Common Planner
Sign InCreate My Free Account!
Sign InCreate My Free Account!
K–12 Standards

Music: Grades 9, 10, 11, 12

Other Georgia Fine Arts sets

Adopted

Beginning Band

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSBB.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSBB.CR.1.a

      2. b.

        Improvise and/or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).HSBB.CR.1.b

      3. c.

        Refine improvised or composed pieces using teacher-created criteriaHSBB.CR.1.c

  •  

    Performing

    1. 1.

      Sing alone or with others.HSBB.PR.1

      1. a.

        Sing to recognize fundamentals of tone production.HSBB.PR.1.a

      2. b.

        Sing to match pitch.HSBB.PR.1.b

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSBB.PR.2

      1. a.

        Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).HSBB.PR.2.a

      2. b.

        Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).HSBB.PR.2.b

      3. c.

        Recognize the ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSBB.PR.2.c

      4. d.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSBB.PR.2.d

      5. e.

        Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.HSBB.PR.2.e

    3. 3.

      Read and identify elements of notated music.HSBB.PR.3

      1. a.

        Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).HSBB.PR.3.a

      2. b.

        Define and describe the musical terms incorporated in the literature and identify key signatures.HSBB.PR.3.b

      3. c.

        Demonstrate a steady beat, rhythms and meters through a systematic counting procedure.HSBB.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSBB.RE.1

      1. a.

        Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).HSBB.RE.1.a

      2. b.

        Compare and contrast musical works based on genre and culture.HSBB.RE.1.b

    2. 2.

      Respond to music and music performances of themselves and others.HSBB.RE.2

      1. a.

        Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).HSBB.RE.2.a

      2. b.

        Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, improvisations).HSBB.RE.2.b

      3. c.

        Compile a list of strengths and weaknesses in performances using self-reflection and peer feedback, and suggest areas of improvement.HSBB.RE.2.c

      4. d.

        Identify the interpretations in a band performance in relation to the expressive intent of the composer.HSBB.RE.2.d

      5. e.

        Describe and demonstrate appropriate ensemble and audience etiquette for a performance.HSBB.RE.2.e

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSBB.CN.1

      1. a.

        Describe the relationship between music and other arts.HSBB.CN.1.a

      2. b.

        Describe the relationship between music and other disciplines.HSBB.CN.1.b

      3. c.

        Identify genres, styles, and composers within specific time periods.HSBB.CN.1.c

      4. d.

        Describe the relationship between music and musicians, and society and culture.HSBB.CN.1.d

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSIB.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSIB.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).HSIB.CR.1.b

      3. c.

        Compose rhythmic exercises and short melodies using traditional notations which incorporate use of dynamics.HSIB.CR.1.c

      4. d.

        Refine improvised or composed pieces using student or teacher-created criteria.HSIB.CR.1.d

Intermediate Band

  •  

    Performing

    1. 1.

      Sing alone or with others.HSIB.PR.1

      1. a.

        Sing to recognize fundamentals of tone production.HSIB.PR.1.a

      2. b.

        Sing to match pitch.HSIB.PR.1.b

      3. c.

        Sing to reinforce breathing and use of the air stream.HSIB.PR.1.c

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSIB.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).HSIB.PR.2.a

      2. b.

        Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, major and chromatic scales, technical exercises).HSIB.PR.2.b

      3. c.

        Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSIB.PR.2.c

      4. d.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSIB.PR.2.d

      5. e.

        Demonstrate all ensemble skills through sight-reading performance of music literature at level 1 and 2.HSIB.PR.2.e

    3. 3.

      Read and identify elements of notated music.HSIB.PR.3

      1. a.

        Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression, key signatures.HSIB.PR.3.a

      2. b.

        Interpret the musical terms incorporated in the literature.HSIB.PR.3.b

      3. c.

        Demonstrate an understanding of simple and compound meter rhythmic patterns through a systematic counting procedure.HSIB.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSIB.RE.1

      1. a.

        Relate and describe the use of compositional devices (e.g. techniques, meter, tempo, tonality, intervals, chords) to the interpretation of music for listening and for performance.HSIB.RE.1.a

      2. b.

        Distinguish characteristics of a specific work based on genre and/or culture.HSIB.RE.1.b

      3. c.

        Demonstrate ability to adjust and match individual instrument to a prescribed pitch-source (e.g. tuner, electronic drone, individual performer).HSIB.RE.1.c

    2. 2.

      Respond to music and music performances.HSIB.RE.2

      1. a.

        Identify music literature and band performance of both superior and poor quality and distinguish the factors which are used to classify them as such.HSIB.RE.2.a

      2. b.

        Compile a list of strengths and weaknesses in performances and suggest strategies for improvement.HSIB.RE.2.b

      3. c.

        Identify and discuss the interpretations in a band performance in relation to the expressive intent of the composer.HSIB.RE.2.c

      4. d.

        Describe and demonstrate appropriate ensemble and audience etiquette for a performance.HSIB.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSIB.CN.1

      1. a.

        Describe and discuss similarities and differences in the terminology of the subject matter between music and other areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSIB.CN.1.a

      2. b.

        Develop knowledge through performance of repertoire representing diverse cultures, historical periods, and styles.HSIB.CN.1.b

Advanced Band

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSAB.CR.1

      1. a.

        Improvise and/or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSAB.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics.HSAB.CR.1.b

      3. c.

        Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.HSAB.CR.1.c

      4. d.

        Refine improvised or composed pieces using student-created criteria.HSAB.CR.1.d

  •  

    Performing

    1. 1.

      Sing alone or with others.HSAB.PR.1

      1. a.

        Sing to reinforce fundamentals of breathing, use of air, and quality of sound in tone production.HSAB.PR.1.a

      2. b.

        Sing to develop the ability to match major, minor, and perfect intervals.HSAB.PR.1.b

      3. c.

        Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns.HSAB.PR.1.c

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSAB.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g., embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato [when appropriate], appropriate percussion technique) based on the level of music.HSAB.PR.2.a

      2. b.

        Formulate proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.HSAB.PR.2.b

      3. c.

        Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSAB.PR.2.c

      4. d.

        Develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.HSAB.PR.2.d

      5. e.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSAB.PR.2.e

      6. f.

        Demonstrate all ensemble skills through sight-reading performance of music literature at level 3 and 4.HSAB.PR.2.f

    3. 3.

      Read and identify elements of notated music.HSAB.PR.3

      1. a.

        Apply an understanding of the compound and complex counting systems to read music at the advanced level.HSAB.PR.3.a

      2. b.

        Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.HSAB.PR.3.b

      3. c.

        Analyze compositional elements (e.g. musical terms, key signatures, tonality, form) in the music being studied.HSAB.PR.3.c

  •  

    Responding

    1. 1.

      Listening to, analyze, and describe music.HSAB.RE.1

      1. a.

        Read, write, and/or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.HSAB.RE.1.a

      2. b.

        Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.HSAB.RE.1.b

      3. c.

        Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.HSAB.RE.1.c

      4. d.

        Demonstrate ability to adjust and match individual instrument to a prescribed pitch- source (e.g. electronic drone or individual performer).HSAB.RE.1.d

    2. 2.

      Respond to music and music performances.HSAB.RE.2

      1. a.

        Assess musical elements (e.g. melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.HSAB.RE.2.a

      2. b.

        Distinguish the factors which are used to evaluate the effectiveness of a performance.HSAB.RE.2.b

      3. c.

        Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, musical technique, and/or aesthetic value of the performance.HSAB.RE.2.c

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSAB.CN.1

      1. a.

        Analyze similarities and differences in the terminology of the subject matter between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSAB.CN.1.a

      2. b.

        Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.HSAB.CN.1.b

Mastery Band

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSMB.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSMB.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes).HSMB.CR.1.b

      3. c.

        Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.HSMB.CR.1.c

      4. d.

        Refine and justify improvised or composed pieces using student-created criteria.HSMB.CR.1.d

  •  

    Performing

    1. 1.

      Sing alone or with others.HSMB.PR.1

      1. a.

        Sing to reinforce fundamentals of breathing, use of the air stream, and quality of sound in tone production.HSMB.PR.1.a

      2. b.

        Sing to develop the ability to match intervallic and chordal tuning.HSMB.PR.1.b

      3. c.

        Sing to reinforce melodic shape and stylistic elements of a melodic line or accompaniment pattern.HSMB.PR.1.c

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSMB.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g. embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato [when appropriate], appropriate percussion technique) based on the level of music.HSMB.PR.2.a

      2. b.

        Develop and justify proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.HSMB.PR.2.b

      3. c.

        Apply and justify ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSMB.PR.2.c

      4. d.

        Apply and justify understanding of the complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.HSMB.PR.2.d

      5. e.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSMB.PR.2.e

      6. f.

        Synthesize all ensemble skills through sight-reading performance of music literature at all levels.HSMB.PR.2.f

    3. 3.

      Read and identify elements of notated music.HSMB.PR.3

      1. a.

        Apply and justify the knowledge of counting systems, vocabulary, theory, and the conventions necessary to read and notate music at the mastery level.HSMB.PR.3.a

      2. b.

        Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.HSMB.PR.3.b

      3. c.

        Analyze and justify compositional elements (e.g. musical terms, key signatures, tonality, form) in the music being studied.HSMB.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSMB.RE.1

      1. a.

        Read, write, or analyze rhythmic patterns in compound and complex meters, demonstrating a mastery level of technical facility and precision.HSMB.RE.1.a

      2. b.

        Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.HSMB.RE.1.b

      3. c.

        Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.HSMB.RE.1.c

      4. d.

        Demonstrate without assistance, ability to adjust and match individual instrument to a prescribed pitch-source (e.g. electronic drone, individual performer).HSMB.RE.1.d

    2. 2.

      Respond to music and music performances.HSMB.RE.2

      1. a.

        Assess and justify musical elements (melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.HSMB.RE.2.a

      2. b.

        Distinguish and justify the factors which are used to evaluate the effectiveness of a performance.HSMB.RE.2.b

      3. c.

        Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, musical technique, and aesthetic value of the performance.HSMB.RE.2.c

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSMB.CN.1

      1. a.

        Analyze and justify similarities and differences in the terminology of the subject matter between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSMB.CN.1.a

      2. b.

        Describe and analyze similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.HSMB.CN.1.b

      3. c.

        Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.HSMB.CN.1.c

Beginning Instrumental Ensemble

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSBIE.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSBIE.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).HSBIE.CR.1.b

  •  

    Performing

    1. 1.

      Sing alone or with others.HSBIE.PR.1

      1. a.

        Sing to recognize fundamentals of tone production.HSBIE.PR.1.a

      2. b.

        Sing to match pitch.HSBIE.PR.1.b

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSBIE.PR.2

      1. a.

        Analyze characteristic tone quality utilizing proper embouchure, playing position, posture, breathing techniques, articulation, or appropriate percussion technique.HSBIE.PR.2.a

      2. b.

        Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).HSBIE.PR.2.b

      3. c.

        Recognize the following ensemble skills through performance of musical literature: rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation.HSBIE.PR.2.c

      4. d.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSBIE.PR.2.d

      5. e.

        Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.HSBIE.PR.2.e

    3. 3.

      Read and identify elements of notated music.HSBIE.PR.3

      1. a.

        Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.HSBIE.PR.3.a

      2. b.

        Define and describe the musical terms incorporated in the literature and identify key signatures.HSBIE.PR.3.b

      3. c.

        Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.HSBIE.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSBIE.RE.1

      1. a.

        Identify and describe compositional devices, techniques, meter, tempo, tonality, intervals, and chords.HSBIE.RE.1.a

      2. b.

        Compare and contrast musical works based on genre and culture.HSBIE.RE.1.b

    2. 2.

      Respond to music and music performances of themselves and others.HSBIE.RE.2

      1. a.

        Evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations.HSBIE.RE.2.a

      2. b.

        Compile a list of strengths and weaknesses in performances and suggest areas of improvement.HSBIE.RE.2.b

      3. c.

        Identify the interpretations in an ensemble performance in relation to the expressive intent of the composer.HSBIE.RE.2.c

      4. d.

        Describe and demonstrate proper concert performance etiquette and proper audience etiquette.HSBIE.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSBIE.CN.1

      1. a.

        Describe the relationship between music and other arts.HSBIE.CN.1.a

      2. b.

        Describe the relationship between music and other disciplines.HSBIE.CN.1.b

      3. c.

        Identify genres, styles, and composers within specific time periods.HSBIE.CN.1.c

      4. d.

        Describe the relationship between music and musicians, society and culture.HSBIE.CN.1.d

Intermediate Instrumental Ensemble

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSIIE.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSIIE.CR.1.a

      2. b.

        Improvise or compose a melody, or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).HSIIE.CR.1.b

      3. c.

        Compose rhythmic exercises and short melodies using traditional notations that incorporate use of dynamics.HSIIE.CR.1.c

      4. d.

        Refine improvised or composed pieces using student or teacher-created criteria.HSIIE.CR.1.d

  •  

    Performing

    1. 1.

      Sing alone or with others.HSIIE.PR.1

      1. a.

        Sing to recognize fundamentals of tone production.HSIIE.PR.1.a

      2. b.

        Sing to match pitch.HSIIE.PR.1.b

      3. c.

        Sing to reinforce breathing and use of the air stream.HSIIE.PR.1.c

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSIIE.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).HSIIE.PR.2.a

      2. b.

        Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, major and chromatic scales, technical exercises).HSIIE.PR.2.b

      3. c.

        Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSIIE.PR.2.c

      4. d.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSIIE.PR.2.d

      5. e.

        Demonstrate all ensemble skills through sight-reading performance of music literature at level 1 and 2.HSIIE.PR.2.e

    3. 3.

      Read and identify elements of notated music.HSIIE.PR.3

      1. a.

        Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression, key signatures.HSIIE.PR.3.a

      2. b.

        Interpret the musical terms incorporated in the literature.HSIIE.PR.3.b

      3. c.

        Demonstrate an understanding of simple and compound meter rhythmic patterns through a systematic counting procedure.HSIIE.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSIIE.RE.1

      1. a.

        Relate to and describe the use of compositional devices (e.g. techniques, meter, tempo, tonality, intervals, chords) the interpretation of music for listening and for performance.HSIIE.RE.1.a

      2. b.

        Distinguish characteristics of a specific work based on genre and/or culture.HSIIE.RE.1.b

      3. c.

        Demonstrate ability to adjust and match individual instrument to a prescribed pitch- source (e.g. tuner, electronic drone, individual performer).HSIIE.RE.1.c

    2. 2.

      Respond to music and music performances.HSIIE.RE.2

      1. a.

        Identify music literature and band performance of both superior and poor quality, and distinguish the factors which are used to classify them.HSIIE.RE.2.a

      2. b.

        Compile a list of strengths and weaknesses in performances and suggest strategies for improvement.HSIIE.RE.2.b

      3. c.

        Identify and discuss the interpretations in a band performance in relation to the expressive intent of the composer.HSIIE.RE.2.c

      4. d.

        Describe and demonstrate appropriate ensemble and audience etiquette for a performance.HSIIE.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSIIE.CN.1

      1. a.

        Describe and discuss similarities and differences in the terminology of music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSIIE.CN.1.a

      2. b.

        Develop knowledge through performance of repertoire representing diverse cultures, historical periods, and styles.HSIIE.CN.1.b

Advanced Instrumental Ensemble

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSAIE.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSAIE.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics.HSAIE.CR.1.b

      3. c.

        Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.HSAIE.CR.1.c

      4. d.

        Refine improvised or composed pieces using student-created criteria.HSAIE.CR.1.d

  •  

    Performing

    1. 1.

      Sing alone or with others.HSAIE.PR.1

      1. a.

        Sing to reinforce fundamentals of breathing, use of air and quality of sound in tone production.HSAIE.PR.1.a

      2. b.

        Sing to develop the ability to match major, minor, and perfect intervals.HSAIE.PR.1.b

      3. c.

        Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns.HSAIE.PR.1.c

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSAIE.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g. embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato [when appropriate], appropriate percussion technique) based on the level of music.HSAIE.PR.2.a

      2. b.

        Formulate proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.HSAIE.PR.2.b

      3. c.

        Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSAIE.PR.2.c

      4. d.

        Develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.HSAIE.PR.2.d

      5. e.

        Respond with appropriate dynamics, phrasing, and interpretation to the cues of the conductor.HSAIE.PR.2.e

      6. f.

        Demonstrate all ensemble skills through sight-reading performance of music literature at level 3 and 4.HSAIE.PR.2.f

    3. 3.

      Read and identify elements of notated music.HSAIE.PR.3

      1. a.

        Apply an understanding of the compound and complex counting systems to read music at the advanced level.HSAIE.PR.3.a

      2. b.

        Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.HSAIE.PR.3.b

      3. c.

        Analyze compositional elements (e.g. musical terms, key signatures, tonality, form) in the study of music.HSAIE.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSAIE.RE.1

      1. a.

        Read, write, or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.HSAIE.RE.1.a

      2. b.

        Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.HSAIE.RE.1.b

      3. c.

        Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.HSAIE.RE.1.c

      4. d.

        Demonstrate ability to adjust and match individual instrument to a prescribed pitch- source (e.g. electronic drone, individual performer).HSAIE.RE.1.d

    2. 2.

      Respond to music and music performances.HSAIE.RE.2

      1. a.

        Assess musical elements (e.g. melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.HSAIE.RE.2.a

      2. b.

        Distinguish the factors which are used to evaluate the effectiveness of a performance.HSAIE.RE.2.b

      3. c.

        Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, musical technique, and/or aesthetic value of the performance.HSAIE.RE.2.c

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSAIE.CN.1

      1. a.

        Analyze similarities and differences in the terminology of the subject matter between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSAIE.CN.1.a

      2. b.

        Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.HSAIE.CN.1.b

Jazz

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.HSAJB.CR.1

      1. a.

        Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).HSAJB.CR.1.a

      2. b.

        Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics.HSAJB.CR.1.b

      3. c.

        Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.HSAJB.CR.1.c

      4. d.

        Refine improvised or composed pieces using student-created criteria.HSAJB.CR.1.d

  •  

    Performing

    1. 1.

      Sing alone or with others.HSAJB.PR.1

      1. a.

        Sing to reinforce fundamentals of breathing, use of air, and quality of sound in tone production.HSAJB.PR.1.a

      2. b.

        Sing to develop the ability to match major, minor, and perfect intervals.HSAJB.PR.1.b

      3. c.

        Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns.HSAJB.PR.1.c

      4. d.

        Vocalize rhythms through counting and sing diatonic melodies in advanced literature.HSAJB.PR.1.d

    2. 2.

      Perform on instruments through a varied repertoire of music, alone and with others.HSAJB.PR.2

      1. a.

        Demonstrate characteristic tone quality utilizing playing technique (e.g. embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato [when appropriate], appropriate percussion technique) based on the level of music.HSAJB.PR.2.a

      2. b.

        Formulate proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.HSAJB.PR.2.b

      3. c.

        Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).HSAJB.PR.2.c

      4. d.

        Develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.HSAJB.PR.2.d

      5. e.

        Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.HSAJB.PR.2.e

      6. f.

        Demonstrate all ensemble skills through sight-reading performance of music literature at level 3 and 4.HSAJB.PR.2.f

    3. 3.

      Read and identify elements of notated music.HSAJB.PR.3

      1. a.

        Apply an understanding of the compound and complex counting systems to read music at the advanced level.HSAJB.PR.3.a

      2. b.

        Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.HSAJB.PR.3.b

      3. c.

        Analyze compositional elements (e.g. musical terms, key signatures, tonality, and form) in the music being studied.HSAJB.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSAJB.RE.1

      1. a.

        Read, write, and/or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.HSAJB.RE.1.a

      2. b.

        Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.HSAJB.RE.1.b

      3. c.

        Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.HSAJB.RE.1.c

      4. d.

        Demonstrate ability to adjust and match individual instrument to a prescribed pitch- source (e.g. electronic drone, individual performer).HSAJB.RE.1.d

    2. 2.

      Respond to music and music performances.HSAJB.RE.2

      1. a.

        Assess musical elements (e.g. melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.HSAJB.RE.2.a

      2. b.

        Distinguish the factors which are used to evaluate the effectiveness of a performance.HSAJB.RE.2.b

      3. c.

        Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, musical technique, and/or aesthetic value of the performance.HSAJB.RE.2.c

  •  

    Connecting

    1. 1.

      Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.HSAJB.CN.1

      1. a.

        Analyze similarities and differences in the terminology between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).HSAJB.CN.1.a

      2. b.

        Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods and styles at the highest level of music performance.HSAJB.CN.1.b

Beginning Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSBC.CR.1

      1. a.

        Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.HSBC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSBC.CR.1.b

      3. c.

        Create movement for warm-ups and repertoire to distinguish various musical ideas.HSBC.CR.1.c

      4. d.

        Set short poetic phrases and texts to music.HSBC.CR.1.d

      5. e.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.HSBC.CR.1.e

    2. 2.

      Organize, develop, and revise musical ideas and works.HSBC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSBC.CR.2.a

      2. b.

        Use teacher-created criteria to refine improvised or composed pieces.HSBC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSBC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSBC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.HSBC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples utilizing a dictation method.HSBC.PR.1.c

      4. d.

        Read and notate music using available technology.HSBC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSBC.PR.2

      1. a.

        Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.HSBC.PR.2.a

      2. b.

        Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.HSBC.PR.2.b

      3. c.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSBC.PR.2.c

      4. d.

        Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.HSBC.PR.2.d

    3. 3.

      Convey meaning through the presentation of musical works.HSBC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSBC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSBC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSBC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSBC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSBC.RE.1

      1. a.

        Identify and describe a musical score in terms of rhythm, melody, and form.HSBC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSBC.RE.1.b

      3. c.

        Describe the emotions and thoughts that music conveys.HSBC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSBC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSBC.RE.2

      1. a.

        Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSBC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSBC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSBC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSBC.CN.1.a

      2. b.

        Describe how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSBC.CN.1.b

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSBC.CN.2

      1. a.

        Identify historical and cultural characteristics of a varied repertoire including world music.HSBC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSBC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSBC.CN.2.c

      4. d.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSBC.CN.2.d

Intermediate Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSIC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSIC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSIC.CR.1.b

      3. c.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSIC.CR.1.c

      4. d.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and explain those creative decisions.HSIC.CR.1.d

      5. e.

        Set short poetic phrases and texts to music.HSIC.CR.1.e

      6. f.

        Compose four measure melodies in major and minor tonalities, duple and triple meters, within the range of a fifth, beginning and ending on tonic.HSIC.CR.1.f

    2. 2.

      Organize, develop, and revise musical ideas and works.HSIC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSIC.CR.2.a

      2. b.

        Using teacher- or student-created criteria, refine improvised or composed pieces.HSIC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSIC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSIC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire.HSIC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSIC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSIC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSIC.PR.2

      1. a.

        Demonstrate appropriate singing posture and breathing techniques to support a clear and free tone using accurate intonation.HSIC.PR.2.a

      2. b.

        Sing with purity of vowels and articulate voiced and unvoiced consonants.HSIC.PR.2.b

      3. c.

        Explore vocal continuity through passaggio and across vocal registers.HSIC.PR.2.c

      4. d.

        Explore elements of vocal health, as reflected in physiological changes affecting range and tone.HSIC.PR.2.d

      5. e.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSIC.PR.2.e

      6. f.

        Develop aural skills to address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in two or more vocal parts.HSIC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSIC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSIC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSIC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSIC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSIC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSIC.RE.1

      1. a.

        Explain and describe a musical score in terms of rhythm, melody, and form.HSIC.RE.1.a

      2. b.

        Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.HSIC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSIC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSIC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSIC.RE.2

      1. a.

        Develop strategies to evaluate and improve group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSIC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSIC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSIC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSIC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSIC.CN.1.b

      3. c.

        Demonstrate literacy skills through reading and discussing musical settings of varied literature.HSIC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSIC.CN.2

      1. a.

        Discuss historical and cultural characteristics of a varied repertoire including world music.HSIC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSIC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSIC.CN.2.c

      4. d.

        Discuss the relationship between the music being studied and world events, history, and culture.HSIC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSIC.CN.2.e

Advanced Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSAC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSAC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSAC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSAC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSAC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSAC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSAC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSAC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSAC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSAC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSAC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSAC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSAC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.HSAC.PR.1.b

      3. c.

        Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSAC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSAC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSAC.PR.2

      1. a.

        Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.HSAC.PR.2.a

      2. b.

        Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSAC.PR.2.b

      3. c.

        Develop vocal continuity through passaggio and across vocal registers.HSAC.PR.2.c

      4. d.

        Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.HSAC.PR.2.d

      5. e.

        Describe and explain elements of vocal health, including proper use and physiological needs.HSAC.PR.2.e

      6. f.

        Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.HSAC.PR.2.f

      7. g.

        Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.HSAC.PR.2.g

    3. 3.

      Convey meaning through the presentation of musical works.HSAC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.HSAC.PR.3.a

      2. b.

        Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.HSAC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSAC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSAC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSAC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSAC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSAC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSAC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSAC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSAC.RE.2

      1. a.

        Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSAC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSAC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSAC.CN.1

      1. a.

        Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSAC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSAC.CN.1.b

      3. c.

        Discuss the collaborative nature of the choral art.HSAC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSAC.CN.2

      1. a.

        Analyze historical and cultural characteristics of a varied repertoire including world music.HSAC.CN.2.a

      2. b.

        Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.HSAC.CN.2.b

      3. c.

        Analyze historical period, composer, culture and style of music presented in class.HSAC.CN.2.c

      4. d.

        Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSAC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSAC.CN.2.e

Mastery Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSMC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter, and melodic patterns in major and minor tonalities over a tonic, sub dominant, and dominant chord progression.HSMC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSMC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSMC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSMC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSMC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSMC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSMC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSMC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSMC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSMC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSMC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSMC.PR.1.a

      2. b.

        Identify and describe advanced music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style, with attention to expressive challenges.HSMC.PR.1.b

      3. c.

        Notate complex rhythms, melodies, and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSMC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSMC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSMC.PR.2

      1. a.

        Demonstrate and justify a method for producing a clear and free tone, with the body and breath working together, using accurate intonation.HSMC.PR.2.a

      2. b.

        Demonstrate and justify a method for singing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSMC.PR.2.b

      3. c.

        Exhibit vocal continuity through passaggio across vocal registers.HSMC.PR.2.c

      4. d.

        Apply listening skills to achieve accurate intonation, blend, and balance in solo/and or ensemble singing throughout the vocal range.HSMC.PR.2.d

      5. e.

        Describe and justify elements of vocal health, including the vocal mechanism, proper use, and physiological needs.HSMC.PR.2.e

      6. f.

        Assess and justify applied rehearsal and performance strategies which address technical and expressive challenges.HSMC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSMC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style, and historical eras.HSMC.PR.3.a

      2. b.

        Demonstrate and respond to advanced conducting patterns and gestures, representing composer and conductor intent.HSMC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSMC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSMC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze and interpret meaning in musical works.HSMC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSMC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSMC.RE.1.b

      3. c.

        Analyze and justify student impressions of the emotions and thoughts that music conveys.HSMC.RE.1.c

      4. d.

        Analyze and justify how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSMC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSMC.RE.2

      1. a.

        Apply student-developed criteria to justify evaluations of group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSMC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSMC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSMC.CN.1

      1. a.

        Explain and justify how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSMC.CN.1.a

      2. b.

        Discuss and justify how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSMC.CN.1.b

      3. c.

        Analyze the collaborative nature of the choral art.HSMC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSMC.CN.2

      1. a.

        Analyze and justify historical and cultural characteristics of a varied repertoire including world music.HSMC.CN.2.a

      2. b.

        Analyze and justify stylistic characteristics of a varied repertoire including world music through vocal performance.HSMC.CN.2.b

      3. c.

        Analyze and justify historical period, composer, culture, and style of music presented in class.HSMC.CN.2.c

      4. d.

        Analyze and justify how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSMC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSMC.CN.2.e

Beginning Men's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSBMC.CR.1

      1. a.

        Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.HSBMC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSBMC.CR.1.b

      3. c.

        Create movement for warm-ups and repertoire to distinguish various musical ideas.HSBMC.CR.1.c

      4. d.

        Set short poetic phrases and texts to music.HSBMC.CR.1.d

      5. e.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.HSBMC.CR.1.e

    2. 2.

      Organize, develop, and revise musical ideas and works.HSBMC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSBMC.CR.2.a

      2. b.

        Use teacher-created criteria to refine improvised or composed pieces.HSBMC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSBMC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSBMC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.HSBMC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples utilizing a dictation method.HSBMC.PR.1.c

      4. d.

        Read and notate music using available technology.HSBMC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSBMC.PR.2

      1. a.

        Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.HSBMC.PR.2.a

      2. b.

        Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.HSBMC.PR.2.b

      3. c.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSBMC.PR.2.c

      4. d.

        Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.HSBMC.PR.2.d

    3. 3.

      Convey meaning through the presentation of musical works.HSBMC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSBMC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSBMC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSBMC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSBMC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSBMC.RE.1

      1. a.

        Identify and describe a musical score in terms of rhythm, melody, and form.HSBMC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSBMC.RE.1.b

      3. c.

        Describe the emotions and thoughts that music conveys.HSBMC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSBMC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSBMC.RE.2

      1. a.

        Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSBMC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSBMC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSBMC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSBMC.CN.1.a

      2. b.

        Describe how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSBMC.CN.1.b

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSBMC.CN.2

      1. a.

        Identify historical and cultural characteristics of a varied repertoire including world music.HSBMC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSBMC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSBMC.CN.2.c

      4. d.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSBMC.CN.2.d

Intermediate Men's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSIMC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSIMC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSIMC.CR.1.b

      3. c.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSIMC.CR.1.c

      4. d.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and explain those creative decisions.HSIMC.CR.1.d

      5. e.

        Set short poetic phrases and texts to music.HSIMC.CR.1.e

      6. f.

        Compose four measure melodies in major and minor tonalities, duple and triple meters, within the range of a fifth, beginning and ending on tonic.HSIMC.CR.1.f

    2. 2.

      Organize, develop, and revise musical ideas and works.HSIMC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSIMC.CR.2.a

      2. b.

        Using teacher- or student-created criteria, refine improvised or composed pieces.HSIMC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSIMC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSIMC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire.HSIMC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSIMC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSIMC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSIMC.PR.2

      1. a.

        Demonstrate appropriate singing posture and breathing techniques to support a clear and free tone using accurate intonation.HSIMC.PR.2.a

      2. b.

        Sing with purity of vowels and articulate voiced and unvoiced consonants.HSIMC.PR.2.b

      3. c.

        Explore vocal continuity through passaggio and across vocal registers.HSIMC.PR.2.c

      4. d.

        Explore elements of vocal health, as reflected in physiological changes affecting range and tone.HSIMC.PR.2.d

      5. e.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSIMC.PR.2.e

      6. f.

        Develop aural skills to address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in two or more vocal parts.HSIMC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSIMC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSIMC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSIMC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSIMC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSIMC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSIMC.RE.1

      1. a.

        Explain and describe a musical score in terms of rhythm, melody, and form.HSIMC.RE.1.a

      2. b.

        Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.HSIMC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSIMC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSIMC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSIMC.RE.2

      1. a.

        Develop strategies to evaluate and improve group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSIMC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSIMC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSIMC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSIMC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSIMC.CN.1.b

      3. c.

        Demonstrate literacy skills through reading and discussing musical settings of varied literature.HSIMC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSIMC.CN.2

      1. a.

        Discuss historical and cultural characteristics of a varied repertoire including world music.HSIMC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSIMC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSIMC.CN.2.c

      4. d.

        Discuss the relationship between the music being studied and world events, history, and culture.HSIMC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSIMC.CN.2.e

Advanced Men's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSAMC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSAMC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSAMC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSAMC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSAMC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSAMC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSAMC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSAMC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSAMC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSAMC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSAMC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSAMC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSAMC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.HSAMC.PR.1.b

      3. c.

        Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSAMC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSAMC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSAMC.PR.2

      1. a.

        Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.HSAMC.PR.2.a

      2. b.

        Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSAMC.PR.2.b

      3. c.

        Develop vocal continuity through passaggio and across vocal registers.HSAMC.PR.2.c

      4. d.

        Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.HSAMC.PR.2.d

      5. e.

        Describe and explain elements of vocal health, including proper use and physiological needs.HSAMC.PR.2.e

      6. f.

        Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.HSAMC.PR.2.f

      7. g.

        Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.HSAMC.PR.2.g

    3. 3.

      Convey meaning through the presentation of musical works.HSAMC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.HSAMC.PR.3.a

      2. b.

        Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.HSAMC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSAMC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSAMC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSAMC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSAMC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSAMC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSAMC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSAMC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSAMC.RE.2

      1. a.

        Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSAMC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSAMC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSAMC.CN.1

      1. a.

        Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSAMC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSAMC.CN.1.b

      3. c.

        Discuss the collaborative nature of the choral art.HSAMC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSAMC.CN.2

      1. a.

        Analyze historical and cultural characteristics of a varied repertoire including world music.HSAMC.CN.2.a

      2. b.

        Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.HSAMC.CN.2.b

      3. c.

        Analyze historical period, composer, culture and style of music presented in class.HSAMC.CN.2.c

      4. d.

        Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSAMC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSAMC.CN.2.e

Mastery Men's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSMMC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter, and melodic patterns in major and minor tonalities over a tonic, sub dominant, and dominant chord progression.HSMMC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSMMC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSMMC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSMMC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSMMC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSMMC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSMMC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSMMC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSMMC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSMMC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSMMC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSMMC.PR.1.a

      2. b.

        Identify and describe advanced music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style, with attention to expressive challenges.HSMMC.PR.1.b

      3. c.

        Notate complex rhythms, melodies, and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSMMC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSMMC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSMMC.PR.2

      1. a.

        Demonstrate and justify a method for producing a clear and free tone, with the body and breath working together, using accurate intonation.HSMMC.PR.2.a

      2. b.

        Demonstrate and justify a method for singing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSMMC.PR.2.b

      3. c.

        Exhibit vocal continuity through passaggio across vocal registers.HSMMC.PR.2.c

      4. d.

        Apply listening skills to achieve accurate intonation, blend, and balance in solo/and or ensemble singing throughout the vocal range.HSMMC.PR.2.d

      5. e.

        Describe and justify elements of vocal health, including the vocal mechanism, proper use, and physiological needs.HSMMC.PR.2.e

      6. f.

        Assess and justify applied rehearsal and performance strategies which address technical and expressive challenges.HSMMC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSMMC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style, and historical eras.HSMMC.PR.3.a

      2. b.

        Demonstrate and respond to advanced conducting patterns and gestures, representing composer and conductor intent.HSMMC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSMMC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSMMC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze and interpret meaning in musical works.HSMMC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSMMC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSMMC.RE.1.b

      3. c.

        Analyze and justify student impressions of the emotions and thoughts that music conveys.HSMMC.RE.1.c

      4. d.

        Analyze and justify how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSMMC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSMMC.RE.2

      1. a.

        Apply student-developed criteria to justify evaluations of group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSMMC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSMMC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSMMC.CN.1

      1. a.

        Explain and justify how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSMMC.CN.1.a

      2. b.

        Discuss and justify how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSMMC.CN.1.b

      3. c.

        Analyze the collaborative nature of the choral art.HSMMC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSMMC.CN.2

      1. a.

        Analyze and justify historical and cultural characteristics of a varied repertoire including world music.HSMMC.CN.2.a

      2. b.

        Analyze and justify stylistic characteristics of a varied repertoire including world music through vocal performance.HSMMC.CN.2.b

      3. c.

        Analyze and justify historical period, composer, culture, and style of music presented in class.HSMMC.CN.2.c

      4. d.

        Analyze and justify how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSMMC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSMMC.CN.2.e

Beginning Women's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSBWC.CR.1

      1. a.

        Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.HSBWC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSBWC.CR.1.b

      3. c.

        Create movement for warm-ups and repertoire to distinguish various musical ideas.HSBWC.CR.1.c

      4. d.

        Set short poetic phrases and texts to music.HSBWC.CR.1.d

      5. e.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.HSBWC.CR.1.e

    2. 2.

      Organize, develop, and revise musical ideas and works.HSBWC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSBWC.CR.2.a

      2. b.

        Use teacher-created criteria to refine improvised or composed pieces.HSBWC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSBWC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSBWC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.HSBWC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples utilizing a dictation method.HSBWC.PR.1.c

      4. d.

        Read and notate music using available technology.HSBWC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSBWC.PR.2

      1. a.

        Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.HSBWC.PR.2.a

      2. b.

        Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.HSBWC.PR.2.b

      3. c.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSBWC.PR.2.c

      4. d.

        Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.HSBWC.PR.2.d

    3. 3.

      Convey meaning through the presentation of musical works.HSBWC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSBWC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSBWC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSBWC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSBWC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSBWC.RE.1

      1. a.

        Identify and describe a musical score in terms of rhythm, melody, and form.HSBWC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSBWC.RE.1.b

      3. c.

        Describe the emotions and thoughts that music conveys.HSBWC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSBWC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSBWC.RE.2

      1. a.

        Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSBWC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSBWC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSBWC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSBWC.CN.1.a

      2. b.

        Describe how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSBWC.CN.1.b

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSBWC.CN.2

      1. a.

        Identify historical and cultural characteristics of a varied repertoire including world music.HSBWC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSBWC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSBWC.CN.2.c

      4. d.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSBWC.CN.2.d

Intermediate Women's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSIWC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSIWC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSIWC.CR.1.b

      3. c.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSIWC.CR.1.c

      4. d.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and explain those creative decisions.HSIWC.CR.1.d

      5. e.

        Set short poetic phrases and texts to music.HSIWC.CR.1.e

      6. f.

        Compose four measure melodies in major and minor tonalities, duple and triple meters, within the range of a fifth, beginning and ending on tonic.HSIWC.CR.1.f

    2. 2.

      Organize, develop, and revise musical ideas and works.HSIWC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSIWC.CR.2.a

      2. b.

        Using teacher- or student-created criteria, refine improvised or composed pieces.HSIWC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSIWC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSIWC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire.HSIWC.PR.1.b

      3. c.

        Notate rhythms and melodies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSIWC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSIWC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSIWC.PR.2

      1. a.

        Demonstrate appropriate singing posture and breathing techniques to support a clear and free tone using accurate intonation.HSIWC.PR.2.a

      2. b.

        Sing with purity of vowels and articulate voiced and unvoiced consonants.HSIWC.PR.2.b

      3. c.

        Explore vocal continuity through passaggio and across vocal registers.HSIWC.PR.2.c

      4. d.

        Explore elements of vocal health, as reflected in physiological changes affecting range and tone.HSIWC.PR.2.d

      5. e.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.HSIWC.PR.2.e

      6. f.

        Develop aural skills to address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in two or more vocal parts.HSIWC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSIWC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.HSIWC.PR.3.a

      2. b.

        Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.HSIWC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSIWC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSIWC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSIWC.RE.1

      1. a.

        Explain and describe a musical score in terms of rhythm, melody, and form.HSIWC.RE.1.a

      2. b.

        Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.HSIWC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSIWC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSIWC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSIWC.RE.2

      1. a.

        Develop strategies to evaluate and improve group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSIWC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSIWC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSIWC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.HSIWC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSIWC.CN.1.b

      3. c.

        Demonstrate literacy skills through reading and discussing musical settings of varied literature.HSIWC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSIWC.CN.2

      1. a.

        Discuss historical and cultural characteristics of a varied repertoire including world music.HSIWC.CN.2.a

      2. b.

        Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.HSIWC.CN.2.b

      3. c.

        Identify the historical period, composer, culture and style of music presented in class.HSIWC.CN.2.c

      4. d.

        Discuss the relationship between the music being studied and world events, history, and culture.HSIWC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSIWC.CN.2.e

Advanced Women's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSAWC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.HSAWC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSAWC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSAWC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSAWC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSAWC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSAWC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSAWC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSAWC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSAWC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSAWC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSAWC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSAWC.PR.1.a

      2. b.

        Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.HSAWC.PR.1.b

      3. c.

        Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSAWC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSAWC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSAWC.PR.2

      1. a.

        Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.HSAWC.PR.2.a

      2. b.

        Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSAWC.PR.2.b

      3. c.

        Develop vocal continuity through passaggio and across vocal registers.HSAWC.PR.2.c

      4. d.

        Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.HSAWC.PR.2.d

      5. e.

        Describe and explain elements of vocal health, including proper use and physiological needs.HSAWC.PR.2.e

      6. f.

        Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.HSAWC.PR.2.f

      7. g.

        Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.HSAWC.PR.2.g

    3. 3.

      Convey meaning through the presentation of musical works.HSAWC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.HSAWC.PR.3.a

      2. b.

        Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.HSAWC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSAWC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSAWC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.HSAWC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSAWC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSAWC.RE.1.b

      3. c.

        Discuss the emotions and thoughts that music conveys.HSAWC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSAWC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSAWC.RE.2

      1. a.

        Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSAWC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSAWC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSAWC.CN.1

      1. a.

        Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSAWC.CN.1.a

      2. b.

        Discuss how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSAWC.CN.1.b

      3. c.

        Discuss the collaborative nature of the choral art.HSAWC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSAWC.CN.2

      1. a.

        Analyze historical and cultural characteristics of a varied repertoire including world music.HSAWC.CN.2.a

      2. b.

        Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.HSAWC.CN.2.b

      3. c.

        Analyze historical period, composer, culture and style of music presented in class.HSAWC.CN.2.c

      4. d.

        Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSAWC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSAWC.CN.2.e

Mastery Women's Chorus

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.HSMWC.CR.1

      1. a.

        Improvise rhythmic patterns in duple and triple meter, and melodic patterns in major and minor tonalities over a tonic, sub dominant, and dominant chord progression.HSMWC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).HSMWC.CR.1.b

      3. c.

        Improvise variations of melodic phrases found in a varied repertoire of music.HSMWC.CR.1.c

      4. d.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.HSMWC.CR.1.d

      5. e.

        Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.HSMWC.CR.1.e

      6. f.

        Set short poetic phrases and texts to music.HSMWC.CR.1.f

      7. g.

        Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.HSMWC.CR.1.g

    2. 2.

      Organize, develop, and revise musical ideas and works.HSMWC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.HSMWC.CR.2.a

      2. b.

        Refine improvised or composed pieces using student-created criteria.HSMWC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.HSMWC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.HSMWC.PR.1.a

      2. b.

        Identify and describe advanced music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style, with attention to expressive challenges.HSMWC.PR.1.b

      3. c.

        Notate complex rhythms, melodies, and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.HSMWC.PR.1.c

      4. d.

        Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.HSMWC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.HSMWC.PR.2

      1. a.

        Demonstrate and justify a method for producing a clear and free tone, with the body and breath working together, using accurate intonation.HSMWC.PR.2.a

      2. b.

        Demonstrate and justify a method for singing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.HSMWC.PR.2.b

      3. c.

        Exhibit vocal continuity through passaggio across vocal registers.HSMWC.PR.2.c

      4. d.

        Apply listening skills to achieve accurate intonation, blend, and balance in solo/and or ensemble singing throughout the vocal range.HSMWC.PR.2.d

      5. e.

        Describe and justify elements of vocal health, including the vocal mechanism, proper use, and physiological needs.HSMWC.PR.2.e

      6. f.

        Assess and justify applied rehearsal and performance strategies which address technical and expressive challenges.HSMWC.PR.2.f

    3. 3.

      Convey meaning through the presentation of musical works.HSMWC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style, and historical eras.HSMWC.PR.3.a

      2. b.

        Demonstrate and respond to advanced conducting patterns and gestures, representing composer and conductor intent.HSMWC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.HSMWC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.HSMWC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze and interpret meaning in musical works.HSMWC.RE.1

      1. a.

        Analyze and describe a musical score in terms of rhythm, melody, and form.HSMWC.RE.1.a

      2. b.

        Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.HSMWC.RE.1.b

      3. c.

        Analyze and justify student impressions of the emotions and thoughts that music conveys.HSMWC.RE.1.c

      4. d.

        Analyze and justify how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.HSMWC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.HSMWC.RE.2

      1. a.

        Apply student-developed criteria to justify evaluations of group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.HSMWC.RE.2.a

      2. b.

        Reflect on the nature of rehearsal and performance in music through discussion and writing.HSMWC.RE.2.b

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSMWC.CN.1

      1. a.

        Explain and justify how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.HSMWC.CN.1.a

      2. b.

        Discuss and justify how a musician's interests, knowledge, and skills determine how they create, perform and respond to music.HSMWC.CN.1.b

      3. c.

        Analyze the collaborative nature of the choral art.HSMWC.CN.1.c

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.HSMWC.CN.2

      1. a.

        Analyze and justify historical and cultural characteristics of a varied repertoire including world music.HSMWC.CN.2.a

      2. b.

        Analyze and justify stylistic characteristics of a varied repertoire including world music through vocal performance.HSMWC.CN.2.b

      3. c.

