| Content Standard One: | Sings alone and with others, a varied repertoire of music |
| Content Standard Two: | Plays alone and with others, a varied repertoire of music on instruments |
| Content Standard Three: | Improvises music |
| Content Standard Four: | Composes and arranges music |
| Content Standard Five: | Reads and notates music |
| Content Standard Six: | Analyzes and describes music |
| Content Standard Seven: | Evaluates music and music performances |
| Content Standard Eight: | Relates music to all arts and disciplines |
| Content Standard Nine: | Associates music to history and world culture |
| Standard One: | Singing Sings alone and with others, a varied repertoire of music. |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Sings independently on pitch within an appropriate range while maintaining good posture, good tone quality, and a steady tempo. | Sing independently on pitch within an appropriate range (D A) with good posture. | Sing independently on pitch within an appropriate range (D÷B) with good posture and steady tempo. | Sing independently on pitch within an appropriate range (C÷C1) while maintaining good posture, good tone quality, and steady tempo. | Sings accurately with good breath control, diction, posture, and tone quality. | Sing accurately within an appropriate range (b÷C1) with good breath control, diction, posture, and tone quality. | Sing accurately within an appropriate range (b÷D1) with good breath control, diction, posture, and tone quality. | Sing accurately within an appropriate range (a÷D1) with good breath control, diction, posture, and tone quality. |
| Sings expressively with appropriate dynamics and phrasing. | Sing and identify louder and softer voice(s). | Sing and identify softer, medium, and louder voice(s). | Sing expressively and identify appropriate dynamics and phrasing. | Sings expressively, with technical accuracy, appropriate dynamics, phrasing, and interpretation using a variety of literature within levels 1 and 2, including some songs from memory. | Sing expressively and accurately with appropriate dynamics and phrasing including some songs from memory. | Sing expressively, with technical accuracy, appropriate dynamics, phrasing, and interpretation using a variety within literature of level 1, including some songs from memory. | Sing expressively, with technical accuracy, appropriate dynamics, phrasing, and interpretation using a variety of literature within levels 1-2, including some songs from memory. |
| Sings a varied repertoire of songs representing genres and styles from diverse cultures. | Sing at least one song in a second language and songs from two or more cultures. | Sing at least one song in a second language and songs from three or more cultures. | Sing at least two songs in a second language and songs from three or more cultures. | Sings a varied repertoire of songs with expression appropriate to the genre. | Sing songs in various languages using expression appropriate to the culture and style. | Sing a varied repertoire of songs with appropriate expression and identify characteristics appropriate to the culture and style. | Sing a varied repertoire of songs with expression and interpretation appropriate to the culture and style. |
| Sings simple ostinatos and partner songs. | Sing simple ostinatos and partner songs within a group. | Sings ostinatos, partner songs, rounds, and music in two parts. | Sing ostinatos, partner songs, and rounds within a group. | Sing ostinatos, partner songs, and rounds independently and within a group. | Sing ostinatos, partner songs, rounds, and music in two parts independently and within a group. | ||
| Sings in groups, blending vocal- timbres and responding to the cues of the conductor. | Sing in groups responding to cues of the conductor. | Sing in groups while blending vocal timbres and responding to the cues of the conductor. | Sing in groups blending vocal timbres and dynamics levels while responding to the cues of the conductor. | Sings in groups, blending vocal timbres and responding to the cues of the conductor. | Sing in groups, blending vocal timbres while responding to tempo and dynamic cues of the conductor. | Sing in groups, blending vocal timbres, while responding to tempo, dynamic, and phrasing cues of the conductor. | Sing in groups, blending vocal timbres while responding to tempo, dynamic, articulation, phrasing, and interpretive cues of the conductor. |
| (Choral Ensemble) Sings with expression and technical accuracy, a varied repertoire of vocal literature with a level of 1-3, including some songs performed from memory. | Sing from memory, a varied repertoire of choral literature within levels 1 and 2. | Sing from memory with expression and technical accuracy, a varied repertoire of choral literature within levels 1-3. |
| Standard Two: |
Playing |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Plays on pitch, in rhythm, and maintains a steady tempo. | Echo simple rhythm patterns. Maintain a steady beat within a group. | Play simple rhythmic patterns and melodic patterns independently. Maintain a steady beat independently. | Play rhythmic and melodic patterns within a group and independently while maintaining a steady beat. | Plays with appropriate dynamics and tempo maintaining
a balance between instruments. (Instrumental Ensemble/ Class) Performs on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. |
