reproductions supplied by edrs are the best that can be made4.3.1 create music to interpret stories,...
TRANSCRIPT
DOCUMENT RESUME
ED 441 717 SO 031 341
TITLE Nevada Academic Standards in the Arts: Music.INSTITUTION Nevada State Dept. of Education, Carson City.PUB DATE 1999-09-00NOTE 54p.; For other Nevada Academic Standards in the Arts, see
SO 031 342-343. For most current version, see Nevada StateDepartment of Education Web site.
AVAILABLE FROM Nevada Department of Education, 700 East Fifth Street,Carson City, NV 89701-5096. Tel: 775-687-9217; Fax:775-687-9202. For full text:http://www.nsn.k12.nv.us/nvdoe/.
PUB TYPE Legal/Legislative/Regulatory Materials (090)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Academic Standards; Benchmarkirig; Elementary Secondary
Education; *Music; *Music Appreciation; *Music Education;Public Schools; *State Standards; Student EducationalObjectives
IDENTIFIERS *Nevada; Student Performance Models
ABSTRACTNevada's nine academic standards in music education call for
specific educational outcomes in grades 3 and 5, as well as in middle schooland secondary school. Nevada's standards relate to singing, playinginstruments, listening to music, writing and reading music, and cultural andhistorical connections in music. The standards present performance leveldescriptors in grades 3, 5, 8, and 12. (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
NevadaAcademicStandards
in theArts
Music
September 1999
http://www.nsn.k12.nv.usinvdoe/
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
Nevada Department of Education700 East Fifth Street
Carson City, NV 89701-5096702-687-9217 office 702-687-9202 fax
BEST COPY AVAILABLE
2
re'
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
CI Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
A
MU
SIC
: Sin
ging
Con
tent
Sta
ndar
d 1.
0:B
y th
e en
d of
Gra
de 3
stu
dent
skn
ow a
nd a
re a
ble
to:
Stud
ents
sin
g a
vari
ed r
eper
toir
e of
mus
ic a
lone
and
with
oB
y th
e en
d of
Gra
de 5
stu
dent
sSt
uden
ts w
ho e
lect
to ta
ke a
mus
ickn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
clas
s at
the
mid
dle
scho
ol le
vel
requ
ired
in e
arlie
r gr
ades
and
:kn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
requ
ired
in e
arlie
r gr
ades
and
:
ther
s. Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hese
cond
ary
leve
l kno
w a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
ear
lier
trad
es a
nd:
1. 3
.1 S
ing
with
acc
urat
e pi
tch.
1.5.
1 Si
ng in
depe
nden
tly a
ndex
pres
sive
ly.
1.8.
1 Si
ng w
ith te
chni
cal a
ccur
acy
and
good
bre
ath
cont
rol t
hrou
ghou
tth
eir
sing
ing
rang
es.
1.12
.1 P
erfo
rm w
ith te
chni
cal
accu
racy
and
goo
d br
eath
con
trol
thro
ugho
ut th
eir
sing
ing
rang
es.
Indi
vidu
alSi
ngin
gT
echn
ique
1.5.
2 Si
ng in
an
ense
mbl
e w
hile
follo
win
g a
cond
ucto
r.1.
8.2
Sing
a r
eper
toir
e of
voc
allit
erat
ure
in s
mal
l and
larg
een
sem
bles
with
exp
ress
ion,
tech
nica
lac
cura
cy, a
nd b
reat
h co
ntro
l.
1.12
.2 P
erfo
rm u
sing
cor
rect
into
natio
n, d
ictio
n, to
ne q
ualit
y, a
ndap
prop
riat
e ex
pres
sive
qua
litie
s in
smal
l and
larg
e en
sem
bles
with
and
with
out a
con
duct
or.
Cho
ral
Sing
ing
Tec
hniq
ue
1.3.
3 Si
ng s
impl
e os
tinat
i and
two-
part
rou
nds
such
as
Row
, Row
, Row
You
r B
oat.
1.5.
3 Si
ng d
esca
nts,
par
tner
son
gs,
and
thre
e-pa
rt r
ound
s.1.
8.3
Sing
cho
ral l
itera
ture
wri
tten
intw
o an
d th
ree
part
s w
ith a
nd w
ithou
tac
com
pani
men
t.
1.12
.3 P
erfo
rm c
hora
l lite
ratu
rew
ritte
n in
thre
e/fo
ur p
arts
with
and
with
out a
ccom
pani
men
ts.
Inde
pend
ent
Part
Sin
ging
1.3.
4 Si
ng p
atri
otic
son
gs, f
olk
song
s, a
nd m
ulti-
cultu
ral s
elec
tions
.1.
5.4
Sing
mor
e co
mpl
ex p
atri
otic
song
s, f
olk
song
s, a
nd m
ulti-
cultu
ral
sele
ctio
ns.
1.8.
4 Si
ng m
usic
rep
rese
ntin
gdi
vers
e ge
nres
and
sty
les
(e.g
.B
aroq
ue, c
lass
ical
).
1.12
.5 P
erfo
rm m
usic
rep
rese
ntin
gdi
vers
e ge
nres
and
sty
les.
Var
iety
of
Rep
erto
ire
Ost
inat
i - A
sho
rt m
usic
al p
atte
rn r
epea
ted
pers
iste
ntly
thro
ugho
ut a
com
posi
tion.
BE
ST
CO
PY
AV
AIL
AB
LE
3D
RA
FT 9
/30/
99Pa
ge 1
4
MU
SIC
: Pla
ying
Ins
trum
ents
Con
tent
Sta
ndar
d 2.
0: S
tude
nts
perf
orm
a v
arie
d re
pert
oire
of
mus
ic o
n in
stru
men
ts a
lone
and
with
oth
ers.
By
the
end
of G
rade
3 s
tude
nts
know
By
the
end
of G
rade
5 s
tude
nts
Stu
dent
s w
ho e
lect
to ta
ke a
mus
icSt
uden
tsw
ho e
lect
to ta
ke a
nan
d ar
e ab
le to
:kn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
clas
s at
the
mid
dle
scho
ol le
vel
adva
nced
mus
ic c
lass
at t
here
quire
d in
ear
lier
grad
es a
nd:
know
and
are
abl
e to
do
ever
ythi
ngre
quire
d in
ear
lier
grad
es a
nd:
seco
ndar
y le
vel k
now
and
are
able
to d
o ev
eryt
hing
req
uire
d in
plev
ious
gra
des
and:
2.3.
1 Pl
ay c
lass
room
inst
rum
ents
usin
g pr
oper
tech
niqu
e.2.
5.1
Play
rhy
thm
ic, m
elod
ic, a
ndch
orda
l pat
tern
s.2.
