
MU.O.AFM.2.16
compare and contrast performances of exemplary
							 models.
MU.O.AFM.2.17
compare and contrast two different musical
							 selections.
Appalachian Folk Music
Standard:
Creating
MU.S.AFM.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.AFM.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.AFM.3.01
improvise a chordal accompaniment utilizing down and
							 up strokes appropriate to melodic rhythms and style.
MU.O.AFM.3.02
improvise rhythmic and melodic variations.
MU.O.AFM.3.03
create a break over a chord progression.
MU.O.AFM.3.04
create and harmonize an original melody.
MU.O.AFM.3.05
improvise a melody over a standard twelve bar
							 blues.
Appalachian Folk Music
Standard:
Relating
MU.S.AFM.4
Students will
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.AFM.4.01
compare phrases to sentences in language arts
							 (antecedent and consequent phrases).
MU.O.AFM.4.02
research and/or collect examples of folk music, folk
							 art and lore.
MU.O.AFM.4.03
describe how sound is produced on a string
							 instrument, and relate this to the science of acoustics
MU.O.AFM.4.04
research the global origin and use of an Appalachian
							 folk instrument.
MU.O.AFM.4.05
identify successful folk musicians and list their
							 significant roles in the development of diverse styles and forms of folk
							 music.
MU.O.AFM.4.06
research the global origin of an Appalachian folk
							 song or tune.
Music Appreciation/History
The student will develop skills in reading and
				  understanding music notation and explore the expressions and organization of
				  musical ideas. Students study music as it relates to human experiences. All
				  objectives for each level must be taught; therefore, the difference between the
				  three levels of performance depends upon the number and accuracy of objectives
				  accomplished.
9-12
Music Appreciation/History
Standard:
Performing
MU.S.MAH.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.MAH.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.MAH.1.01
perform on instruments (e.g., recorder, piano,
							 guitar, percussion).
MU.O.MAH.1.02
sing or perform on instruments, music representing
							 diverse genres and cultures.
MU.O.MAH.1.03
perform a part in an ensemble.
MU.O.MAH.1.04
use music technology to explore musical sounds in an
							 expressive way.
9-12
Music Appreciation/History
Standard: 2
Exploring
MU.S.MAH.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.MAH.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.MAH.2.01
follow an instrumental or vocal score.
MU.O.MAH.2.02
identify categories of sounds, individual instruments
							 and varied ensembles (i.e., vocal, instrumental, electronic).
MU.O.MAH.2.03
explore musical sounds through technology.
MU.O.MAH.2.04
review and refine previously learned notation and
							 basic terms of musical expression.
MU.O.MAH.2.05
identify and describe musical elements (e.g., rhythm,
							 melody, harmony, form, timbre, texture).
MU.O.MAH.2.06
listen to and describe the way musical elements
							 change within a selection.
MU.O.MAH.2.07
compare and contrast the way musical elements are
							 used in various pieces.
MU.O.MAH.2.08
explain personal preferences for specific musical
							 works and styles using appropriate music terms.
MU.O.MAH.2.09
evaluate a given musical work and determine how
							 musical qualities or elements were used to evoke feelings.
MU.O.MAH.2.10
develop an awareness of musical style and works
							 associated with each style.
MU.O.MAH.2.11
develop specific criteria to encourage active
							 listening skills.
9-12
Music Appreciation/History
Standard: 3
Creating
MU.S.MAH.3
Students will:
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.MAH.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.MAH.3.01
improvise melodies over a given chord
							 structure.
MU.O.MAH.3.02
create an accompaniment to a familiar song.
MU.O.MAH.3.03
identify improvisation in various styles of
							 music.
MU.O.MAH.3.04
compose and perform music using notation.
MU.O.MAH.3.05
arrange music for voices or instruments.
9-12
Music Appreciation/History
Standard: 4
Relating
MU.S.MAH.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.MAH.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.MAH.4.01
compare characteristics of music and another art form
							 within a particular historical period or style.
MU.O.MAH.4.02
compare the characteristics of music and another art
							 form including the basic content of each (e.g., unity and variety, repetition
							 and contrast).
MU.O.MAH.4.03
discuss and analyze American musical heritage and
							 culture.
MU.O.MAH.4.04
discuss and analyze multi-cultural influences on
							 music.
MU.O.MAH.4.05
explore various opportunities to experience music in
							 their community.
MU.O.MAH.4.06
discuss the role of technology in the development of
							 music.
MU.O.MAH.4.07
describe distinguishing characteristics of
							 representative music genres and styles from a variety of cultures.
MU.O.MAH.4.08
explain appropriate audience behavior for the context
							 and style of music performed within a particular setting.
MU.O.MAH.4.09
research careers in music.
MU.O.MAH.4.10
discuss and analyze the various uses of music.
Music Theory, Composition, Arranging
Music Theory, Composition, and Arranging are designed
				  to challenge the most advanced music students. Emphasis is on the study of
				  scales, key signatures, chords and chord structure, composition, and
				  improvisation. Students will learn to use composition as a tool for composing,
				  transposing, and transcribing music. All objectives for each level must be
				  taught; therefore, the differences among the three levels of performance depend
				  upon the number and accuracy of objectives accomplished.
9-12
Music Theory
Standard: 1
Performing
MU.S.MT.1
Students will:
$ sing, alone and with others, a varied repertoire of
							 music; and
$ perform on instruments, alone and with others, a
							 varied repertoire of music.
Performance Descriptors MU.PD.MT.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with self-direction and expression,
							 performs on an instrument, alone and collaboratively with others, a varied
							 repertoire of music. The student displays insightful musicianship, leadership,
							 adaptability and personal responsibility.
The student, with fluency and consistency, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student displays skill, leadership, adaptability, personal
							 responsibility, and a high degree of accuracy and knowledge.
The student is generally accurate while performing on
							 an instrument, alone and collaboratively with others, a varied repertoire of
							 music. Minor inaccuracies do not affect the overall result. The student
							 demonstrates adaptability and personal responsibility.
The student, with frequent prompting, is moderately
							 accurate while performing on an instrument, alone and collaboratively with
							 others, a varied repertoire of music. The student performs with errors that
							 detract from the overall result.
The student, with considerable assistance, performs
							 on an instrument, alone and collaboratively with others, a varied repertoire of
							 music. The student performs with significant errors.
Objectives
Students will
MU.O.MT.1.01
perform major and minor scales on an
							 instrument.
MU.O.MT.1.02
perform chord progressions on a keyboard (e.g., I IV
							 V I, etc.)
MU.O.MT.1.03
perform an original composition.
MU.O.MT.1.04
sing intervals using a system (e.g., solfeggio,
							 numbers, letter names).
MU.O.MT.1.05
perform rhythm patterns in various meters.
MU.O.MT.1.06
perform a chordal accompaniment to a musical
							 selection.
MU.O.MT.1.07
match pitch within their vocal range
9-12
Music Theory
Standard: 2
Exploring
MU.PD.MT.2
Students will:
$ read and notate music;
$ listen to, analyze, and describe music; and
$ evaluate music and music performances.
Performance Descriptors MU.PD.MT.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student, with precision and self-direction,
							 reads, notates, and critically analyzes music. The student insightfully
							 describes and evaluates music and music performances.
The student, with fluency and consistency, reads,
							 notates, and critically analyzes music. The student methodically and
							 thoughtfully describes and evaluates music and music performances.
The student is generally accurate while reading,
							 notating, critically analyzing, describing and evaluating music and music
							 performances. Minor inaccuracies may occur; however, there are no significant
							 gaps in overall knowledge.
The student, with frequent prompting, is moderately
							 accurate while reading and notating, critically analyzing, describing and
							 evaluating music and music performances. Numerous errors detract from the
							 overall result.
The student, with considerable assistance, reads and
							 notates, critically analyzes, describes and evaluates music and music
							 performances. There are significant errors.
Objectives
Students will
MU.O.MT.2.01
review and refine musical terms and symbols.
