Please Note: The advanced level of achievement for students in grades nine through twelve can be attained at the end of a second year of high school study within the discipline of music and subsequent to the attainment of the proficient level of achievement.

 

1.0     ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music

1.1    Read a full instrument or vocal score and describe how the elements of music are used.

1.2    Transcribe simple songs into melodic and rhythmic notation when presented aurally

         (level of difficulty: 2 on a scale of 1–6).

1.3    Sight-read music accurately and expressively (level of difficulty: 4 on a scale of 1–6).

Listen to, Analyze, and Describe Music

1.4    Analyze and describe significant musical events perceived and remembered in a given

         aural example.

1.5    Analyze and describe the use of musical elements in a given work that makes it unique,

         interesting, and expressive.

1.6    Compare and contrast the use of form, both past and present, in a varied repertoire of

         music from diverse genres, styles, and cultures.

 

2.0      CREATIVE EXPRESSION

Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal or Instrumental Skills

2.1   Sing a repertoire of vocal literature representing various genres, styles, and cultures

         with expression, technical accuracy, tone quality, vowel shape, and articulation—written

          and memorized, by oneself and in ensembles (level of difficulty: 5 on a scale of 1–6).

2.2     Sing music written in four parts with and without accompaniment.

2.3     Sing in small ensembles, with one performer for each part (level of difficulty: 5 on a scale of 1–6).

2.4     Perform on an instrument a repertoire of instrumental literature representing various

          genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation,

         by oneself and in ensembles (level of difficulty: 5 on a scale of 1–6).

2.5    Perform in small instrumental ensembles with one performer for each part (level of

         difficulty: 5 on a scale of 1–6).

Compose, Arrange, and Improvise

2.6   Compose music in distinct styles.

2.7   Compose and arrange music for various combinations of voice and acoustic and

        digital/ electronic instruments, using appropriate ranges and traditional and nontraditional

        sound sources.

2.8   Create melodic and rhythmic improvisations in a style or genre within a musical culture

       (e.g., gamelan, jazz, and mariachi).

 

3.0      HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music

3.1    Analyze how the roles of musicians and composers have changed or remained the same

         throughout history.

3.2    Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

3.3    Compare and contrast the social function of a variety of music forms in various cultures

         and time periods.

Diversity of Music

3.4    Perform music from a variety of cultures and historical periods.

3.5    Compare and contrast instruments from a variety of cultures and historical periods.

3.6    Compare and contrast musical styles within various popular genres in North America and

         South America.

3.7    Analyze the stylistic features of a given musical work that define its aesthetic traditions and

         its historical or cultural context.

3.8    Compare and contrast musical genres or styles that show the influence of two or more

         cultural traditions.

 

4.0      AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess

4.1   Compare and contrast how a composer’s intentions result in a work of music and how

         that music is used.

Derive Meaning

4.2    Analyze and explain how and why people in a particular culture use and respond to

         specific musical works from their own culture.

4.3    Compare and contrast the musical means used to create images or evoke feelings and

         emotions in works of music from various cultures.

 

5.0      CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications

5.1  Explain ways in which the principles and subject matter of music and various disciplines

       outside the arts are interrelated.

5.2   Analyze the process for arranging, underscoring, and composing music for film

        and video productions.

Careers and Career-Related Skills

5.3  Identify and explain the various factors involved in pursuing careers in music.