8.1
Play
with
exp
ress
ion
and
tech
nica
l acc
urac
y on
at l
east
one
stri
ng, w
ind,
per
cuss
ion,
or
clas
sroo
m in
stru
men
t.*
2.12
.1 P
erfo
rm w
ith e
xpre
ssio
n,an
d te
chni
cal a
ccur
acy
on a
t lea
ston
e st
ring
, win
d, p
ercu
ssio
n, o
rcl
assr
oom
inst
rum
ent.*
Indi
vidu
alP
layi
ngT
echn
ique
s
2.8.
2 Pl
ay in
larg
e en
sem
bles
dem
onst
ratin
g ap
prop
riat
e en
sem
ble
tech
niqu
e w
hile
fol
low
ing
aco
nduc
tor.
2.12
.2 P
lay
in s
mal
l and
larg
een
sem
bles
dem
onst
ratin
gad
vanc
ed e
nsem
ble
tech
niqu
e.
Ens
embl
eP
layi
ngT
echn
ique
2.8.
3 Pe
rfor
m m
ultip
le-p
art
ense
mbl
e lit
erat
ure.
2.12
.3 P
erfo
rm c
ontr
apun
tal
ense
mbl
e lit
erat
ure
Inde
pend
ent
Par
t Pla
ying
2.3.
4 A
ccom
pany
sim
ple
folk
,tr
aditi
onal
, and
mul
ticul
tura
l mus
ic.
2.5.
4 Pl
ay o
r ac
com
pany
fol
k,tr
aditi
onal
, and
mul
ticul
tura
l mus
ic.
2.8.
4 Pl
ay a
var
ied
repe
rtoi
re o
fin
stru
men
tal l
itera
ture
rep
rese
ntin
gdi
vers
e ge
nres
and
sty
les.
2.12
.4 P
erfo
rm a
larg
e an
dva
ried
rep
erto
ire
of in
stru
men
tal
liter
atur
e re
pres
entin
g di
vers
ege
nres
and
sty
les.
Var
iety
of
Rep
erto
ire
* C
lass
room
Ins
trum
ents
: Ins
trum
ents
typi
cally
use
d in
the
gene
ral m
usic
cla
ssro
om, i
nclu
ding
, for
exa
mpl
e, r
ecor
der-
type
inst
rum
ents
, cho
rded
zith
ers,
mal
let i
nstr
umen
ts,
sim
ple
perc
ussi
on in
stru
men
ts, *
fret
ted
inst
rum
ents
, and
ele
ctro
nic
inst
rum
ents
.
BE
ST
CO
PY
AV
AIL
AB
LE
5D
RA
FT 9
/30/
99Pa
ge 2
Con
tent
Sta
ndar
d 3.
0: S
tude
nts
impr
ovis
e m
elod
ies,
var
iatio
ns, a
nd a
ccom
pani
men
ts.
By
the
end
of G
rade
3 s
tude
nts
know
and
are
able
to:
By
the
end
of G
rade
5 s
tude
nts
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
pre
viou
s gr
ades
and
:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
he m
iddl
esc
hool
leve
l kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
pre
viou
sgr
ades
and
:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hese
cond
ary
leve
l kno
w a
nd a
reab
le to
do
ever
ythi
ng r
equi
red
innr
evio
us e
rade
s an
d:3.
3.1
Impr
ovis
e sh
ort m
elod
ic a
ndrh
ythm
ic p
atte
rns.
3.5.
1 Im
prov
ise
mel
odic
and
rhyt
hmic
pat
tern
s w
ithin
the
cont
ext
of a
mus
ical
phr
ase.
3.8.
1Im
prov
ise
sim
ple
mel
odie
s.3.
12.1
Impr
ovis
e co
mpl
exm
elod
ies
in a
giv
en k
ey.
Impr
ovis
ing
Rhy
thm
s an
dM
elod
ies
3.8.
2Im
prov
ise
sim
ple
harm
onie
sin
a g
iven
key
.3.
12.2
Im
prov
ise
styl
istic
ally
appr
opri
ate
harm
onie
s (e
.g. 1
2-ba
r bl
ues)
Impr
ovis
ing
Har
mon
ies
3.5.
3Im
prov
ise
intr
oduc
tions
and
coda
s, B
sec
tions
, and
cha
ngin
g pa
rts
of th
e ro
ndo.
3.8.
3Im
prov
ise
mel
odic
and
rhyt
hmic
em
belli
shm
ents
on
give
npe
ntat
onic
mel
odie
s.
3.12
.3 I
mpr
ovis
e m
elod
ic a
ndrh
ythm
ic v
aria
tions
on
give
npe
ntat
onic
mel
odie
s an
d m
elod
ies
in m
ajor
key
s.
Impr
ovis
ing
Var
iatio
ns
BE
ST
CO
PY
AV
AIL
AB
LE
7D
RA
FT 9
/30/
99Pa
ge 3
B
MU
SIC
: Wri
ting
Con
tent
Sta
ndar
d 4.
0: S
tude
nts
com
pose
and
arra
nge
mus
ic w
ithin
spe
cifi
ed u
ideh
nes.
By
the
end
of G
rade
3 s
tude
nts
know
and
are
able
to:
By
the
end
of G
rade
5 s
tude
nts
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
he m
iddl
esc
hool
leve
l kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
esan
d:
- -
--
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hehi
gh s
choo
l lev
el k
now
and
are
able
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Cre
atin
g4.
3.1
Cre
ate
mus
ic to
inte
rpre
tst
orie
s, r
hym
es, a
nd p
oetr
y.4.
5.1
Cre
ate
mus
ic to
inte
rpre
tre
adin
gs o
r dr
amat
izat
ions
.
4.3.
2 C
reat
e sh
ort s
ongs
and
inst
rum
enta
l pie
ces.
4.5.
2 C
reat
e an
d pe
rfor
m s
ongs
and
inst
rum
enta
l pie
ces.
4.8.
2 C
ompo
se s
hort
pie
ces
usin
gth
e el
emen
ts o
f m
usic
.4.
12.2
Com
pose
mus
ic in
seve
ral d
istin
ct s
tyle
s us
ing
the
elem
ents
of
mus
ic.
Com
posi
ng
4.3.
3 O
rgan
ize
piec
es u
sing
a v
arie
tyof
sou
nd s
ourc
es.
4.5.
3O
rgan
ize
and
perf
orm
pie
ces
usin
g a
vari
ety
of s
ound
sou
rces
.4.
8.3
Arr
ange
sim
ple
piec
es f
orvo
ices
/inst
rum
ents
oth
er th
an th
ose
for
whi
ch th
e pi
eces
wer
e or
igin
ally
com
pose
d.