MU.O.MT.2.02
read notation in treble and bass clefs.
MU.O.MT.2.03
read rhythms in various meter signatures including
							 irregular and/or changing meters.
MU.O.MT.2.04
identify enharmonic tones.
MU.O.MT.2.05
identify intervals by sight and sound.
MU.O.MT.2.06
sight sing using a system (e.g., solfeggio, numbers,
							 letter names).
MU.O.MT.2.07
notate major and minor scales with key signatures in
							 both treble and bass clefs.
MU.O.MT.2.08
aurally identify major and minor tonalities (chords,
							 scales, musical selections).
MU.O.MT.2.09
notate I, IV, and V chords in major and minor
							 keys.
MU.O.MT.2.10
harmonize a melody line.
MU.O.MT.2.11
analyze given compositions for chords, keys, musical
							 form and other compositional devices .
9-12
Music Theory
Standard: 3
Creating
MU.S.MT.3
Students will
$ improvise melodies, variations, and accompaniments;
							 and
$ compose and arrange music within specified
							 guidelines.
Performance Descriptors MU.PD.MT.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student improvises, composes, and arranges
							 sophisticated and innovative melodies, variations, and accompaniments. The
							 student displays insight and musicianship, and models creativity.
The student improvises, composes, and arranges
							 well-crafted melodies, variations, and accompaniments within specified
							 guidelines. The student displays skill and a high degree of accuracy, and
							 models creativity.
The student improvises, composes, and arranges
							 coherent melodies, variations and accompaniments within specified guidelines.
							 Minor inaccuracies do not affect the overall result. The student demonstrates
							 creativity.
The student, with frequent assistance, improvises,
							 composes, and arranges melodies, variations and accompaniments within specified
							 guidelines. Numerous errors detract from the overall result.
The student, with considerable assistance,
							 improvises, composes, and arranges melodies, variations, and accompaniments
							 within specified guidelines. Significant errors reveal gaps in overall
							 understanding.
Objectives
Students will
MU.O.MT.3.01
improvise a melody above a given chordal
							 accompaniment.
MU.O.MT.3.02
improvise a rhythmic pattern to a steady
							 pulse.
MU.O.MT.3.03
employ technology (e.g., a music writing program) to
							 notate an original composition.
MU.O.MT.3.04
compose a piece of music with a specified form,
							 choosing traditional or nontraditional notation.
MU.O.MT.3.05
arrange a given composition for another medium
9-12
Music Theory
Standard: 4
Relating
MU.S.MT.4
Students will:
$ understand relationships between music, the other
							 arts, and disciplines outside the arts; and
$ understand music in relation to history and
							 culture.
Performance Descriptors MU.PD.MT.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student explains, evaluates and makes inferences
							 about the relationships between music, global cultures, the other arts and
							 disciplines. The student's observations demonstrate critical thinking and are
							 well-reasoned and insightful.
The student explains and evaluates relationships
							 between music, global cultures, the other arts and disciplines. The student's
							 observations demonstrate critical thinking and are thorough and
							 substantial.
The student explains relationships between music,
							 global cultures, the other arts and disciplines. The student's explanations
							 demonstrate critical thinking and are satisfactory and coherent.
The student, with frequent prompting, explains
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal gaps in overall understanding.
The student explains, with considerable prompting,
							 relationships between music, global cultures, the other arts and disciplines.
							 The student's explanations reveal significant gaps in overall
							 understanding.
Objectives
Students will
MU.O.MT.4.01
listen to exemplary compositions and compare and
							 contrast compositional devices used.
MU.O.MT.4.02
research available careers in music.
MU.O.MT.4.03
explain the acoustical properties of musical
							 sounds.
MU.O.MT.4.04
explore opportunities within their community for
							 composers/arrangers.
Music Terminology
This glossary was designed for quick reference for the
				  classroom generalist as well as the music specialist.
A cappella.
Designation for choral music without
				  instrumental accompaniment.
AB Form.
See Binary
				  Form.
Accelerando (accel.).
Becoming faster.
Accidental.
The signs used in musical notation
				  to indicate chromatic alterations or to cancel them.