Play with appropriate tempo maintaining a balance between two instruments. | Play with appropriate dynamics and tempo maintaining a balance between two or more instruments. | Play with appropriate dynamics and tempo maintaining a balance in an instrumental ensemble. |
| Plays expressively easy rhythmic and melodic patterns on classroom instruments. | Play simple rhythmic and melodic patterns on classroom instruments using loud and soft appropriately. | Play simple rhythmic and melodic patterns on classroom instruments using loud/soft and fast/slow appropriately. | Play simple rhythmic and melodic patterns on classroom instruments using loud/soft, fast/slow, legato/staccato appropriately. | Plays rhythmic, melodic, and chordal patterns with accuracy
and independence on classroom instruments. (Instrumental Ensemble/ Class) Plays with expression and technical accuracy on at least one string, wind or percussion instrument, a repertoire of appropriate instrumental literature with a difficulty level of 1-3. |
Play rhythmic, melodic, and chordal patterns with accuracy on classroom instruments including resonator bells, autoharp, and Orff instruments. | Play rhythmic, melodic, and chordal patterns with accuracy and independence on classroom instruments including Orff instruments and recorder. | Play rhythmic, melodic, and chordal patterns with accuracy and independence on classroom instruments including Orff instruments, recorders, and choirchimes. |
| Plays expressively a varied repertoire of music representing diverse genres and styles. | Play the beat expressively on classroom instruments to complement three or more styles of music (i.e. march, lullaby, waltz, calypso, rock, etc.) | Play expressively simple ostinato patterns on classroom instruments to accompany three or more genres or styles of music. | Select and play expressively simple patterns on classroom instruments to accompany three or more genres or styles of music. | Plays expressively a varied repertoire of music representing diverse genres and styles. | Select and play expressively a variety of ethnic instruments representing diverse genres and styles including African and Asian music. | Select and play expressively a variety of ethnic instruments representing diverse genres and styles including Native American and Latin American music. | Select and play expressively a variety of ethnic instruments representing diverse genres and styles including North American and European music. |
| Echo short rhythmic and melodic patterns. | Echo short rhythmic patterns in duple and triple meter | Echo short rhythmic and melodic patterns on classroom instruments in duple and triple meter using sound and silence. | Echo short rhythmic and melodic patterns using: | Plays rhymic and melodic ostinato patterns by ear on clasroom instruments. | Play by ear rhythmic ostinato patterns the addition of Play by ear melodic ostinato patterns using the pentatonic scale. | Play by ear rhythmic ostinato patterns with the addition of Play by ear melodic ostinato patterns adding major and minor modes | Play by ear rhythmic ostinato patterns with the addition of Play by ear melodic ostinato patterns adding various notes. |
| Plays in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. | Play in groups, blending instrumental timbres while responding to tempo and dynamic cues of the conductor. | Play in groups, blending instrumental timbres while responding to tempo, dynamic, and phrasing cues of the conductor. | Play in groups, blending instrumental timbres while responding to tempo, dynamic, articulation, phrasing, and interpretive cues of the conductor. | ||||
| Plays independently instrumental parts while other students sing or play contrasting parts | Play independently an instrumental part while other students sing or play one or more contrasting parts. | Play independently an instrumental part while other students sing or play two or more contrasting parts. | Play independently an instrumental part while other students sing or play three or more contrasting parts. | ||||
| (Instrumental Ensemble/Class) Plays with expression and technical accuracy a varied repertoire of appropriate instrumental literature with a level of difficulty of 3, including some solos performed from memory. |
| Standard Three: |
Improvising |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Improvises "answers" in the same style to given rhythmic and melodic phrases. | Improvise rhythmic patterns in response to the teacher's pattern using body percussion. | Improvise rhythmic and melodic patterns in response to the teacher's pattern using classroom instruments. | Improvise rhythmic and melodic patterns in response to the teacher's pattern using voice, rhythmic and/or melodic instruments. | Improvises simple rhythmic and melodic ostinato accompaniments. | Improvise a simple rhythmic and/or melodic ostinato accompaniment using appropriate meter and tempo, utilizing tonic pitches. | Improvise a simple rhythmic and/or melodic ostinato accompaniment using tonic pitches, while maintaining appropriate meter and tempo. | Improvise an ostinato that is related to the melody in pitch, tempo, and rhythm. |
| Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. | Improvise vocally at least one rhythmic and/or melodic variation on a familiar melody. | Improvise instrumentally at least one rhythmic and melodic variation on a familiar melody. | Improvise vocally or instrumentally rhythmic and melodic variations on a familiar melody. | ||||
| Improvises simple rhythmic and melodic variations on given pentatonic melodies. | Improvise short sound pieces and accompaniments using one or two sound sources. | Improvise short sound pieces, songs, and accompaniments using one to four sound sources. | Improvise short sound pieces, songs, and/or instrumental pieces, using a variety of sound sources. | Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. | Improvise vocally at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. | Improvise vocally at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. | Improvise vocally or instrumentally melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. |
| Improvises short songs and instrumental pieces, using a variety of sound sources. | Improvises short songs and instrumental pieces, using a variety of sound sources. | Improvise a short song and/or instrumental piece within the tonal framework of a I chord using a variety of tonal centers while maintaining a steady tempo. | Improvise a short song and/or instrumental piece within the tonal framework of the I and V7 chords using a variety of tonal centers while maintaining a steady tempo. | Improvise a short song and/or instrumental piece within the tonal framework of the I, IV, and V7 chords using a variety of tonal centers while maintaining a steady tempo. |
| Standard Four: |
Composing |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Creates and arranges music to accompany readings and dramatization. | Create simple accompaniments to enhance children's stories and dramatizations. | Create simple accompaniments and rhythmic and melodic pieces that appropriately demonstrate events or emotions in a reading or dramatization. | Create and arrange music choosing sounds that are appropriate for accompanying an event or emotion in readings and dramatizations. | Creates and arranges short songs and instrumental pieces within specified guidelines. | Arrange a familiar song and/or instrumental piece demonstrating changes in tempo and dynamics. Create a short song and/or instrumental piece demonstrating changes in tempo and dynamics. | Arrange a familiar song and/or instrumental piece demonstrating changes in mode and meter. Create a short song and/or instrumental piece demonstrating changes in mode and meter. | Arrange and create a short song and/or instrumental piece demonstrating various forms such as AB, ABA, rondo, and theme and variations. |
| Uses a variety of sound sources when composing and arranging. | Use a variety of instrumental and non-instrumental classroom sound sources when composing and arranging. | Use a variety of environmental sound sources when composing and arranging. | Use a variety of environmental, instrumental, and electronic sound sources when composing and arranging. | Uses a variety of sound sources when composing and arranging. | Use a variety of instrumental, electronic, and ethnic sound sources when composing and arranging. | Use a variety of electronic, ethnic, and instrumental sound sources including recorder when composing and arranging. | Use a variety of electronic, ethnic, and instrumental sound sources, including Orff instruments and choirchimes, when composing and arranging. |
| Standard Five: |
Reading |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Uses a system (syllables or numbers) to read simple rhythmic patterns in duple and triple meters. | Use a system to read long and short patterns which include sound and silence. | Use a system to read simple rhythmic patterns in traditional notation
that include: 2 4 |
Use a system to read simple rhythmic patterns in traditional notation
that include: 2 3 4 4 6 8 |
Reads whole, half, quarter, eighth, sixteenth, and dotted
notes and rests in 2 3 4 6 3 4 4 4 8 8 meter signatures. |
Use a system to read rhythmic patterns in traditional notation that include: 2 3 4 4 4 4 3 6 8 8 |
Use a system to read rhythmic patterns in traditional notation with the
addition of: 4 4 |
Use a system to read rhythmic patterns in traditional notation with the
addition of: 4 4 |
| Uses a system (symbols, numbers, or letters) to read simple pitch notation in the treble clef in major keys. | Use a system (symbols, numbers, or letters) to read simple pitch notation in a major key. | Use a system (symbols, numbers, or letters) to read simple pitch notation in 2 or more major keys. | Use a system (symbols, numbers, or letters) to read simple pitch notation in 3 or more major keys. | ||||
| Identifies symbols and traditional terms referring to dynamics, tempo, and articulation, and interprets them correctly when performing. | Identify and interpret symbols and traditional terms referring to dynamics (p, mp, mf, f ) and tempo (allegro and andante). | Identify and interpret symbols and traditional terms with the addition of: pp, ff, moderato, legato, staccato. | Identify and interpret symbols and traditional terms with the addition of: accent, fermata, accellerando, ritardando. | ||||
| Identifies standard symbols used to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. | Identify symbols (iconic or traditional) that represent pitch and rhythm. | Identify symbols that represent dynamics (soft and loud), rhythm and pitch (up, down, repeated) in simple patterns presented by the teacher. |
Identify standard symbols used to notate meter and rhythm: |
Uses standard symbols to notate meter, rhythm, pitch, and dynamics in patterns and/or songs. Notates with standard symbols: |
Notate with standard symbols: Rhythm: |
Notate with standard symbols adding: Rhythm: |
Notate with standard symbols adding: Meter: 3 8 Mixed meter rhythm: 4 4 Pitch: major scale patterns. Dynamics: pp, ff. |
