Instrumental Music: Grades 9, 10, 11, 12

High School Level 1

High School Level 2

High School Level 3

High School Level 4

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of cultures and stylistic periods.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of cultures and stylistic periods.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of cultures and stylistic periods.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of cultures and stylistic periods.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Performing

Improvising

Composing and Arranging

Read and notate whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve time signatures

Identify half and whole steps within given keys and sight-read music with at a level of 1 or 2 on a scale from 1 to 6.

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

Analyzing

Evaluating

Compare characteristics and uses of music from different cultures and historical periods.

Compare characteristics and uses of music representing different styles and genres.

Compare common music terms to those found in other arts disciplines (for example, tone, rhythm, volume, form).

Compare common music terms to those found in non-arts disciplines (for example, genre, program, dynamics, pitch).

Compare the skills and careers of creators, performers, and others involved in the production and presentation of the various art forms.

Discuss the costs and labor involved in artistic performances and productions and the economic benefits of the arts in his or her community.

Examine current research on music's impact on students and their productivity in school and later in life.

Singing

Performing

Improvising

Composing and Arranging

Read and notate standard notation in 5/8, 7/8, and 5/4 time signatures.

Identify half and whole steps within given keys and sight-read music at a level of 2 on a scale from 1 to 6.

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

Analyzing

Evaluating

Compare characteristics and uses of music from different cultures and historical periods.

Compare characteristics and uses of music representing different styles and genres.

Compare common music terms to those found in other arts disciplines (for example, tone, rhythm, volume, form).

Compare common music terms to those found in non-arts disciplines (for example, genre, program, dynamics, pitch).

Compare the skills and careers of creators, performers, and others involved in the production and presentation of the various art forms.

Discuss the costs and labor involved in artistic performances and productions and the economic benefits of the arts in his or her community.

Examine current research on music's impact on students and their productivity in school and later in life.

Singing

Performing

Improvising

Composing and Arranging

Read and notate standard notation in 5/8, 7/8, and 5/4 time signatures.

Identify half and whole steps within given keys and sight-read music at a level of 2 or 3 on a scale from 1 to 6.

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

Analyzing

Evaluating

Use characteristic elements and stylistic features to classify music by culture and historical period.

Use characteristic elements and stylistic features to classify music by style and genre.

Compare the characteristic elements, artistic processes, and organizational principles of music with those of other arts disciplines.

Compare ways that the principles, creative processes, and subject matter of non-arts disciplines interrelate with those of music.

Discuss ways that skills learned in music and other arts classes can be used in various careers both in and outside of the arts.

Discuss the costs and labor involved in artistic performances and productions and the economic benefits of the arts in his or her community.

Examine current research on music's impact on students and their productivity in school and later in life.

Singing

Performing

Improvising

Composing and Arranging

Read and notate standard notation in 5/8, 7/8, and 5/4 time signatures.

Identify half and whole steps within given keys and sight-read music at a level of 3 on a scale from 1 to 6.

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

Analyzing

Evaluating

Use characteristic elements and stylistic features to classify music by culture and historical period.

Use characteristic elements and stylistic features to classify music by style and genre.

Compare the characteristic elements, artistic processes, and organizational principles of music with those of other arts disciplines.

Compare ways that the principles, creative processes, and subject matter of non-arts disciplines interrelate with those of music.

Discuss ways that skills learned in music and other arts classes can be used in various careers both in and outside of the arts.

Discuss the costs and labor involved in artistic performances and productions and the economic benefits of the arts in his or her community.

Examine current research on music's impact on students and their productivity in school and later in life.

Sing with technical accuracy and good breath control, alone or in small and large ensembles.

Sing with expression and stylistic accuracy.

Sing with well-developed ensemble skills.

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

Play music from a variety of sources by ear.

Play instruments expressively with appropriate dynamics, phrasing, and interpretation.

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

Perform with stylistic accuracy a variety of music representing diverse cultures, genres and styles.

Perform scales and literature with the level of difficulty comparable to the third-year method book or at a level of 3 or 4 on a scale from 1 to 6.

Improvise rhythmic and melodic phrases within a given meter and tonality.

Improvise simple harmonic patterns within a given meter and tonality.

Compose music by applying the basic principles of composition.