4.12
.3 A
rran
ge a
two-
part
pie
cefo
r vo
ices
/inst
rum
ents
oth
er th
anth
ose
for
whi
ch th
e pi
eces
wer
eor
igin
ally
com
pose
d.
Arr
angi
ng
*Ele
men
ts o
f M
usic
incl
ude
pitc
h, r
hyth
m, h
arm
ony,
dyn
amic
s, ti
mbr
e, te
xtur
e, a
nd f
orm
BE
ST
CO
PY
AV
AIL
AB
LE
9D
RA
FT 9
/30/
99Pa
ge 4
10
MU
SIC
: Rea
ding
Con
tent
Sta
ndar
d 5.
0: S
tude
nts
read
and
not
ate
mus
ic.
By
the
end
of G
rade
3 s
tude
nts
know
By
the
end
of G
rade
5 s
tude
nts
and
are
able
to:
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
who
ele
ct to
take
a m
usic
clas
s at
the
mid
dle
scho
ol le
vel
know
and
arc
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hese
cond
ary
leve
l kno
w a
nd a
rcab
le to
do
ever
ythi
ng r
equi
red
inea
rlie
r Fa
des
and:
5.3.
1R
ead
quar
ter
note
s, q
uart
erre
sts
and
eigh
th n
otes
.5.
5.1
Rea
d w
hole
, hal
f, d
otte
d ha
lf,
quar
ter
and
eigh
th n
otes
and
res
ts.
5.8.
1R
ead
who
le, h
alf,
qua
rter
,ei
ghth
, six
teen
th, a
nd d
otte
d no
tes
and
rest
s in
2/4
, 3/4
, 4/4
, 6/8
, 3/8
,an
d al
la b
reve
met
er s
igna
ture
s.
5.12
.1R
ead
com
plex
rhy
thm
s in
all m
eter
s w
ithin
the
cont
ext o
fth
e re
pert
oire
.
Rhy
thm
icR
eadi
ng
5.3.
2 R
ead
mel
odic
pat
tern
s us
ing
solf
ege,
num
bers
and
/or
lette
rs.
5.5.
2 R
ead
mel
odic
pat
tern
s in
the
treb
le c
lef
usin
g so
lfeg
e, n
umbe
rsan
d/or
lette
rs.
5.8.
2 R
ead
sim
ple
mel
odie
s in
the
stud
ent's
app
ropr
iate
cle
f.5.
12.2
Rea
d co
mpl
ex m
elod
ies
with
in th
e co
ntex
t of
the
repe
rtoi
re.
Mel
odic
Rea
ding
5.3.
3U
se s
impl
e m
usic
sym
bols
(e.g
. fer
mat
a, r
epea
t sig
ns, a
nddo
uble
bar
line
s).
5.5.
3 U
se c
ompl
ex m
usic
sym
bols
(e.g
. dyn
amic
s, te
mpo
).5.
8.3
App
ly m
usic
sym
bols
to th
ere
pert
oire
.5.
12.3
App
ly s
tand
ard
and
nons
tand
ard
mus
ic s
ymbo
lsw
ithin
the
cont
ext o
f th
ere
pert
oire
.
Mus
ical
Sym
bols
5.5.
4Si
ght r
ead
rhyt
hmic
and
mel
odic
pat
tern
s.5.
8.4
Sigh
t rea
d in
uni
son
with
tech
nica
l acc
urac
y an
d ex
pres
sion
.5.
12.4
Sig
ht r
ead
in p
arts
with
tech
nica
l acc
urac
y an
dex
pres
sion
.
Sigh
t Rea
ding
5.3.
5N
otat
e si
mpl
e rh
ythm
ic a
ndm
elod
ic p
atte
rns
(e.g
. ico
ns,
man
ipul
ativ
es).
5.5.
5N
otat
e si
mpl
e rh
ythm
and
mel
ody
usin
g st
anda
rd s
ymbo
ls.
5.8.
5N
otat
e si
mpl
e m
usic
alph
rase
s us
ing
stan
dard
sym
bols
.5.
12.5
Not
ate
mus
ical
phr
ases
usin
g st
anda
rd a
nd n
onst
anda
rdsy
mbo
ls (
e.g.
use
d by
som
e 20
thce
ntur
y co
mpo
sers
).
Not
atin
g
* A
lla B
reve
is th
e m
eter
sig
natu
re in
dica
ting
the
equi
vale
nt o
f 2/
2 tim
e
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AIL
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11
DR
AFT
9/3
0/99
Page
5
12
Con
tent
Titl
e: M
USI
C: L
iste
ning
Con
tent
Sta
ndar
d 6.
0: S
tude
nts
liste
n to
, ana
lyze
, and
By
the
end
of G
rade
3 s
tude
nts
know
and
are
able
to:
By
the
end
of G
rade
5 s
tude
nts
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
desc
ribe
mus
ic.
Stud
ents
who
ele
ct to
take
a m
usic
clas
s at
the
mid
dle
scho
ol le
vel
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hese
cond
ary
leve
l kno
w a
nd a
reab
le to
do
ever
ythi
ng r
equi
red
inea
rlie
r er
ades
and
:6.
3.1
Iden
tify
sim
ple
elem
ents
of
mus
ic.
6.5.
1C
ompa
re a
nd c
ontr
ast s
impl
eel
emen
ts o
f m
usic
whe
n pr
esen
ted
aura
lly.
6.8.
1A
pply
kno
wle
dge
of th
eel
emen
ts o
f m
usic
in a
ural
exa
mpl
es.
6.12
.1D
emon
stra
te e
xten
sive
know
ledg
e of
the
tech
nica
lvo
cabu
lary
of
the
elem
ents
of
mus
ic in
ana
lyzi
ng a
ural
exam
ples
.
Ana
lysi
s of
Ele
men
ts o
fM
usic
and
Perf
orm
ance
6.8.
2D
escr
ibe
the
uses
of
the
elem
ents
of
mus
ic in
aur
al e
xam
ples
repr
esen
ting
dive
rse
genr
es a
ndcu
lture
s.
6.12
.2 A
naly
ze e
xam
ples
of
ava
ried
rep
erto
ire
of m
usic
repr
esen
ting
dive
rse
genr
es a
ndcu
lture
s by
des
crib
ing
the
uses
of
the
elem
ents
of
mus
ic a
ndex
pres
sive
dev
ices
.
Ana
lysi
sW
ithin
Cul
tura
l and
His
tori
cal
Con
text
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RA
FT 9
/30/
99Pa
ge 6
14
MU
SIC
: Eva
luat
ion
Con
tent
Sta
ndar
d 7.
0: S
tude
nts
eval
uate
mus
ic a
nd m
usic
per
form
ance
s.B
y th
e et
id o
f G
rade
3 s
tude
nts
know
and
are
able
to:
,
By
the
end
of G
rade
5 s
tude
nts
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
pre
viou
s gr
ades
and
Stud
ents
who
ele
ct to
take
a m
usic
clas
s at
the
mid
dle
scho
ol le
vel
know
and
are
abl
e to
do
ever
ythi
ngre
quir
ed in
pre
viou
s gr
ades
and
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hehi
gh s
choo
l lev
el k
now
and
are
able
to d
o ev
eryt
hing
req
uire
d in
prev
ious
gra
des
and:
7.3.
1U
se c
rite
ria
to e
valu
ate
perf
orm
ance
s an
d co
mpo
sitio
ns.
7.5.
1C
onst
ruct
cri
teri
a us
ing
stan
dard
mus
ic v
ocab
ular
y.7.
8.1
Dev
elop
mus
ical
cri
teri
a fo
rev
alua
ting
the
qual
ity a
ndef
fect
iven
ess
of p
erfo
rman
ces
and
com
posi
tions
.
7.12
.1 A
pply
spe
cifi
c m
usic
alcr
iteri
a fo
r m
akin
g in
form
edcr
itica
l eva
luat
ions
of
the
qual
ityan
d ef
fect
iven
ess
of p
erfo
rman
cean
d co
mpo
sitio
ns.
Dev
elop
ing
Mus
ical
Cri
teri
a
7.3.
2E
xpla
in p
erso
nal p
refe
renc
esfo
r sp
ecif
ic m
usic
al w
orks
and
sty
les
usin
g si
mpl
e m
usic
al v
ocab
ular
y(e
.g. l
oud/
soft
; hig
h/lo
w).
7.5.
2E
xpla
in p
erso
nal p
refe
renc
esfo
r sp
ecif
ic m
usic
al w
orks
and
sty
les
usin
g co
mpl
ex m
usic
al v
ocab
ular
y(e
.g. c
resc
endo
/dec
resc
endo
; ron
dofo
rm).
7.8.
2 E
valu
ate
the
qual
ity o
f th
eir
own
and
othe
rs' p
erfo
rman
ces
and
com
posi
tions
, jus
tifyi
ng th
eir
opin
ions
.
7.12
.2 A
pply
spe
cifi
c m
usic
alcr
iteri
a in
eva
luat
ing
thei
r ow
nm
usic
per
form
ance
s an
d th
ose
ofsi
mila
r or
exe
mpl
ary
mod
els.
App
lyin
gM
usic
al .
Cri
teri
a
BE
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1JD
RA
FT 9
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ge 7
1 6
Con
tent
Titl
e: M
USI
C: A
pplic
atio
n to
Lif
eC
onte
nt S
tand
ard
8.0:
Stu
dent
s de
mon
stra
te r
elat
ions
hips
bet
wee
n m
usic
, the
oth
er a
rts,
and
dis
cipl
ines
out
side
the
arts
.B
y th
e en
d of
Gra
de 3
stu
dent
s kn
owan
d ar
e ab
le to
:B
y th
e en
d of
Gra
de 5
stu
dent
skn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
requ
ired
in e
arlie
r gr
ades
and
:
Stud
ents
who
ele
ct to
take
a m
usic
clas
s at
the
mid
dle
scho
ol le
vel
know
and
arc
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
who
ele
ct to
take
an
adva
nced
mus
ic c
lass
at t
hese
cond
ary
leve
l kno
w a
nd a
reab
le to
do
ever
ythi
ng r
equi
red
inea
rlie
r er
ades
and
:8.
8.1
Com
pare
how
the
char
acte
rist
ics
appr
opri
ate
to e
ach
art
form
can
be
used
to d
escr
ibe
sim
ilar
them
es (
e.g.
mot
ion,
insp
irat
ion)
,
8.12
.1 C
ompa
re h
ow th
ech
arac
teri
stic
s ap
prop
riat
e to
eac
har
t for
m c
an b
e us
ed to
des
crib
esi
mila
r th
emes
and
cite
exa
mpl
es(e
.g. e
mot
ion,
inte
nsity
).
Com
mon
aliti
esA
mon
g th
eA
rts
8.8.
2C
ompa
re c
once
pts
com
mon
8.12
.2A
naly
ze c
once
pts
Com
mon
aliti
esto
mus
ic a
nd o
ther
dis
cipl
ines
out
side
com
mon
to m
usic
and
oth
erB
etw
een
the
the
arts
that
are
inte
rrel
ated
with
disc
iplin
es o
utsi
de th
e ar
ts (
e.g.
Art
s an
d O
ther
thos
e of
mus
ic (
e.g.
the
Und
ergr
ound
conf
lict-
reso
lutio
n: E
nglis
h -
Dis
cipl
ines
Rai
lroa
d an
d th
e us
e of
spi
ritu
als
for
"Rom
eo a
nd J
ulie
t," H
isto
ryco
ded
esca
pe m
essa
ges)
.T
he C
ivil
War
, Sci
ence
-ch
emic
al r
eact
ions
, Mus
ic-
tens
ion
and
rele
ase)
.
17D
RA
FT 9
/30/
99Pa
ge 8
18
Con
tent
Titl
e: M
USI
C: C
ultu
ral a
nd H
isto
rica
l Con
nect
ions
Con
tent
Sta
ndar
d 9.
0: S
tude
nts
dem
onst
rate
kno
wle
d e
of th
e hi
stor
ical
per
iods
and
cul
tura
l div
ersi
ty o
f m
usic
.B
y th
e en
d of
Gra
de 3
stu
dent
s kn
owB
y th
e en
d of
Gra
de 5
stu
dent
sSt
uden
ts w
ho e
lect
to ta
ke a
mus
icSt
uden
ts w
ho e
lect
to ta
ke a
nan
d ar
c ab
le to
:kn
ow a
nd a
rc a
ble
to d
o ev
eryt
hing
clas
s at
the
mid
dle
scho
ol le
vel
adva
nced
mus
ic c
lass
at t
here
quir
ed in
ear
lier
grad
es a
nd:
know
and
arc
abl
e to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
seco
ndar
y le
vel k
now
and
are
able
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
9.3.
1Id
entif
y se
vera
l sty
les
ofm
usic
fro
m v
ario
us c
ultu
res.
9.5.
1Id
entif
y by
sty
le a
ural
exam
ples
fro
m v
ario
us h
isto
rica
lpe
riod
s, A
mer
ican
mus
ical
his
tory
,an
d w
orld
cul
ture
s.
9.8.
