| A | B | C | D | |
| Performing and Creating |
| 1-5 | | | | a. Develop compositional skills. |
| 1-3 | | | | b. Learn solfege. |
| 1-4 | | | | c. Transpose melodies and harmonies to different keys. |
| 1-4 | | | | d. Compose and arrange four parts using basic chord progressions, inversions, and bass line patterns. |
| 1-4 | | | | e. Arrange pieces for voices or instruments other than those for which the pieces were written, in ways that preserve or enhance the expressive effect of the music. |
| 1-3 | | | | f. Demonstrate the ability to read a score by describing how the elements of music are used. |
| 7 | 9 | 6 | 8 | g. Investigate careers in music fields. |
| History and Culture |
| 1,3,4 | | | | a. Understand musical forms related to compositional styles. |
| 1,2,4 | 1,2 | | b. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain their classifications. |
| 1,2 | | | c. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them. |
| 7 | 9 | 6 | 8 | d. Identify various roles musicians perform and describe those musicians’ activities and achievements. |
| Evaluation Analysis |
| 1-4 | | | | a. Learn the fundamentals of music notation: note and rest values, articulations, simple and compound meters and rhythms, dynamics, tempos, note names, time and key signatures, interval and chord structures. |
| 3 | 1-3 | 1,3 | | b. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures, by describing the uses of music and expressive devices. |
| 1-3 | | | | c. Demonstrate extensive knowledge of the technical vocabulary of music. |
| 1-4 | | 1,2 | | d. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release in a musical work and give examples of other works that make similar use of those devices and techniques. |
| 1-3 | | 1,2 | | e. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations. |
| 1-3 | | 1,2 | | f. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. |