        Analyze and justify historical period, composer, culture, and style of music presented in class.HSMWC.CN.2.c

      4. d.

        Analyze and justify how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.HSMWC.CN.2.d

      5. e.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.HSMWC.CN.2.e

Beginning Guitar

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.HSBG.CR.1

      1. a.

        Generate musical ideas (e.g. melody, rhythm, and harmony), for simple melodies and chordal accompaniments.HSBG.CR.1.a

      2. b.

        Improvise simple melodies from a given range of pitches.HSBG.CR.1.b

      3. c.

        Improvise simple harmonic accompaniments in a teacher provided key.HSBG.CR.1.c

    2. 2.

      Compose and arrange music within specified guidelines.HSBG.CR.2

      1. a.

        Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).HSBG.CR.2.a

      2. b.

        Create simple guitar "riffs", melodies, and strumming patterns in 4/4 time.HSBG.CR.2.b

      3. c.

        Apply teacher-created criteria to assess personal or peer composition and/or improvisation.HSBG.CR.2.c

      4. d.

        Share personal composition and/or improvisation.HSBG.CR.2.d

  •  

    Performing

    1. 1.

      Perform on guitar through a varied repertoire of music, alone and/or with others.HSBG.PR.1

      1. a.

        Demonstrate basic guitar performance skills.HSBG.PR.1.a

      2. b.

        Incorporate aural skills to match pitch and sing phrases of moderate difficulty.HSBG.PR.1.b

      3. c.

        Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.HSBG.PR.1.c

      4. d.

        Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.HSBG.PR.1.d

    2. 2.

      Select and perform a varied repertoire of musical works using teacher and/or student-created criteria (e.g. skill level, artistic merit, personal interest).HSBG.PR.2

    3. 3.

      Perform expressively, with appropriate interpretation and technical accuracy, in individual performances of a varied repertoire of music.HSBG.PR.3

      1. a.

        Perform basic chord progressions (e.g., keys of G, A, D, C, and E).HSBG.PR.3.a

      2. b.

        Perform notes in first position.HSBG.PR.3.b

      3. c.

        Perform simple melodies.HSBG.PR.3.c

      4. d.

        Perform stylistic characteristics of a varied repertoire.HSBG.PR.3.d

    4. 4.

      Read and notate music.HSBG.PR.4

      1. a.

        Demonstrate foundational reading skills.HSBG.PR.4.a

      2. b.

        Identify notes (e.g. fretboard diagrams, standard and/or tablature notation)HSBG.PR.4.b

      3. c.

        Read, notate, and perform notes in first position and basic rhythm guitar (e.g. keys of G, A, D, C, and E).HSBG.PR.4.c

      4. d.

        Identify and demonstrate basic dynamics, tempo, articulation, and expression markings.HSBG.PR.4.d

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSBG.RE.1

      1. a.

        Analyze how the structure and context of varied musical works inform the response (e.g. identifying verse/chorus/bridge, AB, ABA).HSBG.RE.1.a

    2. 2.

      Evaluate music and music performances.HSBG.RE.2

      1. a.

        Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.HSBG.RE.2.a

      2. b.

        Individually assess solo and ensemble performances using teacher-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).HSBG.RE.2.b

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, and disciplines outside the arts.HSBG.CN.1

      1. a.

        Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.HSBG.CN.1.a

    2. 2.

      Understand music in relation to history and culture.HSBG.CN.2

      1. a.

        Explore musical ideas and works with varied contexts to deepen understanding.HSBG.CN.2.a

      2. b.

        Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.HSBG.CN.2.b

      3. c.

        Explore various career paths in music.HSBG.CN.2.c

      4. d.

        Explore performances and genres of influential guitarists and musicians.HSBG.CN.2.d

Intermediate Guitar

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.HSIG.CR.1

      1. a.

        Generate musical ideas (e.g. melody, rhythm, harmony) for simple melodies and chordal accompaniments from a given range of pitches.HSIG.CR.1.a

      2. b.

        Improvise simple melodies using various scales (e.g. major, minor, pentatonic) and styles.HSIG.CR.1.b

      3. c.

        Improvise harmonic accompaniments in the keys of G, A, D, C, and E.HSIG.CR.1.c

    2. 2.

      Compose and arrange music within specified guidelines.HSIG.CR.2

      1. a.

        Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).HSIG.CR.2.a

      2. b.

        Create simple guitar "riffs", melodies, and strumming patterns in 4/4 time.HSIG.CR.2.b

      3. c.

        Apply teacher-created criteria to assess personal or peer composition and/or improvisation.HSIG.CR.2.c

      4. d.

        Share personal composition and/or improvisation.HSIG.CR.2.d

  •  

    Performing

    1. 1.

      Perform on guitar through a varied repertoire of music, alone and/or with others.HSIG.PR.1

      1. a.

        Demonstrate foundational guitar performance skills.HSIG.PR.1.a

      2. b.

        Incorporate aural skills to match pitch and sing simple phrases.HSIG.PR.1.b

      3. c.

        Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.HSIG.PR.1.c

      4. d.

        Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.HSIG.PR.1.d

    2. 2.

      Select and perform a varied repertoire of musical works using teacher-created criteria (e.g. skill level, artistic merit, personal interest).HSIG.PR.2

    3. 3.

      Perform expressively, with appropriate interpretation and technical accuracy, in individual performances of a varied repertoire of music.HSIG.PR.3

      1. a.

        Perform stylistic characteristics of a varied repertoire.HSIG.PR.3.a

      2. b.

        Perform using free stroke, rest stroke, and/or plectrum.HSIG.PR.3.b

      3. c.

        Perform notes in various positions, including accidentals.HSIG.PR.3.c

      4. d.

        Perform basic chord progressions in G, A, D, C, and E (suggested keys).HSIG.PR.3.d

      5. e.

        Perform twelve-bar blues in various keys.HSIG.PR.3.e

      6. f.

        Perform "5 chords" (power chords) in various positions.HSIG.PR.3.f

      7. g.

        Perform rhythms including eighth and dotted values.HSIG.PR.3.g

      8. h.

        Perform basic rhythm guitar in various positions (suggested keys of G, A, D, C, and E).HSIG.PR.3.h

    4. 4.

      Read and notate music.HSIG.PR.4

      1. a.

        Demonstrate foundational reading skills.HSIG.PR.4.a

      2. b.

        Identify notes (e.g. fretboard diagrams, standard and/or tablature notation).HSIG.PR.4.b

      3. c.

        Read, notate, and perform notes, including accidentals, in first various positions, and basic rhythm guitar (e.g. keys of G, A, D, C, and E).HSIG.PR.4.c

      4. d.

        Identify and demonstrate basic dynamics, tempo, articulation, and expression markings.HSIG.PR.4.d

      5. e.

        Read twelve-bar blues in various keys.HSIG.PR.4.e

      6. f.

        Read "5 chords" (power chords) in various positions.HSIG.PR.4.f

      7. g.

        Demonstrate reading ability using free stroke, rest stroke, and plectrum.HSIG.PR.4.g

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSIG.RE.1

      1. a.

        Analyze how the structure and context of varied musical works inform the response (e.g. identifying verse/chorus/bridge, AB, ABA).HSIG.RE.1.a

    2. 2.

      Evaluate music and music performances.HSIG.RE.2

      1. a.

        Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.HSIG.RE.2.a

      2. b.

        Individually assess solo and ensemble performances using teacher-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).HSIG.RE.2.b

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, and disciplines outside the arts.HSIG.CN.1

      1. a.

        Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.HSIG.CN.1.a

    2. 2.

      Understand music in relation to history and culture.HSIG.CN.2

      1. a.

        Explore musical ideas and works with varied contexts to deepen understanding.HSIG.CN.2.a

      2. b.

        Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.HSIG.CN.2.b

      3. c.

        Explore various career paths in music.HSIG.CN.2.c

      4. d.

        Explore performances and genres of influential guitarists and musicians.HSIG.CN.2.d

Advanced Guitar

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.HSAG.CR.1

      1. a.

        Generate musical ideas (e.g. melody, rhythm, harmony) for simple melodies and chordal accompaniments of moderate complexity.HSAG.CR.1.a

      2. b.

        Improvise harmonic accompaniments in the keys of G, A, D, C, and E.HSAG.CR.1.b

      3. c.

        Improvise in various scales and modes over an established harmonic progression (e.g. blues, folk, rock, country, reggae).HSAG.CR.1.c

    2. 2.

      Compose and arrange music within specified guidelines.HSAG.CR.2

      1. a.

        Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).HSAG.CR.2.a

      2. b.

        Compose a song (individually and/or collaboratively) according to certain criteria (e.g. chord progression, melody, lyrics, harmony, riffs).HSAG.CR.2.b

      3. c.

        Apply criteria to assess personal or peer composition and/or improvisation.HSAG.CR.2.c

      4. d.

        Share personal composition and/or improvisation.HSAG.CR.2.d

  •  

    Performing

    1. 1.

      Perform on guitar through a varied repertoire of music, alone and/or with others.HSAG.PR.1

      1. a.

        Demonstrate advanced guitar performance skills.HSAG.PR.1.a

      2. b.

        Incorporate aural skills to match pitch and sing phrases of moderate difficulty.HSAG.PR.1.b

      3. c.

        Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.HSAG.PR.1.c

      4. d.

        Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.HSAG.PR.1.d

    2. 2.

      Select and perform a varied repertoire of musical works using teacher and/or student-created criteria (e.g. skill level, artistic merit, personal interest).HSAG.PR.2

    3. 3.

      Perform expressively, with appropriate interpretation and technical accuracy, in individual performances of a varied repertoire of music.HSAG.PR.3

      1. a.

        Perform stylistic characteristics of a varied repertoire.HSAG.PR.3.a

      2. b.

        Perform using free stroke, rest stroke, and/or plectrum.HSAG.PR.3.b

      3. c.

        Perform notes in various positions, including accidentals.HSAG.PR.3.c

      4. d.

        Perform basic chord progressions in various major and minor keys.HSAG.PR.3.d

      5. e.

        Perform twelve-bar blues in various keys.HSAG.PR.3.e

      6. f.

        Perform closed position chords (e.g. "5 chords", barre chords).HSAG.PR.3.f

      7. g.

        Perform rhythms that include syncopation and sixteenth values.HSAG.PR.3.g

      8. h.

        Perform basic rhythm guitar in various major and minor keys.HSAG.PR.3.h

      9. i.

        Demonstrate the ability to tune the guitar.HSAG.PR.3.i

    4. 4.

      Read and notate music.HSAG.PR.4

      1. a.

        Demonstrate advanced reading skills.HSAG.PR.4.a

      2. b.

        Identify notes (e.g. fretboard diagrams, standard and/or tablature notation).HSAG.PR.4.b

      3. c.

        Read, notate, and perform notes, including accidentals, in first various positions, and basic rhythm guitar (e.g. keys of G, A, D, C, and E).HSAG.PR.4.c

      4. d.

        Identify and demonstrate basic dynamics, tempo, articulation, and expression markings.HSAG.PR.4.d

      5. e.

        Read twelve-bar blues in various keys.HSAG.PR.4.e

      6. f.

        Read "5 chords" (power chords) in various positions.HSAG.PR.4.f

      7. g.

        Demonstrate reading ability using free stroke, rest stroke, pima, and plectrum.HSAG.PR.4.g

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSAG.RE.1

      1. a.

        Analyze how the structure and context of varied musical works inform the response (e.g. identifying verse/chorus/bridge, AB, ABA).HSAG.RE.1.a

    2. 2.

      Evaluate music and music performances.HSAG.RE.2

      1. a.

        Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.HSAG.RE.2.a

      2. b.

        Individually assess solo and ensemble performances using teacher-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).HSAG.RE.2.b

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, and disciplines outside the arts.HSAG.CN.1

      1. a.

        Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.HSAG.CN.1.a

    2. 2.

      Understand music in relation to history and culture.HSAG.CN.2

      1. a.

        Explore musical ideas and works with varied contexts to deepen understanding.HSAG.CN.2.a

      2. b.

        Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.HSAG.CN.2.b

      3. c.

        Explore various career paths in music.HSAG.CN.2.c

      4. d.

        Explore performances and genres of influential guitarists and musicians.HSAG.CN.2.d

Mastery Guitar

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.HSMG.CR.1

      1. a.

        Generate musical ideas (e.g. melody, rhythm, harmony) for simple melodies and chordal accompaniments of moderate complexity.HSMG.CR.1.a

      2. b.

        Improvise melodies in various modes and styles.HSMG.CR.1.b

      3. c.

        Improvise harmonic accompaniment in various modes.HSMG.CR.1.c

      4. d.

        Improvise in various scales and modes over an established harmonic progression in a variety of styles (e.g. blues, folk, rock, country, reggae).HSMG.CR.1.d

    2. 2.

      Compose and arrange music within specified guidelines.HSMG.CR.2

      1. a.

        Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).HSMG.CR.2.a

      2. b.

        Compose a song (individually and/or collaboratively) according to certain criteria (e.g. chord progression, melody, lyrics, harmony, riffs).HSMG.CR.2.b

      3. c.

        Explain and justify student-generated criteria to assess personal or peer composition and/or improvisation.HSMG.CR.2.c

      4. d.

        Share personal composition and/or improvisation.HSMG.CR.2.d

      5. e.

        Create and maintain notated/audio/video portfolio of student compositions.HSMG.CR.2.e

  •  

    Performing

    1. 1.

      Perform on guitar through a varied repertoire of music, alone and/or with others.HSMG.PR.1

      1. a.

        Demonstrate advanced guitar performance skills.HSMG.PR.1.a

      2. b.

        Incorporate aural skills to match pitch and sing phrases of moderate difficulty.HSMG.PR.1.b

      3. c.

        Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.HSMG.PR.1.c

      4. d.

        Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.HSMG.PR.1.d

    2. 2.

      Select and perform a varied repertoire of musical works using student- created criteria (e.g. skill level, artistic merit, personal interest).HSMG.PR.2

    3. 3.

      Perform expressively, with appropriate interpretation and technical accuracy, in individual performances of a varied repertoire of music.HSMG.PR.3

      1. a.

        Perform stylistic characteristics of a varied repertoire.HSMG.PR.3.a

      2. b.

        Perform using free stroke, rest stroke, and/or plectrum.HSMG.PR.3.b

      3. c.

        Perform notes and scales in various positions, including accidentals.HSMG.PR.3.c

      4. d.

        Perform chord progressions in in various major and minor keys.HSMG.PR.3.d

      5. e.

        Perform twelve-bar blues in various keys.HSMG.PR.3.e

      6. f.

        Perform closed position chords (e.g. "5 chords", barre chords, inversions).HSMG.PR.3.f

      7. g.

        Perform rhythms that include syncopation, triplets, and sixteenth values.HSMG.PR.3.g

      8. h.

        Perform complex rhythms on guitar in various applications.HSMG.PR.3.h

      9. i.

        Perform articulations and ornamentations appropriate to style and genre.HSMG.PR.3.i

      10. j.

        Demonstrate the ability to tune the guitar.HSMG.PR.3.j

      11. k.

        Create and maintain digital portfolio of individual and ensemble performances.HSMG.PR.3.k

      12. l.

        Create and maintain a collegiate resume.HSMG.PR.3.l

    4. 4.

      Read and notate music.HSMG.PR.4

      1. a.

        Demonstrate advanced reading skills.HSMG.PR.4.a

      2. b.

        Identify notes (e.g. fretboard diagrams, standard and/or tablature notation).HSMG.PR.4.b

      3. c.

        Read and notate rhythms, including syncopation and sixteenth values.HSMG.PR.4.c

      4. d.

        Read and notate rhythms on guitar in various major and minor keys.HSMG.PR.4.d

      5. e.

        Read, notate, and perform notes, including accidentals, in various positions, and rhythms on guitar in various major and minor keys.HSMG.PR.4.e

      6. f.

        Identify and demonstrate dynamics, tempo, articulation, and expression markings.HSMG.PR.4.f

      7. g.

        Read twelve-bar blues in various keys.HSMG.PR.4.g

      8. h.

        Read "5 chords" (power chords) in various positions.HSMG.PR.4.h

      9. i.

        Demonstrate reading chords (e.g. "5 chords", barre chords) and scales in various positions.HSMG.PR.4.i

      10. j.

        Demonstrate reading ability using free stroke, rest stroke, pima and plectrum.HSMG.PR.4.j

      11. k.

        Demonstrate the ability to perform minor maintenance (e.g. string change).HSMG.PR.4.k

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSMG.RE.1

      1. a.

        Analyze and justify how the structure and context of varied musical works inform the response (e.g. identifying verse/chorus/bridge, AB, ABA, twelve bar blues, rounded binary, rondo).HSMG.RE.1.a

    2. 2.

      Evaluate music and music performances.HSMG.RE.2

      1. a.

        Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.HSMG.RE.2.a

      2. b.

        Individually assess solo and ensemble performances using student-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).HSMG.RE.2.b

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, and disciplines outside the arts.HSMG.CN.1

      1. a.

        Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.HSMG.CN.1.a

    2. 2.

      Understand music in relation to history and culture.HSMG.CN.2

      1. a.

        Explore musical ideas and works with varied contexts to deepen understanding.HSMG.CN.2.a

      2. b.

        Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.HSMG.CN.2.b

      3. c.

        Explore various career paths in music.HSMG.CN.2.c

      4. d.

        Explore performances and genres of influential guitarists and musicians.HSMG.CN.2.d

Music Appreciation

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.HSMA.CR.1

      1. a.

        Improvise a melody or variation to a live or recorded accompaniment.HSMA.CR.1.a

      2. b.

        Create melodic and rhythmic phrases from a variety of available sound sources (traditional/nontraditional instruments).HSMA.CR.1.b

      3. c.

        Create rhythmic and harmonic ostinatos for accompanying other melodies.HSMA.CR.1.c

    2. 2.

      Compose and arrange music within specified guidelines.HSMA.CR.2

      1. a.

        Demonstrate characteristics of music through an original composition (e.g. unity, variety, mood, image, storyline).HSMA.CR.2.a

      2. b.

        Demonstrate musical form through an original composition (e.g. one-part, cyclical, binary, rondo, ternary).HSMA.CR.2.b

      3. c.

        Arrange pieces for voices and/or instruments.HSMA.CR.2.c

      4. d.

        Use traditional and non-traditional sound sources and electronic media to compose or arrange songsHSMA.CR.2.d

    3. 3.

      Evaluate and refine musical ideas.HSMA.CR.3

      1. a.

        Assess and refine an original composition using teacher or student-based criteria (e.g. technical, expressive).HSMA.CR.3.a

      2. b.

        Share an original composition (e.g. notation, solo or group performance, technology) and demonstrate or describe how the elements of music have been employed.HSMA.CR.3.b

  •  

    Performing

    1. 1.

      Sing a varied repertoire of music, alone and with others.HSMA.PR.1

      1. a.

        Rehearse and perform vocal selections and/or compositions in order to recognize the elements of singing (e.g. tone production, matching pitch, diction, dialect, breathing, quality of sound, response to conductor, cultural diversity).HSMA.PR.1.a

      2. b.

        Rehearse and perform vocal selections and/or compositions in order to recognize the elements of vocal music (use of text, mood, visual image, storyline, form).HSMA.PR.1.b

      3. c.

        Rehearse vocal selections and/or compositions in order to recognize the elements of a rehearsal (knowledge of work, analysis of score, plan of approach, interpretive choices, decisions for presentation, differences of approach among cultures).HSMA.PR.1.c

      4. d.

        Share vocal selections in order to recognize performance criteria (ensemble readiness, consideration of musical elements, composer intent, culture-dependent expectations of audiences).HSMA.PR.1.d

    2. 2.

      Perform a varied repertoire of music on instruments, alone and with others.HSMA.PR.2

      1. a.

        Rehearse and perform instrumental selections and/or compositions in order to recognize the elements of instrumental performance (e.g. ensemble, pitch and rhythmic accuracy, playing position, response to conductor, cultural diversity).HSMA.PR.2.a

      2. b.

        Rehearse and perform instrumental selections and/or compositions in order to recognize the elements of instrumental music (instrumentation, mood, visual image, storyline, form).HSMA.PR.2.b

      3. c.

        Rehearse instrumental selections and/or compositions in order to recognize the elements of a rehearsal (knowledge of work, analysis of score, plan of approach, interpretive choices decisions for presentation, differences of approach among cultures).HSMA.PR.2.c

      4. d.

        Share instrumental selections in order to recognize performance criteria (readiness, consideration of musical elements, composer intent, culture-dependent expectations of audiences).HSMA.PR.2.d

    3. 3.

      Read and Notate music.HSMA.PR.3

      1. a.

        Identify standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression, key signatures).HSMA.PR.3.a

      2. b.

        Notate music on a staff using either staff paper or notation software.HSMA.PR.3.b

      3. c.

        Analyze harmonic and tonal structures in the music being studied.HSMA.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSMA.RE.1

      1. a.

        Identify and describe simple and complex forms of music, and relate them to the style, mood and context of the piece being studied.HSMA.RE.1.a

      2. b.

        Use music terminology to describe tempo, dynamics, and texture, and relate them to the style, mood and content of the piece being studied.HSMA.RE.1.b

      3. c.

        Analyze the uses and effectiveness of technical and expressive elements of music in terms of their impact on the listener.HSMA.RE.1.c

    2. 2.

      Evaluate music and music performances.HSMA.RE.2

      1. a.

        Using student-created criteria, evaluate a music performance.HSMA.RE.2.a

      2. b.

        Identify various uses of music in daily experiences (e.g. artistic expression, learning tool, purpose-driven, ceremonial, ambient).HSMA.RE.2.b

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, and disciplines outside the arts.HSMA.CN.1

      1. a.

        Explain ways in which other disciplines taught in the school are interrelated with those of music.HSMA.CN.1.a

      2. b.

        Compare common terminology used in music and other fine arts.HSMA.CN.1.b

      3. c.

        Discover and research persons who have achieved professional or commercial success in more than one fine art discipline, or across disciplines.HSMA.CN.1.c

    2. 2.

      Understand music in relation to history and culture.HSMA.CN.2

      1. a.

        Identify and explain a particular music example's historical and cultural significance.HSMA.CN.2.a

      2. b.

        Compare and discuss the roles of musicians throughout history.HSMA.CN.2.b

      3. c.

        Discuss and justify music's functions in the cultures of various ethnic, social, and religious groups.HSMA.CN.2.c

Fundamentals of the Music Industry

  •  

    Creating

    1. 1.