1D
escr
ibe
dist
ingu
ishi
ngch
arac
teri
stic
s of
rep
rese
ntat
ive
styl
es f
rom
a v
arie
ty o
f hi
stor
ical
peri
ods,
Am
eric
an m
usic
al h
isto
ry,
and
wor
ld c
ultu
res.
9.12
.1C
lass
ify
mus
ic e
xam
ples
by s
tyle
, his
tori
cal p
erio
ds,
Am
eric
an m
usic
al h
isto
ry, a
ndw
orld
cul
ture
s.
Cul
tura
l and
His
tori
cal
Con
text
9.3.
2Id
entif
y va
riou
s us
es f
or m
usic
in d
aily
exp
erie
nce.
9.5.
2 D
escr
ibe
the
role
of
mus
icia
nsin
var
ious
set
tings
and
cul
ture
s (e
.g.
perf
orm
ers,
edu
cato
rs, c
ritic
s,co
mpo
sers
).
9.8.
2C
ompa
re a
nd c
ontr
ast t
hero
les
of m
usic
ians
and
the
cond
ition
sun
der
whi
ch th
ey p
erfo
rm in
sev
eral
wor
ld c
ultu
res.
9.12
.2 D
escr
ibe
vari
ous
role
s th
atm
usic
ians
pla
y an
d ci
te th
eac
hiev
emen
ts o
f re
pres
enta
tive
indi
vidu
als.
Rol
e of
Mus
ican
dM
usic
ians
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AIL
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AFT
9/3
0/99
Page
9
2 0
Performance Level DescriptorsMusic
Grade 3
Content Standard 1.0: Students sing a varied repertoire of music alone and withothers.
Exceeds Sing folk songs, patriotic songs, and multi-cultural selectionsStandard using leaps with correct pitch and mood using the head tone.
Sing simple ostinati on pitch consistently and in ensemble.Maintain a part while singing a round in a small ensemble.
Meets Sing folk songs, patriotic songs, and multi-cultural selections withStandard correct pitch and mood using the head tone.
Sing simple ostinati on pitch.Maintain a part while singing a round in an ensemble.
Approaches Match pitch inconsistently.Standard Sing ostinati on pitch inconsistently.
Maintain apart while singing a round with assistance.Below Do not sing simple melodies demonstrating correct pitch.
Standard Do not sing ostinati on pitch.Do not maintain a part in a round.
21
DRAFT 10/8/99 Page 1
Performance Level DescriptorsMusic
Grade 5
Content Standard 1.0: Students sing a varied repertoire of music alone and withothers.
Exceeds Sing complex folk, patriotic, and multicultural songsStandard independently and expressively with correct intervals, mood, and
tempo while using the head voice.Respond to conductor nuances.Sing complex ostinati on pitch and in a small ensemble.Maintain their own parts while singing descants, partner songs,and three-part rounds in a small ensemble.
Meets Sing folk, patriotic, and multicultural songs demonstrating correctStandard pitch, mood, and tempos while using the head voice
Respond to conductor cues.Sing complex ostinati on pitch consistently.Maintain their own parts while singing descants, partner songs,and three-part rounds in a large ensemble.
Approaches Sing independently a phrase from a simple melody demonstratingStandard correct pitch.
Respond to conductor cues inconsistently.Sing simple ostinati on pitch inconsistently or inappropriately.Maintain their own parts while singing descants, partner songs,and three-part rounds with assistance.
Below Do not sing a simple melodic phrase on pitch.Standard Do not respond to conductor cues.
Lack ability to sing simple ostinati on pitch.Do not maintain their own part while singing descants, partnersongs and three-part rounds with assistance.
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DRAFT 10/8/99 Page 2
Performance Level DescriptorsMusic
Grade 8
Content Standard 1.0: Students sing a varied repertoire of music alone and withothers.
ExceedsStandard
Sing repertoire independently and with precision in expression,technical accuracy, good breath control, correct intonation,articulation, and rhythm throughout their singing rangesconsistently.Sing repertoire independently in small and large ensembles.Sing two and three-part repertoire with and withoutaccompaniment, maintaining their own parts, with expression,technical accuracy, and good breath control.
MeetsStandard
Sing with expression, technical accuracy, good breath control,correct intonation, articulation, and rhythm throughout theirsinging ranges, alone and with others.Sing in small and large ensembles while following a conductor.Sing repertoire in two and three parts, with and withoutaccompaniment, maintaining their own parts.
Approaches Sing with limited expression, breath control, and technicalStandard accuracy throughout their singing ranges alone and with others.
Sing in small and large ensembles with limited accuracy inintonation; diction/articulation, and rhythm while following aconductor.Sing repertoire written in two and three parts, withaccompaniment and teacher assistance, maintaining their ownparts, with expression, technical accuracy, and breath control.
BelowStandard
Sing with insufficient breath control and technical accuracy,needing teacher assistance.Sing in small and large ensembles demonstrating poor intonation,diction/articulation, and rhythm and with difficulty following aconductor.Display- inability to maintain their own parts in two and three-partchoral literature with teacher assistance.
23DRAFT 10/8/99 Page 3
Performance Level DescriptorsMusic
Grade 12
Content Standard 1.0: Students sing a varied repertoire of music alone and withothers.
Exceeds Sing complex varied three and four-part repertoire in small andStandard large ensembles using expression, good breath control, intonation,
diction/articulation, and tone/timbre quality, maintaining theirown parts, alone and with others.Sing four or more part complex repertoire with and withoutaccompaniment.
MeetsStandard
Sing repertoire in small and large ensembles using expression,technical accuracy, good breath control, intonation,diction/articulation, and tone/timbre quality, maintaining theirown parts.Sing in four parts with and without accompaniment.
Approaches Sing in small and large ensembles using expression, limitedStandard technical accuracy, breath control, intonation, diction/articulation,
and tone/timbre quality, maintaining their own parts, withaccompaniment and teacher assistance.Sing in three or four parts with accompaniment and teacherassistance.
Below Display inability to maintain their own parts in two and three-partStandard choral literature, with teacher assistance.
Display inability to maintain their own parts in three or four-partrepertoire.
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24DRAFT 10/8/99 Page 4
Performance Level DescriptorsMusic
Grade 3
Content Standard 2.0: Students perform a varied repertoire of music oninstruments alone and with others.
Exceeds Play independently a melodic or rhythmic pattern on classroomStandard instruments with proper technique.
Accompany simple folk, traditional, and multicultural musicusing complex rhythmic and melodic patterns.
Meets Play a melodic or rhythmic pattern on classroom instruments withStandard proper technique.
Accompany simple folk, traditional, and multicultural musicusing accurate rhythmic and melodic patterns.
Approaches Play melodic or rhythmic patterns on classroom instruments withStandard inconsistent technique.