Accompaniment.
The musical background provided
				  for a principle part.
Acoustics.
A term often used to distinguish
				  instruments from their electric counterparts.
Adagio.
Slow; between andante and largo.
Alla breve
. A tempo marking indicating quick
				  duple time.
Allegretto
.A tempo between andante and
				  allegro.
Allegro.
A fast tempo mark.
Alto.
A female voice of low range; can also be
				  called contralto.
Andante.
Tempo mark indicating a very moderate
				  "walking" speed between allegro and adagio.
Antecedent/ Consequent.
The terms are usually
				  applied to melodic phrases that stand in the relationship of question and
				  answer or statement and confirmation.
Appalachian Folk Music.
Old time music. A
				  traditional style of American music, has its roots in Irish, English, Scottish,
				  and African Folk music. Practitioners play it with stringed instruments such as
				  fiddle, banjo, guitar, mandolin and bass. Associated with the Appalachia region
				  of the United States of America.
Arco.
bow
Arpeggio.
The notes of a chord played one after
				  another instead of simultaneously.
Articulation (attacks and releases).
Inperformance the characteristics of attack and decay of single tones or groups
				  of tones and the means by which these characteristics are produced.
Aural.
Listening skill in the learning of
				  music.
Balance.
The harmonious adjustment of volume and
				  timbre between instruments or voices; it can be between players or vocalists or
				  electronically while recording or mixing.
Ballad.
The term derives from Medieval terms
				  which originally denotes dancing songs. However most ballads are narrative and
				  deal with fabulous, miraculous, or gruesome deeds. Ballad singers made living
				  by singing their newest production in the streets and country fairs.
Bar line.
A vertical line drawn through the
				  staff to mark off measures.
Baroque Period.
In the history of music, the
				  term applied to the period c.1600-1750.
Bass.
The lowest of the men's voices.
Beat.
The temporal unit of a composition.
Binary.
Both sections are repeated.
Block Chord
. In music, block chords are chords
				  built below the melody to create a 4-part harmonized melody line with an
				  additional 5th part that doubles the melody an octave down. If the melody note
				  is part of the chord, the harmony notes are also taken from the chord.
Body Percussion
. A percussive sound created
				  using the body (e.g., stamp, pat, clap, snap).
Breath Support
. Efficient and appropriate use of
				  the breath stream.
Broken Chord.
see
				  arpeggio
Cadence.
A melodic or harmonic or harmonic
				  formula that occurs at the end of a composition, a section, or a phrase,
				  conveying the impression of a momentary or permanent conclusion.
Canon.
A contrapuntal device whereby an extended
				  melody stated in one part, is imitated strictly and in it's entirety in one or
				  more other parts. Usually the imitating part follows at a short distance (one
				  measure).
Chamber music.
Instrumental ensemble music
				  performed by one player for each part, as opposed to orchestral music in which
				  there are several players for each part.
Chromatic Scale.
A scale that includes all of
				  the twelve pitches (and thus all of the twelve semitones).
Classical Period.
In the history of music, the
				  term applied to the period c. 1770- c.1830.
Clef.
A sign written at the beginning of the
				  staff in order to indicate the pitch of the notes.
Treble Clef Alto Clef
Bass Clef Tenor Clef
Coda.
A concluding section or passage,
				  extraneous to the basic structure of the composition but added in order to
				  confirm the impression of finality.
Col legno.
In violin playing, striking the
				  strings with the bow-stick instead of playing with the hair
Compose.
to make tunes, or set notes for
				  music.
Composition.
Musical composition has three
				  meanings in music:
1. An original
				piece of music.
2. The musical
				structure of a musical piece.
3.
				The process of creating a new piece of music.
Con sordino.
Use a mute.
Concert pitch.
The pitch at which the piano and
				  other nontransposing instruments play.
Concerto.
A composition for orchestra and a solo
				  instrument.
Conductor.
One who directs a performing group-
				  orchestra, chorus, opera- in order to bring about complete coordination of all
				  the players and singers.
Countermelody.
A secondary melody played against
				  a principle theme, usually after that theme has already been heard by itself.
				  The addition of a countermelody to a repeated theme is a subtle and effective
				  way for a composer to vary music.
Court Musician (minstrel).
The professional
				  musician (instrumentalist) of the Middle Ages, especially one employed in the
				  feudal household.
Crescendo.
Indicated by signs. The usual terms
				  and signs for increasing the loudness.
Da Capo (D.C.).
From the beginning. Indication
				  that the piece is to be repeated from the beginning to the end, to a place
				  marked
fine.
(D.C. al fine) or to a place marked with a
				  specified sign.
D.S. al coda (da capo al segno).
On reaching the
				  sign in the last case, the player is to skip ahead to the next occurance of the
				  same sign, often marking the beginning of a coda.
Damper pedal.
In pianos and harpsichords, the
				  part of the mechanism that terminates the vibration of the string- hence, the
				  sound- at the moment the key is released.
Decresendo (Diminuendo/ dim.).
Indicated by
				  signs. The usual terms and signs for decreasing the loudness.
Detache' Bowing.
A broad, vigorous stroke in
				  which the notes of equal time value are bowed singly with a slight articulation
				  or detachment from one another owing to the rapid change of bow.
Dotted Notes.
A dot is placed after a note adds
				  to it one-half of its value.
Double Bar Line.
Two vertical lines drawn to
				  mark the end of a piece.
Double flat (bb).
Lowers the pitch by two
				  semitones.
Double Sharp (X).
Raises the pitch by two
				  semitones.
Double stop.
The execution of two or more tones
				  simultaneously for rendering intervals or two parts.
Drone.
Long sustained notes usually in a low
				  instrument.
Duet.
A composition for two performers of equal
				  importance, with or without accompaniment.
Eighth Note.
One eighth total value of a whole
				  note.
Eighth Rest.
One eighth total value of a whole
				  rest.
Embouchure.
Manipulation of lips and tongue in
				  playing a wind instrument.
Ensemble.
Since 1600, a group of instrumental
				  players and/or vocalists performing together; usually applied to smaller groups
				  of players, larger than a duet but smaller than a chamber orchestra.
Ensemble playing.
Style or quality of a group's
				  performance, especially accuracy of attack and decay.
Expression mark.
Written instructions (sign,
				  word, or phrase) indicating the desired type of performance. pp mp p f mf
				  ff
Fermata.
Pause.
Fiddle.
Colloquial name for the violin and
				  stringed instruments resembling it, particularly the folk varieties used to
				  accompany dancing.
Fingering.
The methodical use of the fingers in
				  playing instruments.
Folk Music, Folksong.
The musical repertory and
				  tradition of communities (particularly rural), as opposed to art music, which
				  is the work of individual, formally trained composers.
Form.
In the most fundamental sense, the shape
				  of a musical composition as defined by all of its pitches and rhythms.
Genre.
Any category of literature, painting,
				  sculpture, and by extension, a specific form or type of composition.
Grace note.
Vocal or instrumental ornament or
				  embellishment not essential to the melody or harmony.
Half Note.
Note one half the value of a whole
				  note and represented by a white circle and a stem.
Half Rest.
Rest one half the value of a whole
				  note and represented by a small black rectangle sitting above a line on a
				  staff.
Hammer On.
Hammer on is a stringed instrument
				  (usually electric guitar) playing technique performed by sharply bringing a
				  fretting-hand finger down on the fingerboard behind a fret, causing a note to
				  sound. This technique is the logical opposite of the pull-off, and multiple
				  hammer-ons and pull-offs together are sometimes referred colloquially to as
				  "rolls," a reference to the fluid sound of the technique.
Harmony.
Combining of tones to form
				  chords.
Improvisation.
Art of spontaneous performance
				  without preliminary plan; extemporization.
Interval/ Intervallic.
The distance between two
				  notes measured in diatonic degrees.
Intonation.
Production of tone, either vocal or
				  instrumental, with emphasis on proper pitch.
Introduction.
Instrumental prelude.