      Generate musical ideas for various purposes and contexts.HSFMI.CR.1

      1. a.

        Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, resources, and systems.HSFMI.CR.1.a

    2. 2.

      Select and develop musical ideas for defined purposes and contexts.HSFMI.CR.2

      1. a.

        Select, develop, and organize multiple melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.HSFMI.CR.2.a

    3. 3.

      Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.HSFMI.CR.3

      1. a.

        Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.HSFMI.CR.3.a

    4. 4.

      Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.HSFMI.CR.4

      1. a.

        Share a portfolio of musical creations representing varied styles and genres that demonstrate an advanced level of musical and technological craftsmanship, and the use of digital and analog tools, resources, and systems in developing and organizing musical ideas.HSFMI.CR.4.a

    5. 5.

      Select varied musical works to present based on interest, knowledge, technical skill, and context.HSFMI.CR.5

      1. a.

        Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, and expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.HSFMI.CR.5.a

    6. 6.

      Generate and develop appropriate music business resources.HSFMI.CR.6

      1. a.

        Share a portfolio of music business resources that demonstrate an understanding of copyright law, entertainment law, music marketing, music management, entrepreneurship, and production and distribution.HSFMI.CR.6.a

  •  

    Performing

    1. 1.

      Select varied musical works to present based on interest, knowledge, technical skill, and context.HSFMI.PR.1

      1. a.

        Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, and expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.HSFMI.PR.1.a

    2. 2.

      Analyze the structure and context of varied musical works and their implications for performance.HSFMI.PR.2

      1. a.

        Examine, evaluate, and critique how context, theoretical, and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.HSFMI.PR.2.a

    3. 3.

      Develop personal interpretations that consider creator intent.HSFMI.PR.3

      1. a.

        Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and their ability to connect with audiences.HSFMI.PR.3.a

    4. 4.

      Evaluate and refine personal and ensemble performances, individually or in collaboration with others.HSFMI.PR.4

      1. a.

        Apply appropriate criteria and feedback from multiple sources and develop and implement varied strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in varied programs of music.HSFMI.PR.4.a

    5. 5.

      Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.HSFMI.PR.5

      1. a.

        Integrating digital and analog tools and resources, demonstrate an understanding and attention to technical accuracy and expressive qualities of the music in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres, and historical periods.HSFMI.PR.5.a

      2. b.

        Demonstrate an ability to connect with audience members before, and engaging with and responding to them during prepared and improvised performances.HSFMI.PR.5.b

  •  

    Responding

    1. 1.

      Choose music appropriate for a specific purpose or situation.HSFMI.RE.1

      1. a.

        Select, describe and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the works.HSFMI.RE.1.a

    2. 2.

      Analyze how the structure and context of varied musical works inform the response.HSFMI.RE.2

      1. a.

        Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions, informs interest in and response to the music.HSFMI.RE.2.a

    3. 3.

      Support interpretations of musical works that reflect the expressive intent of the creators/performers.HSFMI.RE.3

      1. a.

        Examine, cite research and multiple sources to connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.HSFMI.RE.3.a

    4. 4.

      Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.HSFMI.RE.4

      1. a.

        Develop and justify the evaluation of a variety of music based on established and personally developed criteria, digital, electronic and analog features, and understanding of purpose and context.HSFMI.RE.4.a

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSFMI.CN.1

      1. a.

        Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.HSFMI.CN.1.a

    2. 2.

      Relate musical ideas to varied contexts and daily life to deepen understanding.HSFMI.CN.2

      1. a.

        Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.HSFMI.CN.2.a

      2. b.

        Demonstrate understanding of relationships between music, history, and culture.HSFMI.CN.2.b

      3. c.

        Demonstrate understanding of the ethical use of technological systems, media, information and software as it relates to music technology and publication.HSFMI.CN.2.c

      4. d.

        Demonstrate understanding of copyright law, entertainment law, music marketing, music management, entrepreneurship, and production and distribution.HSFMI.CN.2.d

    3. 3.

      Explore careers in music technology.HSFMI.CN.3

      1. a.

        Demonstrate an understanding of professional standards as they apply to the music industry.HSFMI.CN.3.a

      2. b.

        Demonstrate an understanding of the responsibilities and requirements of employment in the field of music technology.HSFMI.CN.3.b

    4. 4.

      Relate ethical publication to the use of technological systems, media, information, and software as it relates to the music industry.HSFMI.CN.4

    5. 5.

      Understand the major hardware and software components of a computer system, live sound amplification, recording techniques and their interactions.HSFMI.CN.5

Music Technology

  •  

    Creating

    1. 1.

      Generate musical ideas for various purposes and contexts.HSMTC1.CR.1

      1. a.

        Generate melodic, rhythmic, and harmonic ideas for musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) using digital tools and resources.HSMTC1.CR.1.a

    2. 2.

      Select and develop musical ideas for defined purposes and contexts.HSMTC1.CR.2

      1. a.

        Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools.HSMTC1.CR.2.a

    3. 3.

      Evaluate and refine selected musical ideas to create musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria.HSMTC1.CR.3

      1. a.

        Develop and implement varied strategies to improve and refine the technical and expressive aspects of draft musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design).HSMTC1.CR.3.a

    4. 4.

      Share creative musical work (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that conveys intent, demonstrates craftsmanship, and exhibits originality.HSMTC1.CR.4

      1. a.

        Share compositions and improvisations that demonstrate an accomplished level of musical and technological craftsmanship and the use of digital and analog tools and resources in developing and organizing musical ideas.HSMTC1.CR.4.a

  •  

    Performing

    1. 1.

      Select varied musical works to present (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) based on interest, knowledge, technical skill and context.HSMTC1.PR.1

      1. a.

        Develop and apply criteria to select a varied repertoire to study and perform based on interest; an understanding of theoretical and structural characteristics of the music, and the performer's technical skill using digital tools and resources.HSMTC1.PR.1.a

    2. 2.

      Analyze the structure and context of varied musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance.HSMTC1.PR.2

      1. a.

        Describe and demonstrate how context, theoretical and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.HSMTC1.PR.2.a

    3. 3.

      Develop personal interpretations that consider the intent of the creator and/or performer.HSMTC1.PR.3

      1. a.

        Demonstrate how understanding the style, genre, context, and use of digital tools and resources in a varied repertoire of music influences prepared and improvised performances and performers' ability to connect with audiences.HSMTC1.PR.3.a

    4. 4.

      Evaluate and refine personal and ensemble performances, individually or in collaboration with others.HSMTC1.PR.4

      1. a.

        Develop and implement rehearsal strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.HSMTC1.PR.4.a

    5. 5.

      Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.HSMTC1.PR.5

      1. a.

        Using digital tools and resources, demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.HSMTC1.PR.5.a

      2. b.

        Demonstrate an understanding of the expressive intent when connecting with an audience through prepared and improvised performances.HSMTC1.PR.5.b

  •  

    Responding

    1. 1.

      Choose appropriate music for a specific purpose or situation.HSMTC1.RE.1

      1. a.

        Select and critique contrasting musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design), defending opinions based on manipulations of the elements of music, digital and electronic aspects, and the purpose and context of the works.HSMTC1.RE.1.a

    2. 2.

      Analyze how the structure and context of varied musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response.HSMTC1.RE.2

      1. a.

        Explain how an analysis of the structure, context, and technological aspects of the music informs the response.HSMTC1.RE.2.a

    3. 3.

      Support interpretations of musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that reflect the expressive intent of creators/performers.HSMTC1.RE.3

      1. a.

        Connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.HSMTC1.RE.3.a

    4. 4.

      Support evaluations of musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria.HSMTC1.RE.4

      1. a.

        Apply criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and analog features, and musical qualities.HSMTC1.RE.4.a

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSMTC1.CN.1

      1. a.

        Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.HSMTC1.CN.1.a

    2. 2.

      Relate musical ideas to varied contexts and daily life to deepen understanding.HSMTC1.CN.2

      1. a.

        Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.HSMTC1.CN.2.a

      2. b.

        Demonstrate understanding of relationships between music, history, and culture.HSMTC1.CN.2.b

      3. c.

        Demonstrate an understanding of the ethical use of technological systems, media, information and software as it relates to music technology and publication.HSMTC1.CN.2.c

    3. 3.

      Explore careers in music technology.HSMTC1.CN.3

      1. a.

        Demonstrate an understanding of professional standards as they apply to the music industry.HSMTC1.CN.3.a

      2. b.

        Demonstrate an understanding of the responsibilities and requirements of employment in the field of music technology.HSMTC1.CN.3.b

    4. 4.

      Understand the major hardware and software components of a computer system, live sound amplification, recording techniques and their interactions.HSMTC1.CN.4

Music Technology

  •  

    Creating

    1. 1.

      Generate musical ideas (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for various purposes and contexts.HSMTC2.CR.1

      1. a.

        Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, resources, and systems.HSMTC2.CR.1.a

    2. 2.

      Select and develop musical ideas (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for defined purposes and contexts.HSMTC2.CR.2

      1. a.

        Select, develop, and organize multiple melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.HSMTC2.CR.2.a

    3. 3.

      Evaluate and refine selected musical ideas to create musical work (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria.HSMTC2.CR.3

      1. a.

        Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.HSMTC2.CR.3.a

    4. 4.

      Share creative musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that convey intent, demonstrate craftsmanship, and exhibit originality.HSMTC2.CR.4

      1. a.

        Share a portfolio of musical creations representing varied styles and genres that demonstrate an advanced level of musical and technological craftsmanship, and the use of digital and analog tools, resources, and systems in developing and organizing musical ideas.HSMTC2.CR.4.a

    5. 5.

      Select varied musical works to present (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) based on interest, knowledge, technical skill, and context.HSMTC2.CR.5

      1. a.

        Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, and expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.HSMTC2.CR.5.a

  •  

    Performing

    1. 1.

      Select varied musical works to present (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) based on interest, knowledge, technical skill, and context.HSMTC2.PR.1

      1. a.

        Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, and expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.HSMTC2.PR.1.a

    2. 2.

      Analyze the structure and context of varied musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance.HSMTC2.PR.2

      1. a.

        Examine, evaluate, and critique how context, theoretical, and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.HSMTC2.PR.2.a

    3. 3.

      Develop personal interpretations that consider creator intent.HSMTC2.PR.3

      1. a.

        Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and their ability to connect with audiences.HSMTC2.PR.3.a

    4. 4.

      Evaluate and refine personal and ensemble performances, individually or in collaboration with others.HSMTC2.PR.4

      1. a.

        Apply appropriate criteria and feedback from multiple sources and develop and implement varied strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in varied programs of music.HSMTC2.PR.4.a

    5. 5.

      Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.HSMTC2.PR.5

      1. a.

        Integrating digital and analog tools and resources.HSMTC2.PR.5.a

      2. b.

        Demonstrate an understanding and attention to technical accuracy and expressive qualities of the music in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres, and historical periods.HSMTC2.PR.5.b

      3. c.

        Demonstrate an ability to connect with audience members before, during, and after prepared and improvised performances.HSMTC2.PR.5.c

  •  

    Responding

    1. 1.

      Choose music appropriate for a specific purpose or situation.HSMTC2.RE.1

      1. a.

        Select, describe, and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the works.HSMTC2.RE.1.a

    2. 2.

      Analyze how the structure and context of varied musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response.HSMTC2.RE.2

      1. a.

        Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions, inform interest in and response to the music.HSMTC2.RE.2.a

    3. 3.

      Support interpretations of musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that reflect the expressive intent of creators/performers.HSMTC2.RE.3

      1. a.

        Examine and cite multiple research sources to connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.HSMTC2.RE.3.a

    4. 4.

      Support evaluations of musical works (e.g. arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria.HSMTC2.RE.4

      1. a.

        Develop and justify the evaluation of a variety of music based on established and personally developed criteria, digital, electronic and analog features, and understanding of purpose and context.HSMTC2.RE.4.a

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.HSMTC2.CN.1

      1. a.

        Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.HSMTC2.CN.1.a

    2. 2.

      Relate musical ideas to varied contexts and daily life to deepen understanding.HSMTC2.CN.2

      1. a.

        Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.HSMTC2.CN.2.a

      2. b.

        Demonstrate understanding of relationships between music, history, and culture.HSMTC2.CN.2.b

      3. c.

        Demonstrate an understanding of the ethical use of technological systems, media, information and software as it relates to music technology and publication.HSMTC2.CN.2.c

    3. 3.

      Explore careers in music technology.HSMTC2.CN.3

      1. a.

        Demonstrate an understanding of professional standards as they apply to the music industry.HSMTC2.CN.3.a

      2. b.

        Demonstrate an understanding of the responsibilities and requirements of employment in the field of music technology.HSMTC2.CN.3.b

    4. 4.

      Understand the major hardware and software components of a computer system, live sound amplification, recording techniques and their interactions.HSMTC2.CN.4

Beginning Music Theory and Composition

  •  

    Creating

    1. 1.

      Improvise rhythms and melodies.HSBMT.CR.1

      1. a.

        Improvise short rhythmic ideas of up to 2 bars.HSBMT.CR.1.a

      2. b.

        up to 2 bars of short melodic ideas which incorporate scalar and chordal motives.HSBMT.CR.1.b

    2. 2.

      Compose and arrange music within specified guidelines.HSBMT.CR.2

      1. a.

        Demonstrate characteristics of music through an original composition (e.g. unity, variety, mood, image, storyline).HSBMT.CR.2.a

      2. b.

        Demonstrate musical form through an original composition (e.g. one-part, cyclical, binary, rondo, ternary).HSBMT.CR.2.b

      3. c.

        Arrange simple pieces for voices or instruments.HSBMT.CR.2.c

  •  

    Performing

    1. 1.

      Sing alone and with others.HSBMT.PR.1

      1. a.

        Sight-sing diatonic melodies (e.g. ascending and descending by skip, step, minor 3rd through octave).HSBMT.PR.1.a

    2. 2.

      Perform on instruments, alone and with others.HSBMT.PR.2

      1. a.

        Identify notes on the keyboard by letter name.HSBMT.PR.2.a

      2. b.

        Relate pitches on a keyboard to notation on the staff in F and G clefs.HSBMT.PR.2.b

      3. c.

        Play diatonic melodies on the keyboardHSBMT.PR.2.c

    3. 3.

      Read and Notate music.HSBMT.PR.3

      1. a.

        Identify, describe and notate rhythmic terms (e.g. time signature/meter [simple, compound, duple, triple] measure [bar line, double bar line]).HSBMT.PR.3.a

      2. b.

        Identify and notate rhythm, including sixteenth notes and rests in simple meter.HSBMT.PR.3.b

      3. c.

        Identify natural, flatted and sharped, and enharmonic pitches in treble and bass clefs, including notes utilizing ledger lines.HSBMT.PR.3.c

      4. d.

        Identify major and minor key signatures.HSBMT.PR.3.d

      5. e.

        Identify major/minor, and perfect intervals.HSBMT.PR.3.e

      6. f.

        Identify major, minor and chromatic scales through a variety of methods (e.g., key signatures, accidentals, step-relationships).HSBMT.PR.3.f

      7. g.

        Identify chords (e.g. major and minor triads).HSBMT.PR.3.g

      8. h.

        Aurally identify intervals (e.g. half steps, whole steps, enharmonic pitches, major/minor and perfect intervals), scales (e.g. major, minor and chromatic) and chords (major and minor triads).HSBMT.PR.3.h

      9. i.

        Introduce cadences visually and aurally (e.g. plagal, perfect authentic, imperfect authentic).HSBMT.PR.3.i

      10. j.

        Identify and describe common terminologies of form, style, musical expression, and volume/intensity.HSBMT.PR.3.j

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSBMT.RE.1

      1. a.

        Aurally identify and describe basic formal elements and forms in a composition (e.g. phrase and period, binary song, ternary song, rondo, theme, and variations).HSBMT.RE.1.a

      2. b.

        Identify and describe simple forms of music, and relate them to the style, mood and context of the piece being studied.HSBMT.RE.1.b

      3. c.

        Use music terminology (e.g. tempo, dynamics, texture, articulation) and relate terms to the style, mood and content of the piece being studied.HSBMT.RE.1.c

      4. d.

        Describe the uses of technical and expressive elements of music in terms of their effect on the listener.HSBMT.RE.1.d

    2. 2.

      Evaluate music and music performances.HSBMT.RE.2

      1. a.

        Describe a short musical composition presented aurally, without the assistance of a score.HSBMT.RE.2.a

      2. b.

        Describe expressive rhythmic and melodic/harmonic characteristics using beginning music theory terms.HSBMT.RE.2.b

      3. c.

        Using teacher-created criteria, evaluate a music performance.HSBMT.RE.2.c

      4. d.

        Identify various uses of music in daily experiences (e.g. artistic expression, learning tool, purpose-driven, ceremonial, ambient).HSBMT.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music and other fine arts in interdisciplinary contexts.HSBMT.CN.1

      1. a.

        Demonstrate an understanding of how the theory of music composition and analysis has been influenced by and integrated with other fine arts disciplines.HSBMT.CN.1.a

      2. b.

        Explain or demonstrate an understanding of how music composition and analysis is based upon mathematic and scientific principles.HSBMT.CN.1.b

    2. 2.

      Understand music in relation to history and culture.HSBMT.CN.2

      1. a.

        Demonstrate an understanding of how music composition and analysis has historically been influenced by and integrated into the humanities (e.g. literature/poetry, cultural studies, philosophy, ancient and modern languages).HSBMT.CN.2.a

      2. b.

        Describe how developments of major musical movements, figures, and events coincide with and/or were influenced by political, religious, and economic conditions of the time.HSBMT.CN.2.b

Intermediate Music Theory and Composition

  •  

    Creating

    1. 1.

      Improvise rhythms and melodies.HSIMT.CR.1

      1. a.

        Improvise short rhythmic ideas of up to 4 bars.HSIMT.CR.1.a

      2. b.

        Improvise up to 4 bars of short melodic ideas which incorporate scalar and chordal motives.HSIMT.CR.1.b

    2. 2.

      Compose and arrange music within specified guidelines.HSIMT.CR.2

      1. a.

        Demonstrate characteristics of music through an original composition (e.g. unity, variety, mood, image, storyline).HSIMT.CR.2.a

      2. b.

        Demonstrate musical form through an original composition (e.g. one-part, cyclical, binary, rondo, ternary).HSIMT.CR.2.b

      3. c.

        Arrange simple pieces for voices or instruments.HSIMT.CR.2.c

      4. d.

        Compose and perform melodic lines which incorporate scalar and chordal motives (e.g. single melodic line accompanied by Roman numeral chord indications, traditional four- part [SATB] vocal texture, lead sheet notation) up to 4 bars.HSIMT.CR.2.d

  •  

    Performing

    1. 1.

      Sing alone and with others.HSIMT.PR.1

      1. a.

        Sight-sing diatonic melodies (e.g. ascending and descending by skip, step, minor 3rd through octave).HSIMT.PR.1.a

    2. 2.

      Perform on instruments, alone and with others.HSIMT.PR.2

      1. a.

        Identify notes and intervals on the keyboard by letter name.HSIMT.PR.2.a

      2. b.

        Relate pitches on a keyboard to notation on the staff in F and G clefs.HSIMT.PR.2.b

      3. c.

        Play diatonic melodies on the keyboard.HSIMT.PR.2.c

    3. 3.

      Read and Notate music.HSIMT.PR.3

      1. a.

        Identify, describe and notate rhythmic terms (e.g. time signature/meter [simple, compound, duple, triple] measure [bar line, double bar line]).HSIMT.PR.3.a

      2. b.

        Identify and notate rhythm including sixteenth- and dotted-quarter notes and rests in simple and compound meter.HSIMT.PR.3.b

      3. c.

        Identify natural, flatted and sharped, and enharmonic pitches in treble and bass clefs, including notes utilizing ledger lines.HSIMT.PR.3.c

      4. d.

        Identify major and minor key signatures.HSIMT.PR.3.d

      5. e.

        Identify major/minor, and perfect intervals.HSIMT.PR.3.e

      6. f.

        Identify major, minor (natural, traditional and jazz melodic, harmonic) and chromatic scales through a variety of methods (e.g. key signatures, accidentals, step-relationships).HSIMT.PR.3.f

      7. g.

        Identify chords (e.g. major, minor, diminished, augmented triads).HSIMT.PR.3.g

      8. h.

        Identify intervals (e.g. half steps, whole steps, enharmonic pitches, major/minor and perfect intervals), scales (e.g. major, minor and chromatic) and chords (major and minor triads) visually and aurally.HSIMT.PR.3.h

      9. i.

        Identify cadences visually and aurally (e.g. plagal, perfect authentic, imperfect authentic, half cadence).HSIMT.PR.3.i

      10. j.

        Identify and describe common terminologies of form, style, musical expression, and volume/intensity.HSIMT.PR.3.j

      11. k.

        Identify and describe meter and tempo modification.HSIMT.PR.3.k

      12. l.

        Recognize the use of Roman Numeral Analysis in a score.HSIMT.PR.3.l

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.HSIMT.RE.1

      1. a.

        Aurally identify and describe basic formal elements and forms in a composition (e.g. phrase and period, binary song, ternary song, rondo, theme, and variations, minuet, trio/scherzo).HSIMT.RE.1.a

      2. b.

        Identify and describe forms of music, and relate them to the style, mood and context of the piece being studied.HSIMT.RE.1.b

      3. c.

        Identify and describe monophonic, polyphonic, and homophonic textures.HSIMT.RE.1.c

      4. d.

        Use music terminology (e.g. tempo, dynamics, texture, articulation) and relate terms to the style, mood and content of the piece being studied.HSIMT.RE.1.d

      5. e.

        Describe and discuss the uses of technical and expressive elements of music in terms of their effect on the listener.HSIMT.RE.1.e

    2. 2.

      Evaluate music and music performances.HSIMT.RE.2

      1. a.

        Describe a short musical composition presented aurally, without the assistance of a score.HSIMT.RE.2.a

      2. b.

        Describe expressive rhythmic and melodic/harmonic characteristics using beginning music theory terms.HSIMT.RE.2.b

      3. c.

        Using teacher- or student-created criteria, evaluate a music performance.HSIMT.RE.2.c

      4. d.

        Identify and describe various uses of music in daily experiences (e.g. artistic expression, learning tool, purpose-driven, ceremonial, ambient).HSIMT.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music and other fine arts in interdisciplinary contexts.HSIMT.CN.1

      1. a.

        Explain how the theory of music composition and analysis has been influenced by and integrated with other fine arts disciplines.