Arrange simple pieces for a variety of instruments.

Use appropriate terminology to describe the musical form (for example, motive, canon, rondo, theme and variation, call and response) of a work that is presented aurally and visually.

Analyze and describe the ways in which elements of music and expressive devices are used in compositions representing diverse genres and cultures.

Analyze music by identifying basic principles of meter, rhythm, form, tonality, intervals, and chords.

Develop and use criteria to evaluate the quality of the music performances of others.

Develop and use criteria to evaluate the quality of his or her own music performances.

Compare his or her music preferences on the basis of a variety of genres, styles, and historical periods.

Sing with technical accuracy and good breath control, alone or in small and large ensembles.

Sing with expression and stylistic accuracy.

Sing with well-developed ensemble skills.

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

Play familiar music from a variety of sources by ear.

Play instruments expressively with appropriate dynamics, phrasing, and interpretation.

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

Perform with stylistic accuracy a variety of music representing diverse cultures, genres, and styles.

Perform scales and literature with the level of difficulty comparable to the third-year method book or at a level of 4 on a scale from 1 to 6.

Improvise rhythmic and melodic phrases within a given meter and tonality.

Improvise simple harmonic accompaniments within a given meter and tonality.

Compose music by applying the basic principles of composition.

Arrange simple pieces for a variety of instruments.

Compare the similarities and differences between a variety of musical forms (for example, motive, canon, rondo, theme and variation, call and response).

Analyze and describe the ways in which elements of music and expressive devices are used in compositions representing diverse genres and cultures.

Analyze music by identifying basic principles of meter, rhythm, form, tonality, intervals, and chords.

Evaluate musical performances by others in terms of their stylistic effect.

Evaluate his or her own musical performances and interpretive decisions in terms of stylistic effect.

Compare his or her music preferences on the basis of a variety of genres, styles, and historical periods.

Sing with technical accuracy and good breath control, alone or in small and large ensembles.

Sing with expression and stylistic accuracy.

Sing in small ensembles with one student on a part.

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

Play familiar music from a variety of sources by ear.

Play instruments with expression and stylistic accuracy.

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

Perform with stylistic accuracy a variety of music representing diverse cultures, genres, and styles.

Perform scales and literature at a level of 4 or 5 on a scale from 1 to 6.

Improvise rhythmic and melodic phrases over a simple chord progression within a given meter, tonality, and style.

Improvise simple harmonic accompaniments within a given meter and tonality.

Compose music examples demonstrating characteristics of distinct musical styles.

Arrange simple pieces for a variety of instruments.

Compare the similarities and differences between a variety of musical forms (for example, motive, canon, rondo, theme and variation, call and response).

Analyze and describe the ways in which elements of music and expressive devices are used in compositions representing diverse genres and cultures.

Analyze and compare the elements of music in a given work that make it unique, interesting, and expressive.

Evaluate musical performances by others in terms of their stylistic effect.

Evaluate his or her own musical performances and interpretive decisions in terms of stylistic effect.

Evaluate his or her music preferences on the basis of a variety of genres, styles, and historical periods.

Sing with technical accuracy and good breath control, alone or in small and large ensembles.

Sing with expression and stylistic accuracy.

Sing in small ensembles with one student on a part.

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

Play music from a variety of sources by ear.

Play instruments with expression and stylistic accuracy.

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

Perform with stylistic accuracy a variety of music representing diverse cultures, genres, and styles.

Perform scales and literature at a level of 5 on a scale from 1 to 6.

Improvise rhythmic and melodic phrases over a simple chord progression within a given meter, tonality, and style.

Improvise simple harmonic accompaniments within a given meter, tonality, and style.

Compose music examples demonstrating characteristics of distinct musical styles.

Arrange simple pieces for a variety of instruments.

Compare similarities and differences between a variety of musical forms (for example, motive, canon, rondo, theme and variation, call and response).

Analyze and describe the ways in which elements of music and expressive devices are used in compositions of the same genre and style.

Analyze and compare the elements of music in a given work that make it unique, interesting, and expressive.

Evaluate musical performances by others in terms of their stylistic effect.

Evaluate his or her own musical performances and interpretive decisions in terms of stylistic effect.

Evaluate his or her music preferences on the basis of a variety of genres, styles, and historical periods.