Accompany simple folk, traditional, and multicultural musicusing rhythmic and melodic patterns with assistance.
Below Display inability to play a melodic or rhythmic pattern on aStandard classroom instrument.
Accompany simple folk, traditional, and multicultural musicusing inaccurate rhythmic and melodic patterns.
25
BEST COPY AVAILABLE
DRAFT 10/8/99 Page 5
Performance Level DescriptorsMusic
Grade 5
Content Standard 2.0: Students perform a varied repertoire of music oninstruments alone and with others.
ExceedsStandard
Play melodic, rhythmic, and simple chordal patternsindependently on classroom instruments with proper technique.Echo a sixteen beat rhythmic and melodic pattern.Play or accompany independently any folk, traditional, andmulticultural music using accurate rhythm and melodic patterns.
Meets Play a melodic, rhythmic, and chordal pattern on classroomStandard instruments with proper technique.
Echo an eight beat rhythmic and melodic pattern.Play or accompany folk, traditional, and multicultural music usingaccurate rhythm and melodic patterns.
Approaches Play a melodic, rhythmic, or chordal pattern on classroomStandard instruments with proper technique.
Echo an eight beat rhythmic and melodic pattern demonstratingthe lack of ability to maintain a steady beat.Play or accompany folk, traditional, and multicultural music usingaccurate rhythm and melodic patterns with assistance.
Below Play inaccurate melodic, rhythmic, or choral pattern on classroomStandard instruments with proper technique.
Lack ability to echo an eight beat pattern.Play or accompany folk, traditional, and multicultural music usingrhythm and melodic patterns inaccurately.
26DRAFT 10/8/99 Page 6
Performance Level DescriptorsMusic
Grade 8Content Standard 2.0: Students perform a varied repertoire of music on
instruments alone and with others.Exceeds Perform with expression, technical accuracy, and appropriateStandard ensemble skills on at least one instrument a varied repertoire with
a level of difficulty of 3 on a scale of 1 to 6 in small and largeensembles following conducting subtleties.Perform complex mixed-meter literature making a smoothtransition from one meter to another.Perform various and complex genres with stylistic accuracy andexceptional expression.
Meets Play with expression, technical accuracy, and appropriateStandard ensemble skills on at least one instrument a varied repertoire with
a level of difficulty of 2 on a scale of 1 to 6 in small and largeensembles while following conductor.Play mixed-meter repertoire, making a smooth transition fromone meter to another.Play diverse genres with stylistic accuracy and appropriateexpression.
Approaches Play with limited expression and technical accuracy and ensembleStandard skills on at least one instrument a varied repertoire with a level of
difficulty of 2 on a scale of 1 to 6 in small and large ensembleswith limited response to conductor.Play mixed-meter repertoire, making a transition from one meterto another with hesitation.Play diverse genres with limited stylistic accuracy and expression.
Below Play with inadequate technical accuracy on an instrument aStandard limited repertoire at a level of difficulty of 1 on a scale of 1 to 6 in
small and large ensembles with poor response to conductor.Do not make a transition from one meter to another withoutstopping.Play genres with minimal stylistic accuracy and expression.
27 DRAFT 10/8/99 Page 7
Performance Level DescriptorsMusic
Grade 12
Content Standard 2.0: Students perform a varied repertoire of music oninstruments alone and with others.
ExceedsStandard
Perform with expression, technical accuracy, and appropriateensemble skills a large and varied repertoire with a level ofdifficulty of 5 or 6 on a scale of 1 to 6 in small and largeensembles while following a conductor.Perform complex contrapuntal music with rhythmic and melodicaccuracy and appropriate balance.
Meets Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of
difficulty of 4 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Perform contrapuntal music with rhythmic and melodic accuracyand appropriate balance.
Approaches Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of
difficulty of 3 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Perform contrapuntal music demonstrating inconsistent rhythmicand melodic accuracy and balance.
Below Perform with expression, technical accuracy, and appropriateStandard ensemble skills a large and varied repertoire with a level of
difficulty of 2 on a scale of 1 to 6 in small and large ensembleswhile following a conductor.Do not perform contrapuntal music with rhythmic and melodicaccuracy and balance.
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2 8 DRAFT 10/8/99 Page 8
Performance Level DescriptorsMusic
Grade 3
Content Standard 3.0: Students improvise melodies, variations, andaccom I animents.
ExceedsStandard
Improvise two pentatonic phrases while maintaining a steadybeat.
MeetsStandard
Improvise a pentatonic phrase while maintaining a steady beat.
ApproachesStandard
Improvise an incomplete pentatonic phrase while maintaining asteady beat.
BelowStandard
Improvise an incomplete pentatonic phrase.
29DRAFT 10/8/99 Page 9
Performance Level DescriptorsMusic
Grade 5
Content Standard 3.0: Students improvise melodies, variations, andaccompaniments.
Exceeds Improvise two pentatonic phrases (16 beats) using complexStandard rhythms.
Improvise by playing, speaking or singing a specific section ofmusic, such as introductions and codas, independent of theteacher.
Meets Improvise two pentatonic phrases (16 beats) while maintaining aStandard steady beat.
Improvise by playing, speaking or singing a specific section ofmusic, such as introductions and codas.
Approaches Improvise one pentatonic phrase (8 beats) while maintaining aStandard steady beat.
Improvise by playing, speaking, or singing a specific section ofmusic, such as introductions and codas, with assistance.
Below Improvise an incomplete pentatonic phrase.Standard Do not improvise a specific section of music.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 3.0: Students improvise melodies, variations, andaccompaniments.
Exceeds Improvise musical phrases in more than one key.Standard Improvise harmonies in more than one key.
Improvise complex melodic and rhythmic embellishments ongiven pentatonic melodies and melodies in major keys.
Meets Improvise simple musical phrases in a given key.Standard Improvise simple harmonies in a given key.
Improvise melodic and rhythmic embellishments on givenpentatonic melodies.
Approaches Improvise simple musical phrases.Standard Improvise simple harmonies.
Improvise limited melodic and rhythmic embellishments on givenpentatonic melodies.
Below Do not improvise simple musical phrases.Standard Improvise simple harmonies inconsistently.
Improvise limited melodic and rhythmic embellishments withhesitation.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 3.0: Students improvise melodies, variations, andaccompaniments.
ExceedsStandard
Improvise melodies over a complex chord progression.Improvise stylistically appropriate harmonies.Improvise complex melodic and rhythmic variations on givenpentatonic melodies and melodies in major and minor keys.
MeetsStandard
Improvise melodies over a simple chord progression.Improvise appropriate harmonies.Improvise melodic and rhythmic variations on given pentatonicmelodies and melodies in major keys.