| Standard Six: |
Analyzing |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Identifies phrases and sections of music that are same, similar, and/or different. | Aurally identify phrases and sections of music that are same and different. | Aurally identify phrases and sections of music that are same, similar, and different. | Aurally and visually identify phrases and sections of music that are same, similar, and different. | Identifies simple music forms when presented aurally and visually. | Identifies AB and ABA form aurally and visually. | Identify rondo form aurally and visually. | Identify theme and variations aurally and visually. |
| Demonstrates perceptual skills by responding to music of various styles representing diverse cultures. | Demonstrate perceptual skills by experiencing activities relating to music of two or more diverse cultures. | Demonstrate perceptual skills by experiencing activities relating to music of three or more diverse cultures. | Demonstrate perceptual skills by describing the various styles of music in the following diverse cultures: SE Asian, African. | Demonstrates perceptual skills by answering questions about and describing aural examples of music of various styles representing diverse cultures. | Describe music of various styles from the following cultures: African and Asian. | Describe music of various styles from the following cultures: Native American and Latin American. | Describe music of various styles from the following cultures: North American and European. |
| Uses appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. | Use correct terminology for music notation to correlate with Standard
5. Identify the families of instruments in the orchestra. Differentiate between soprano and alto voices. Use appropriate terminology to describe classroom and concert performances. |
Use correct terminology for music notation to correlate with Standard
5. Identify the instruments in the orchestra. Differentiate between soprano, alto, tenor, and bass voices. Use appropriate terminology to describe classroom and concert performances. |
Use correct terminology for music notation to correlate with Standard
5. Use world classifications to identify instruments from diverse cultures. Differentiate vocal qualities of diverse cultures. Use appropriate terminology to describe classroom and concert performances. |
||||
| Identifies sounds of a variety of classroom instruments and vocal timbres (singing, speaking). | Identify vocal timbres of the child voice while whispering, speaking, shouting, and singing. | Identify the sounds of 10 classroom instruments and vocal timbres of a man's, woman's, and child's voice. | Identify the sounds of 15 classroom instruments and the vocal timbres of a man's, woman's, and child's voice. | Identifies the sound of a variety of instruments including many orchestral and band instruments from various cultures as well as male and female adult voices. | Aurally identify soprano and alto voices. Aurally identify families of instruments. | Aurally identify soprano, alto, tenor, and bass voices. Aurally identify instruments of the orchestra. | Aurally identify instruments from various cultures. |
| Responds through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. | Identify high/low, fast/slow, loud/soft through physical movement. | Identify the following through physical movement: up/down, repeated melodic patterns, steady beat/ no steady beat, faster/ slower tempo, louder/ softer dynamics and march, lullaby, and waltz genres. | Identify legato/staccato, articulation, major/minor mode, duple/triple meter, and chord changes through purposeful movement. | Describes selected prominent music characteristics or specific music events while listening to music. | Recognize obvious characteristics in musical selections such as changing meter and changing dynamics. | Identify important characteristics in musical selections such as changes in key and modality. | Identify important characteristics in musical selections such as changes in chords and articulation. |
| Standard Seven: | Evaluating Evaluates music and music performances |
The student should be able to:
|
Performance Standard Grade TWO
|
K
|
1
|
2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
| Devises criteria for evaluating performances and compositions. | Evaluate, using appropriate vocabulary, a musical performance or composition based on two or more given criteria such as expression and timbre. | Evaluate, using appropriate vocabulary, a musical performance or composition based on given criteria for musicality and technicality. | Evaluate, using appropriate vocabulary, a musical performance or composition based on at least three student generated criteria for musicality and technicality. | ||||
| Explains, using appropriate music terminology, their personal preferences for specific musical works and styles. | Select a composition from music class repertoire and cite one appealing musical feature, using appropriate music terminology. | Select two compositions in different styles from music class repertoire and cite two appealing musical features, using appropriate music terminology. | Compare and contrast two or three different styles of the same composition chosen by the teacher and explain his/her personal preference, using appropriate music terminology. | ||||
