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A | B | C | D | |
| | | | Performing and Creating |
1-3, 5 | | | | a. Participate in classroom musical activities. |
1-3 | | | | b. Sing and perform on an instrument a variety of simple compositions to demonstrate basic understanding of pitch, rhythm, and rudimentary notation. |
7 | 9 | 6 | 8 | c. Investigate careers in music fields. |
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| | | | History and Culture |
1-3 | | | | a. Explore general overview of music history: early music, Medieval, Renaissance, Baroque, Classical, Romantic, American, 20th Century, and electronic music. |
1 | | | | b. Attain knowledge of musical instruments and families. |
| 1-3 | | | c. Classify unfamiliar but representative aural examples of music by genre or style and by historical period or culture and explain their classifications. |
| 1-3, 6 | | | d. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them. |
| 4, 6 | | | e. Identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. |
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| | | | Evaluation Analysis |
| 1-3 | | | a. Recognize music of various musical periods. |
| | 1 | | b. Explore and understand the elements of sound/music. |
| | 1-4 | | c. Recognize selected famous compositions/composers. |
| 2-4 | 1-4 | | d. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures, by describing the uses of music elements and expressive devices. |
1-3 | | | | e. Demonstrate fundamental knowledge of technical music vocabulary. |
1, 3 | | 1, 4 | | f. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release. |
| | 1-4 | | g. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, and arrangements. |
| | 1-4 | | h. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. |