ApproachesStandard
Improvise simple but unimaginative melodies over a simple chordprogression.Improvise limited harmonies.Improvise limited and simple melodic and rhythmic variations ongiven pentatonic melodies and melodies in major keys.
BelowStandard
Improvise inappropriate harmonies.Improvise inappropriate melodic and rhythmic variations.Improvise an inappropriate melody.
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Performance Level DescriptorsMusic
Grade 3
Content Standard 4.0: Students compose and arrange music within specifieduidelines.
ExceedsStandard
Organize sounds into musical interpretations of stories, rhymes,and poetry in small groups.Create in small groups a two-phrase song /instrumental piece witha beginning, middle, and end using a pentatonic scale.Organize simple pieces using a variety of sound sources in asmall group.
Meets Organize sounds into musical interpretations of stories, rhymes,Standard and poetry in large groups.
Create, with teacher assistance, a two-phrase song/instrumentalpiece with a beginning, middle, and end using a pentatonic scale.Organize simple pieces using a variety of sound sources.
Approaches Create sound effects to stories, rhymes, and poetry in largeStandard groups.
Create, with teacher assistance, a song/instrumental piece withoutform.Organize simple pieces using limited sound sources.
Below Do not associate sounds to events in stories, rhymes and poetry.Standard Do not create short songs or instrumental pieces.
Do not organize simple pieces using a variety of sound sources.
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Performance Level DescriptorsMusic
Grade 5
Content Standard 4.0: Students compose and arrange music within specified, guidelines.
ExceedsStandard
Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a small group.Create and perform independently songs/instrumental pieces in aspecific form (AB, ABA, and rondo) using a variety of soundsources.
MeetsStandard
Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a large group.Create and perform with assistance songs/instrumental pieces in aspecific form (AB, ABA and rondo), using a variety of soundsources.
ApproachesStandard
Organize sounds into musical representations of characters,places, objects, actions, events, or feelings to accompany readingsand dramatizations in a large group with assistance.Do not use a specified form when creating and performing a songor instrumental piece.
Below Do not identify the elements appropriate for musicalStandard representation.
Do not create and perform a short song or instrumental piecewithin specified guidelines.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 4.0: Students compose and arrange music within specifieduidelines.
Exceeds Compose short pieces independently or in groups demonstratingStandard the use of the elements of music.
Arrange pieces using correct transpositions and appropriatevocal/instrumental ranges.
Meets Compose short pieces in groups using the elements of music.Standard Arrange simple pieces for voices/instruments.
Approaches Compose short pieces using some of the elements of music withStandard teacher assistance and in groups.
Arrange simple pieces for voices/instruments with some incorrecttranspositions.
Below Composes phrases using few of the elements of music.Standard Arrange simple pieces for voices/instruments using many
incorrect transpositions and ranges and other major errors.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 4.0: Students compose and arrange music within specifiedguidelines.
Exceeds Compose music in several distinct styles incorporating theStandard elements of music.
Arrange complex pieces for voices/instruments incorporatingcorrect transpositions and appropriate vocal/instrumental ranges.
Meets Compose music in more than two distinct styles incorporating theStandard elements of music.
Arrange a piece for voices/instruments incorporating correcttransposition and appropriate vocal/instrumental ranges.
Approaches Compose music in one style demonstrating a limitedStandard understanding of the elements of music.
Arrange a simple piece for voices/instruments inconsistentlyincorporating correct transposition and appropriatevocal/instrumental ranges.
Below Compose music with no distinct style demonstrating poor use ofStandard the elements of music.
Arrange a simple piece with many incorrect transpositions andranges.
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Performance Level DescriptorsMusic
Grade 3
Content Standard 5.0: Students read and notate music.Exceeds Read quarter notes, quarter rests and eighth notes independentlyStandard and perform through speaking, body percussion, and instruments.
Create and read simple pentatonic patterns using solfege,numbers, and/or letters.Add music symbols to written notation.Notate and play a simple oral rhythmic pattern.Notate and play a simple oral melodic pattern.
Meets Read quarter notes, quarter rests, and eighth notes and performStandard through speaking, body percussion, and unpitched instruments.
Sing/play simple pentatonic patterns using solfege, numbersand/or letters.Identify music symbols (e.g. fermata, repeat signs, and double barlines).Notate a simple oral rhythmic pattern.Notate a simple oral melodic pattern.
Approaches Read quarter notes, quarter rests, and eighth notes throughStandard speaking and body percussion with assistance,
Sing/play simple pentatonic patterns inconsistently.Identify music symbols such as fermata, repeat signs, and doublebar lines.Notate a simple oral rhythmic pattern with errors.Notate a simple oral melodic pattern with errors.
Below Do not read and perform quarter notes, quarter rests, and eighthStandard notes.
Do not sing/play pentatonic patterns.Do not recognize music symbols.
0 Do not notate rhythmic patterns.Do not notate melodic patterns.
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Performance Level DescriptorsMusic
Grade 5
Content Standard 5.0: Students read and notate music.Exceeds Read and play whole, half, dotted half, quarter, and eighth notesStandard and rests, and sixteenth notes on classroom instruments.
Create and read melodic patterns in the treble clef.Add music symbols to written notation.Sight read rhythmic phrases and pentatonic/diatonic melodicphrases.Notate an eight-beat complex rhythm pattern in standard notation.Notate an eight-beat complex melodic pattern in standardnotation.
Meets Demonstrate knowledge of whole, half, dotted half, quarter, andStandard eighth notes and rests through speaking and body percussion.
Read melodic patterns in the treble clef with solfege, lettersand/or numbers.Define and use musical symbols such as dynamics and tempo.Sight read a rhythmic and pentatonic pattern.Notate an eight-beat rhythm pattern in standard notation.Notate an eight-beat melodic pattern in standard notation.
Approaches Read inconsistently whole, half, dotted half, quarter, and eighthStandard notes and rests through speaking and body percussion.
Read melodic patterns in treble clef with solfege, letters and/ornumbers inconsistently.Identify music symbols such as dynamics and tempo.Sight read a rhythmic pattern or a pentatonic melodic pattern.Notate an eight-beat rhythm pattern in standard notation witherrors.Notate an eight-beat melodic pattern in standard notation witherrors.
Below Do not identify note values.Standard Do not read patterns in treble clef with solfege, letters, and/or
numbers.Do not recognize music symbols.Do not sight read.Do not notate rhythm pattern.Do not notate melodic pattern.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 5.0: Students read and notate music.Exceeds Read whole, half, quarter, eighth, sixteenth, and dotted notes andStandard rests in various meters while singing or playing an instrument in
parts.Read complex melodies in given major and minor keys instudents' appropriate clefs.Apply standard musical symbols within the context of therepertoire with a level of difficulty of 3 on a scale of 1 to 6.Sight read, with technical accuracy and expression, music with alevel of difficulty of 2 on a scale of 1 to 6.Use standard notation to record complex musical ideas.
