Literacy

• Performing on pitch, in rhythm, with appropriate dynamics and timbre,
  and maintain a steady tempo;
  
• Performing easy rhythmic, melodic, and choral patterns accurately and
  independently on pitched and non-pitched classroom instruments;
  
• Performing expressively a varied repertoire of music representing
  diverse genres and styles;
  
• Echoing short rhythms and melodic patterns;
  
• Performing in groups, blending instrumental timbres, matching dynamic
  levels, and responding to the cues of a conductor; and
  
• Performing independent instrumental parts (e.g., simple rhythmic or
  melodic ostinatos, contrasting rhythmic lines, chords) while other students sing or play contrasting parts.

In Grades 5-8, what students know and are able to do includes:

• Performing at least one instrument accurately and independently, alone
  or in small and large ensembles, with good posture, good playing
  position, and good breath, bow, or stick control,
  
• Performing with expression and technical accuracy on at least one
  string, wind, percussion, or classroom instrument, a repertoire
  of instrumental literature with a level of difficulty of 2, on a
  scale of 1 to 6;
  
• Performing music representing diverse genres and cultures, with
  expression appropriate for the work being performed;
  
• Playing by ear simple melodies on a melodic instrument and simple
  accompaniments on a harmonic instrument; and
  
• Students who participate in an instrumental ensemble or class:
  Perform with expression and technical accuracy a varied repertoire of
  instrumental literature with a level of difficulty of 3, on a scale
  of 1 to 6, including some solos performed from memory.

Music Standards 3: Students will create, improvise*, and/or compose music.

In Grades K-4, what the students know and are able to do includes:

• Improvising "answers"* in the same style as given rhythmic and melodic
  phrases;
  
• Improvising simple rhythmic and melodic ostinato accompaniments;
  
• Creating simply rhythmic and melodic variations on familiar melodies;
  
• Improvising and composing short selections using a variety of sound
  sources; and
  
• Creating and arranging music to accompany readings or dramatizations.

 
In Grades 5-8, what students know and are able to do includes:

• Creating rhythmic and/or melodic and/or harmonic patterns or phrases;
  Improvising selections using a variety of sound sources; and
  
• Composing/arranging short pieces within specified guidelines,
  demonstrating how the elements of music are used to achieve unity
  and variety, tension and release, and balance.

Music Standard 4: Students will read and notate music .

In Grades K-4, what the students know and are able to do includes:

• Reading whole, half, dotted half, quarter, and eighth notes and rests
  in 2/4, 3/4, and 4/4 meter signatures*;
  
• Using a system (that is syllables, numbers, or letters) to read simple
  pitch notation in the treble clef in major keys;
  
• Identifying symbols and traditional terms referring to dynamics, tempo,
  and articulation* and interpret them correctly when performing; and
  
• Using standard symbols to notate meter*, rhythm, pitch, and dynamics
  in simple patterns presented by the teacher.

In Grades 5-8, what students know and are able to do includes:

• Reading whole, half, quarter, eighth, sixteenth, and dotted notes and
  rests in 2/4, and 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures;
  
• Identifying standard notations, symbols, and terminology;
  
• Using standard notation to record their musical ideas and the musical
  ideas of others;
  
• Students who participate in a choral or instrumental ensemble or class:
  Reading at sight simple melodies in the appropriate clef for their
  instrument;
  
• Sight-read, accurately and expressively, music with a level of difficulty
  of 2, on a scale of 1 to 6; and
  
• Demonstrate knowledge of the basic principles of meter, rhythm, tonality,
  intervals, chords, and harmonic progressions in their analyses of music.

Music Standard 5: Students will listen to, analyze, and describe music.

In Grades K-4, what the students know and are able to do includes:

• Listening to and identifying simple forms*;
  
• Demonstrating perceptual skills by moving, by answering questions about, and by describing aural examples of music and various styles
  representing diverse cultures;
  
• Using appropriate terminology in explaining music, music notation,
  music instruments and voices, and music performances;
  
• Identifying the sounds of a variety of instruments, including many
  orchestra and band instruments, and instruments from various
  cultures, as well as children's voices and male and female adult
  voices;
  
• Responding through purposeful movement (e.g., swaying, skipping,
  dramatic play) to select prominent music characteristics or to
  specific music events (e.g., meter changes, dynamic changes,
  like/unlike) while listening to music.

 
In Grades 5-8, what students know and are able to do includes:

• Describing specific music events in a given aural example, using
  appropriate terminology;
  
• Analyzing the uses of elements of music in aural examples representing
  diverse genres and cultures;
  
• Demonstrating knowledge of the basic principles of meter, rhythm,
  tonality, intervals, chords, and harmonic progressions in their analyses of music.

Music Standard 6: Students will evaluate music and music performances.

In Grades K-4, what the students know and are able to do includes:

• Devising criteria for evaluating performances and compositions; and
  
• Explaining, using appropriate music terminology, their personal
  preferences for specific musical works and styles.

In Grades 5-8, what students know and are able to do includes:

• Developing criteria for evaluating the quality and effectiveness of
  music performances and compositions and applying the criteria in
  their personal listening and performing;
  
• Evaluating 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 offer constructive suggestions for improvement.

Music Standard 7: Students will understand relationships among
music, the other arts, and disciplines outside the arts.

In Grades K-4, what the students know and are able to do includes:

• Comparing and contrasting common terms and concepts (e.g., form, line,
  contrast, shape, space, texture, mood, style, expressively) used
  in the various arts; and
  
• Integrating and correlating music with other disciplines.

 
In Grades 5-8, what students know and are able to do includes:

• Comparing in two or more arts how the characteristic materials of
  each art (e.g., sound in music, visual stimuli in visual arts,
  movements in dance, human interrelationships in theatre) can be
  used to transform similar events, scenes, emotions, or ideas into
  work of art; and
  
• Describing ways in which the principles and subject matter of other
  disciplines taught in the school are interrelated with those of
  music.

Music Standard 8: Students will understand music in relation to
history and culture.

In Grades K-4, what the students know and are able to do includes:

• Describing elements of music and roles of musicians in various music
  settings within various cultures;
  
• Identifying various uses of music in daily experiences;
  
• Demonstrating audience behavior appropriate for the context and style
  of music performed; and
  
• Identifying careers in music.

In Grades 5-8, what students know and are able to do includes: