Acknowledgements - Development of Standards
Instrumental Music - Strings 4&5
| 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 |
Madison Metropolitan School District Visual Arts Standards Committee:
| Standard One: | Singing Sings alone and with others a varied repertoire of music. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| Sings accurately with good breath control, diction, posture,
and tone quality. Sings with rhythmic accuracy. |
Sing accurately the D major scale with note names. Sing literature from level one with rhythmic accuracy. |
Sing accurately a minor scale with note names. ( D minor and/or A minor
are vocally appropriate at this age). Sing with rhythmic accuracy literature from levels one and two. |
Sings accurately with good breath control, diction, posture, and tone quality. |
| Standard Two: | Playing Plays alone and with others a varied repertoire of instruments. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| 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 dynamics and tempo maintaining a balance in an instrumental ensemble. | Plays with appropriate dynamics and tempo maintaining a balance in an instrumental ensemble. | |
| 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 1-2. | Play rhythmic and melodic patterns with accuracy within a group. Play with expression and technical accuracy on one string instrument literature from level one. Play with proper left hand and right hand position, tone quality, intonation, and bowing styles ( whole and half bows, pizzicato, spiccato, legato, staccato, and slurs). |
Play rhythmic and melodic patterns with accuracy alone and in a group. Play with expression and technical accuracy on one string instrument literature from level one and level two. Refine and incorporate established techniques and bowing styles (proper left hand and right hand position, tone quality, intonation, and bowing styles ( whole and half bows, pizzicato, spiccato, legato, staccato, and slurs) into literature from levels one and two. |
Plays with expression and technical accuracy on one string instrument literature from level 3 and level 4. |
| Plays expressively a varied repertoire of music representing diverse genres and styles. | Select and play expressively a variety of diverse genre and styles. | Select and play expressively a variety of diverse genre and styles. | Performs music representing diverse genres and cultures, with expression appropriate for the work being performed. |
| 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, 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 in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. |
| Plays independently instrumental parts while other students sing or play contrasting parts. | Play independently an instrumental part while other students play two contrasting parts. | Play independently an instrumental part while other students sing or play three or more contrasting parts. | Performs in small ensembles with one student on a part. |
| Standard Three: | Improvising Improvises music. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies. | Improvise instrumentally on a familiar melody at least one rhythmic and melodic pattern. | Improvise instrumentally rhythmic and melodic variations on a familiar melody. | |
| Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. | Create at least one rhythmic and/or melodic variation on a melody in major and/or minor mode. | Embellish instrumentally simple melodies rhythmically and melodically in major and/or minor modes. | Improvises melodic embellishments and simple rhythmic and melodic variations on melodies in major and/or minor modes. |
| Standard Four: | Composing Composes and arranges music. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| Creates and arranges short songs and instrumental pieces within specified guidelines. | Compose a short instrumental piece demonstrating correct key, time signature, and notation. | Arrange and create a short song and/or instrumental piece demonstrating various forms such as AB, ABA. | Composes short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. |
| Standard Five: | Reading Reads and notates music. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| Reads whole, half, quarter, eighth, sixteenth, and dotted
notes and rests in 2 3 4 6 4 4 4 8 meter signatures. |
Use a system to read rhythmic patterns in traditional notation with combinations
of: 2 3 4 4 4 4 |
Use a system to read rhythmic patterns in traditional notation with the
addition of: 6 C C 8 |
Reads whole, half, quarter, eighth, sixteenth, and dotted
notes and rests in 2 3 4 6 4 4 4 8 alla breve meter signatures. |
| Uses standard notation to read simple pitch notation in the treble clef in major keys. | Use note names to read simple pitch notation on three common strings. | Use note names to read simple pitch notation on all four strings. | Reads at sight simple melodies in both the treble and bass cleffs, in major and minor modes. |
| 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 ) tempo (allegro and andante), and bowings (legato and staccato). | Identify and interpret symbols and traditional terms with the addition of: pp, ff, accent, fermata, ritardando, crescendo and decrescendo. | Identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. |
| Uses standard symbols to notate meter, rhythm, pitch, and dynamics in patterns and/or songs. Notates with standard symbols. | Notate with standard symbols: Meter: 2 3 4 4 4 4 and the corresponding rests and one octave of the D and G scales. |
Notate with standard symbols adding: Meter: 6 8 and the C, G, D, and A major scale patterns. Dynamics: p, f. |
Uses standard notation to record their musical ideas and the musical ideas of others. |
| Standard Six: | Analyzing Analyzes and describes music. |
The student will be able to:
|
Performance Standard Grade 4
|
4
|
5
|
Performance Standard Grade 8
|
| Identifies simple music forms, contrasts, and textures when presented aurally and visually. | Identify the following forms aurally and visually: AB, ABA, the round. | Identify theme and variations aurally and visually. | Identifies simple music forms, contrasts, and textures when presented aurally and visually. |
| Identifies simple musical devices, such as contrast and texture. | Identify simple musical devices, such as contrast (major and minor keys, dynamics, and tempo), and texture (bowing styles). | Listens to and analyzes the uses of the elements of music in examples representing diverse genres and cultures. | |
| 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. Use appropriate terminology to describe classroom and concert performances. |
Demonstrates knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmoni progressions in their analysis of music. |
| Standard Seven: | Evaluating Evaluates music and music performances. |
The student will be able to:
|
Performance Standard Grade 4
|
4
|
5
|
Performance Standard Grade 8
|
| Evaluates the quality of their own and others' performances and offers constructive suggestions for improvement. | Evaluate one performance of his/her class using appropriate terminology to offer two suggestions to improve each performance. | Evaluate one performance of his/her class using appropriate terminology to offer three suggestions to improve each performance. | Evaluates the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offers constructive suggestions for improvement. |
| Standard Eight: | Relating Relates music to all other arts and disciplines. |
The student will be able to:
|
Performance Standard Grade 4
|
4
|
5
|
Performance Standard Grade 8
|
| Identifies similarities and differences in the meanings of common terms used 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. | Compares in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions, or ideas into works of art. |
| 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 mathematics and physical education. | Cite two examples which connect music subject matter to different languages and social studies. | Describes ways in which the principles and subject matter of other school disciplines interrelate with those of music. |
| Standard Nine: | Associating Associates music to history and world cultures. |
The student will be able to:
|
Performance Standard Grade FOUR
|
4
|
5
|
Performance Standard Grade EIGHT
|
| Perform a varied repertoire of music from other cultures. | Perform pieces from two different cultures and communicate some knowledge of the music. | Perform pieces from three different cultures and communicate some knowledge of the music. | Describes distinquishing characteristics of representative music genres and styles from a variety of cultures. |
| Perform music from various historical periods. | Perform pieces from two different historical periods and communicate some knowledge of the music | Perform pieces from three different historical periods and communicate some knowledge of the music. | Classify by genre and style (and if applicable, by historical ;period, composer, and title) a varied body of high-quality and characteristic musical works and explain the characteristics that cause each work to be exemplary. Compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed. |
| Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. | 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. | Identifies various uses of music in their daily experiences and describes characteristics that make certain music suitable for each use. |
| Demonstrates audience behavior appropriate for the context and style of music performed. | 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 performance behavior. |
Demonstrate appropriate audience behavior for orchestral performances,
such as the Madison Symphony Orchestra. Demonstrate appropriate performance behavior. |
Demonstrates audience behavior appropriate for the context and style of music performed. |
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