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A | B | C | D | |
| | | | Performing and Creating |
1-4 | | 1 | | a. Develop handbell techniques: ringing, dampening, shake, thumb damps, martellato, tower swings, weaving, 4-in-hand, etc. |
1-5 | | | | b. Perform a varied repertoire of handbell music alone and with others. |
1-3 | | 1 | | c. Demonstrate ability to read a handbell score and describe how the elements of music are used. |
1, 5 | | | | d. Perform in scheduled concerts or other musical events. |
7 | 9 | 6 | 8 | e. Investigate careers in music fields. |
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| | | | History and Culture |
3 | 1-3, 7, 8 | 1 | | a. Explore various historical, cultural, and pop styles. |
| 3 | | | b. Identify periods of history as handbell use developed, and classify examples. |
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| | | | Evaluation and Analysis |
1-3, 5 | | | | a. Demonstrate individual competency in an ensemble setting. |
4 | | 1-3 | | b. Listen to, analyze, and describe examples of handbell music. |
4 | 4, 5 | 2-4 | | c. Evaluate a given musical work in terms of its aesthetic expressive qualities and explain the musical elements used. |
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| | | | Aesthetic Appreciation |
1-4 | | | | a. Recognize individual competency in an ensemble setting. |
4, 6 | | | 2 | b. Explain relationships between music and the other arts, describing similarities and distinctions. |
| | | 2, 5 | c. Attend various musical events. |