Music Grades Nine Through Twelve - Advanced
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.
simple songs into melodic and rhythmic notation when presented aurally
(level of difficulty: 2 on a scale of 1–6).
music accurately and expressively (level of difficulty: 4 on a scale of 1–6).
Listen to, Analyze, and Describe Music
and describe significant musical events perceived and remembered in a given
and describe the use of musical elements in a given work that makes it unique,
interesting, and expressive.
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
a repertoire of vocal literature representing various genres, styles, and
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).
on an instrument a repertoire of instrumental literature representing various
genres, styles, and cultures with expression, technical accuracy, tone quality,
by oneself and in ensembles (level of difficulty: 5 on a scale of 1–6).
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.
and arrange music for various combinations of voice and acoustic and
electronic instruments, using appropriate ranges and traditional and
melodic and rhythmic improvisations in a style or genre within a musical
(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
how the roles of musicians and composers have changed or remained the same
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.
and contrast musical styles within various popular genres in North America and
the stylistic features of a given musical work that define its aesthetic
its historical or cultural context.
and contrast musical genres or styles that show the influence of two or more
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
and contrast how a composer’s intentions result in a work of music and how
that music is used.
and explain how and why people in a particular culture use and respond to
specific musical works from their own culture.
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
ways in which the principles and subject matter of music and various
outside the arts are interrelated.
the process for arranging, underscoring, and composing music for film
Careers and Career-Related Skills
5.3 Identify and explain the various factors involved in pursuing careers in music.
LUSD has established a uniform complaint procedure (1312.3) for all relevant programs per 5 CCR § 4622 et seq . The district has a policy of nondiscrimination on the basis of gender per Education Amendments of 1972, Title IX: Nondiscrimination.