Irregular/ Asymmetrical Meters.
Subdivisions of
				  binary and ternary meters into unequal groups.
Jazz.
Term covering several music styles of
				  African-American origin. Usually characterized by improvisation and an
				  unlimited variety of dotted or syncopated melodic rhythms against a duple or
				  quadruple meter, producing 'swing'.
Key signatures.
Accidentals placed at the
				  beginning of a composition (and each succeeding staff) indicating the prevalent
				  tonality of the music.
Largo.
Very slow and stately, with ample
				  breadth.
Lead Sheet.
Modern form of tablature with a
				  melody on a staff, over which the harmony is marked in shorthand.
Leaps.
In harmony, a skip.
Loure.
Slurred, legato, nonstaccato. Bowing
				  technique on string instruments in which several notes are played in one bow
				  stroke but in a detached way; most commonly indicated by a slur encompassing
				  dotted notes.
Marcato.
With distinctness and emphasis.
Martele.
In violin playing, play the notes with
				  a sharp, decided stroke
Measure.
The notes and rests contained within
				  two vertical lines, the metrical unit in composition, with regular
				  accentuation, familiarly called a bar.
Melody.
Rational progression of single notes in
				  one part, by contrasting harmony.
Metronome.
Mechanical device to beat time
				  steadily, indicating tempo of a composition; a graduated pendulum adjusted by
				  sliding a small weight up or down it's length.
Minstrel.
See Court
				  Musician.
Mode.
Generic term applied to ancient Greek
				  melodic progressions and to church scales established in the Middle Ages and
				  codified in the system of Gregorian chant.
Moderato.
At a moderate tempo or rate of
				  speed.
Movement (symphony).
Principal division or
				  section of a composition.
Multi-meter.
A metric scheme wherein the meter
				  changes frequently.
Octave.
Series of eight diatonic tones.
Open String.
On any chordophone with a
				  fingerboard, a string in its natural, unstopped state.
Ostinato/ Ostinati.
A continually recurring
				  theme accompanied by constantly changing contrapuntal parts.
Overture.
Musical introduction to a play, opera
				  or ballet.
Phrase.
Half of an eight measure period; also,
				  any figure or passage complete in itself and unbroken in continuity.
Pitch.
The position of a note in the musical
				  scale.
Pizzicato.
Plucked with the finger; a direction
				  in music, to violinists, etc., to play notes by plucking the strings with the
				  bowing hand.
Polyphonic.
Describing an instrument normally
				  capable of producing two or more tones simultaneously, like the piano, harp, or
				  organ.
Pop music.
General term to denote a wide variety
				  of musical styles, generally characterized by their easy accessibility to wide
				  audiences.
Presto.
Fast, rapid; faster than allegro.
Quarter Note.
Equal to one beat in any time
				  signature with a denominator of four.
Quarter Rest.
Rest equal in time value to a
				  quarter note.
Quartet.
Concerted instrumental composition for
				  four performers.
Repeat signs.
The sign signifying that the music
				  between the double dotted bars is to be repeated.
Repertoire.
A collection of music that a student
				  has learned and is prepared to demonstrate.
Rhythm.
That aspect of music concerned with the
				  organization of time. The duration of sounds and silences.
Ritardando(rit.).
Growing slower and
				  slower.
Romantic Period.
In music history, the period
				  from about 1815 to 1915, overlapping with the late Classical on one end and
				  impressionism, expressionism, and primitivism on the other.
Rondo.
A form frequently used in classical
				  sonatas, symphonies, and concertos for the final movement (A B A C A ).
Rudiment.
A foundational rhythm pattern used as
				  an exercise.
Sforzando or Sforzato (sfz).
Play with a sudden
				  sharp accent, with special stress, or marked and sudden emphasis.
Sharp #.
Rising the pitch of a note immediately
				  following it by a semitone.
Sightread.
Ability to read unfamiliar music with
				  ease.
Sixteenth Note.
Half the value of an eighth
				  note.
Skips.
See leaps.
Slur.
Curved line under two or more notes,
				  signifying the use of legato.
Solfeggio/ Solf'ege.
Vocal exercise either on
				  one vowel, on the solmiziation of syllables, or two words.
Solo.
Piece or passage for a single voice or
				  instrument.
Sonata.
Instrumental piece in multiple movements
				  contrasted in theme, tempo, and mood; usually for one instrument with
				  accompaniment or chamber ensemble.
Soprano.
Highest class of the human voice;
				  treble voice.
Spiccato Bowing.
In string playing, separate the
				  notes very distinctly
Staccato.
Play as separate, disconnected notes,
				  opposite of legato.
Staff.
Five parallel lines used in modern pitch
				  notation.
Steps.
Melodic progression of a second.
String Quartet.
Historically the most
				  significant type of chamber music. A string quartet consists of two violins,
				  viola, and cello.
Subito Forte.
Suddenly very loud.
Subito Piano.
Suddenly very soft.
Symphony.
Orchestral genre with distinct
				  movements or divisions, each with its own theme or themes.
Syncopation.
An accent on a normally unaccented
				  beat or part of a beat.
Tablature.
Visual musical notation, by which
				  pitches are indicated by their actual locations on the keyboard, fingerboard,
				  or other, playing area.
Tempo/ Tempi.
Rate of speed, movement, time,
				  measure.
Tenor.
Highest and most expressive male
				  voice.
Tenor Clef.
Clef on the fourth line sometimes
				  used in cello, bassoon, or tenor trombone parts.
Tenuto.
Sustain a note for its full time
				  value.
Ternary Form.
ABA form such as a minuet and
				  trio.
Text.
Words to which music is set.
Texture.
Musical parameter concerning the number
				  and relationships of individual parts or lines in a piece.
Theme and Variation.
Musical form and/or genre,
				  in which the principal theme is clearly and explicitly stated in the beginning,
				  then followed by a number of altered repetitions of that theme.
Thumb Position.
High positions in cello playing,
				  where the thumb passes the edge of the fingerboard.
Tie.
Curved line joining two notes of like
				  pitch, to be sounded as one note equal to their total time value.
Timbre.
Tone color, i.e., description of a
				  particular musical sound.
Tonal Center.
The tonic is the first note of a
				  musical scale, and in the tonal method of music composition it is extremely
				  important. The triad formed on the tonic note, the tonic chord, is thus the
				  most important chord. More generally, the tonic is the pitch upon which all
				  other pitches of a piece are hierarchically centered.
Tone Quality.
The accuracy (correctness) with
				  which reproduced sound replicates the timbres of the original
				  instruments.
Transpose.
Perform or write out a composition in
				  a different key than written.
Treble.
Voice of soprano range.
Triad.
Chord consisting of three distinct
				  pitches.
Trill.
Melodic embellishment consisting of even
				  and rapid alternation of two tones a major or minor second apart.
Trio.
Composition employing three instruments or
				  three vocal parts.
Turn (").
Melodic grace usually consisting of
				  four notes.
Twentieth Century Music.
Three-Part Round.
A perpetual canon, sometimes
				  with a harmonic support or accompaniment.
Unison.
Tone of identical pitch as a given note;
				  also higher or lower octave of that tone.
Vibrato.
In singing, timbral effect in singing
				  by letting the stream of air out of the lungs about eight times per second
				  through the rigid vocal chords. On bowed string instruments, a commonly used
				  effect involving a slight oscillation of pitch through a barely perceptible
				  motion of the left hand and finger pressure on a sustained tone.
Vocalise.
Vocal etude or composition sung an
				  open vowel, without text.
Works Cited
Kennedy, Michael.
The Concise
Oxford
Dictionary of Music.
4th ed. New York: Oxford University Press,
				  1996.
Randel, Don Michael.
Harvard Concise Dictionary of
				  Music.
Cambridge, Massachusetts: Belknap Press of Harvard University
				  Press, 1978.
Slonimsky, Nicolas.
Webster's
New
				  World
Dictionary of Music.
New York: Simon and
				  Schuster Macmillan Company, 1998.