| Evaluates the quality of their own and others' performances and offers constructive suggestions for improvement. | Evaluate one performance of his/her class and one performance by others, using appropriate terminology to offer one suggestion to improve each performance. | Evaluate one performance of his/her class and one performance by others, using appropriate terminology to offer two suggestions to improve each performance. | Evaluate one performance of his/her class and one performance by others, using appropriate terminology to offer three suggestions to improve each performance. |
| Standard Eight: |
Relating |
The student should be able to:
|
Performance Standard Grade TWO |
K, 1, 2 |
Performance Standard Grade FOUR |
3 |
4 |
5 |
||
| Identify and explain how people respond to their environment through music | Identify and explain how people respond to their environment through music | Identifies similarities and differences in the meanings of common terms in the various arts. | Identify three similarities and differences in the meanings of common terms such as form, pattern, and contrast used in music and the visual arts. | Identify three similarities and differences in the meanings of common terms such as repetition, color/timbre, and texture. | Identify the similarities and differences in communication and expression in visual and performing arts. | ||
| Use music, dance, the visual arts, and theater to tell a story. | Use music, dance, the visual arts, and theater to tell a story. | Identifies ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. | Cite two examples which connect music subject matter to language arts and math. | Cite two examples which connect music subject matter to different languages and science. | Cite two examples which connect music subject matter to social studies and physical education. | ||
| Identify similarities in stories, songs, and other art forms. (eg: simple forms and textures) | Identify similarities in stories, songs, and other art forms. (eg: simple forms and textures) | ||||||
| Standard Nine: | Associating Associates music to history and world cultures |
The student should be able to:
|
Performance Standard Grade TWO
|
K, 1, 2
|
Performance Standard Grade FOUR
|
3
|
4
|
5
|
||
| Identify how music is used in daily life. | Identify how music is used in daily life. | Identifies by genre or style aural examples of music from various historical periods and world cultures. | Identify by genre or style representative aural examples of music from African and Asian cultures. | Identify by genre or style examples from Native American and Latin American cultures. | Identify by genre or style examples from North American and European cultures. | ||
| Sing and play simple games from around the world. | Sing and play simple games from around the world. | Describes in simple terms how elements of music are used in music examples from various world cultures. | Compare and contrast two elements of music such as texture and timbre in examples of African and Asian music. | Compare and contrast three elements of music such as texture, timbre, and rhythm in examples of Native American and Latin American music. | Compare and contrast at least three elements of music such as texture, timbre, and rhythm in examples of North American and European music. | ||
| Identify and discuss music celebrations of cultures from around the world, focusing especially on cultures represented in the school population. | Identify and discuss music celebrations of cultures from around the world, focusing especially on cultures represented in the school population. | Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. | Generate a list of at least five events/occasions where he/she has participated either actively or passively in music and describe his/her participation. | Generate an example of music appropriate for each event/occasion on a given list. | Generate a list of events/occasions; cite the title of an appropriate song or piece of music for each and explain why it is appropriate. | ||
| Play authentic instruments with simple songs from various cultures. | Play authentic instruments with simple songs from various cultures. | Identifies and describes roles of musicians in various music settings and world cultures. | Identify and describe roles of musicians in African and Asian celebration and communication. | Identify and describe roles of musicians in Native American and Latin American celebration and communication. | Identify and describe roles of musicians in North American and European celebration and communication. | ||
| Demonstrates audience behavior appropriate for the context and style of music performed. | Demonstrate appropriate audience behavior at school performances. | Demonstrate appropriate audience behavior at school performances. Compare and contrast appropriate audience behavior for musical and non-musical settings. |
Demonstrate appropriate audience behavior at school performances.
Compare and contrast appropriate audience behavior for two or more musical settings. |
Demonstrates audience behavior appropriate for the context and style of music performed. | Demonstrate appropriate audience behavior for dance performances (ballet, modern, theater, and folk). | Demonstrate appropriate audience behavior for band performances (symphonic, marching, jazz, dance, and pop/rock) and vocal performances (choir, gospel, jazz, country, and folk). | Demonstrate appropriate audience behavior for orchestral performances, such as the Madison Symphony Orchestra. |
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