Meets Read whole, half, quarter, eighth, sixteenth, and dotted notes andStandard rests in various meters through speaking/body percussion in two
and three parts.Read simple melodies in students' appropriate clefs.Apply standard musical symbols within the context of therepertoire with a level of difficulty of 2 on a scale of 1 to 6.Sight read, with technical accuracy and expression, music with alevel of difficulty of 1 on a scale of 1 to 6.Use standard notation to record simple musical ideas.
Approaches Read inconsistently whole, half, quarter, eighth, and sixteenthStandard notes and rests in various meters through speaking/body
percussion in two and three parts.Read simple melodies in students' clefs inconsistently.Apply some standard musical symbols within the context ofrepertoire with a level of difficulty of 2 or less on a scale of 1 to 6.Sight read, with errors, music with a level of difficulty of 1 on ascale of 1 to 6.
0 Use standard notation with limited accuracy to record simplemusical ideas.
Below Identify rhythmic note values and meters.Standard Read melodic phrases in students' appropriate clefs.
Identify standard musical symbols within the context of repertoirewith a level of difficulty of 3 or less on a scale of 1 to 6.Do not sight read.Identify standard notation symbols.
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Performance Level DescriptorsMusic
Grade 12
1 Content Standard 5.0: Students read and notate music.ExceedsStandard
Read complex rhythms in all meters within the context of therepertoire with a level of difficulty of 5 on a scale of 1 to 6.Read complex melodies within the context of the repertoire with alevel of difficulty of 5 on a scale of 1 to 6.Apply all standard musical symbols within the context of therepertoire with a level of difficulty of 5 on a scale of 1 to 6.Sight read, with technical accuracy, music with a level ofdifficulty of 4 on a scale of 1 to 6.Interpret and create non-standard notation symbols.
Meets Read complex rhythms in all meters within the context of theStandard repertoire with a level of difficulty of 4 on a scale of 1 to 6.
Read complex melodies within the context of the repertoire with alevel of difficulty of 4 on a scale of 1 to 6.Apply all standard musical symbols within the context of therepertoire with a level of difficulty of 4 on a scale of 1 to 6.Sight read, with technical accuracy, music with a level ofdifficulty of 3 on a scale of 1 to 6.Use non-standard notation symbols.
Approaches Read rhythms in most meters within the context of the repertoireStandard of 4 or less on a scale of 1 to 6.
Read melodies with limited accuracy within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Apply most standard musical symbols within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Sight read, with limited accuracy, music with a level of difficultyof 3 or less on a scale of 1 to 6.Demonstrate limited understanding of non-standard notationsymbols.
Below Read rhythms inaccurately in some meters within the context ofStandard the repertoire of 3 or less on a scale of 1 to 6.
Read melodies with limited accuracy within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Apply few standard musical symbols within the context of therepertoire with a level of difficulty of 3 or less on a scale of 1 to 6.Sight read, with minimal accuracy, music with a level of difficultyof 3 or less on a scale of 1 to 6.Demonstrate minimal understanding of non-standard notationsymbols.
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Performance Level DescriptorsMusic
Grade 3
Content Standard 6.0: Students listen to, analyze, and describe music.Exceeds Compare rhythmic and melodic patterns within two musicalStandard pieces.
Compare forms used within two musical pieces.Identify the voices among children's, male and female voiceswhen two are presented together.Identify in a musical example unpitched instruments by name andby family.
Meets Identify repeated rhythmic and melodic patterns within a musicalStandard piece.
Identify and describe a simple musical form.Identify the difference in vocal timbres among children's, maleand female voices when presented separately.Identify unpitched instruments in a musical example.
Approaches Identify repeated rhythmic and melodic patterns within a musicalStandard piece with assistance.
Identify a simple musical form with assistance.Identify two out of three voices when presented separately.Identify unpitched percussion instruments with errors.
Below Do not recognize repeated melodic patterns.Standard Do not identify a musical form.
Identify one out of two voices when presented separately.Do not identify unpitched percussion instruments.
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Performance Level DescriptorsMusic
Grade 5
Content Standard 6.0: Students listen to, analyze, and describe music.ExceedsStandard
Identify and compare groups of repeated rhythmic and melodicpatterns in a listening selection and recognize simple form.Describe musical examples using appropriate musicalterminology and compare that to a second example.Identify individual instruments within an instrument family.
Meets Identify groups of repeated rhythmic and melodic patterns in aStandard listening selection and recognize simple form.
Describe musical examples using appropriate musicalterminology such as tempo, dynamics, and mood.Identify families of instruments.
Approaches Identify groups of repeated rhythmic and melodic patterns in aStandard listening selection and recognize simple form with assistance.
Describe musical examples using musical terminology withassistance.Identify some of the families of instruments.
Below Do not identify groups of repeated rhythmic and melodic patterns.Standard Describe musical examples without using appropriate musical
terminology such as tempo, dynamics, and mood.Do not identify any of the families of instruments.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 6.0: Students listen to, analyze, and describe music. 1Exceeds Apply knowledge of rhythm, melody and musical forms toStandard complex aural examples using appropriate terminology.
Compare and contrast the uses of the elements of music in auralexamples representing diverse genres and cultures.
Meets Apply knowledge of rhythm, melody and musical forms to auralStandard examples using appropriate terminology.
Describe the uses of the elements of music in aural examplesrepresenting diverse genres and cultures.
Approaches Apply limited knowledge of rhythm, melody and musical formsStandard to aural examples using some appropriate terminology.
Demonstrate limited ability to describe the uses of the elements ofmusic in aural examples representing diverse genres and cultures.
Below Apply minimal knowledge of rhythm, melody and musical formsStandard to aural examples without using appropriate terminology.
Demonstrate minimal ability to describe the uses of the elementsof music in aural examples representing diverse genres andcultures.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 6.0: Students listen to. analyze. and describe music.Exceeds Apply extensive knowledge of the technical vocabulary of theStandard elements of music in analyzing aural examples.
Compare and contrast examples of a varied repertoire of musicrepresenting diverse genres and cultures by describing the uses ofthe elements of music and expressive devices.
Meets Apply knowledge of the technical vocabulary of the elements ofStandard music in analyzing aural examples.
Analyze examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music and expressive devices.
Approaches Apply limited knowledge of the technical vocabulary of theStandard elements of music in analyzing aural examples with teacher
assistance.Analyze examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music.
Below Demonstrate minimal knowledge of the technical vocabulary ofStandard elements of music in analyzing aural examples with teacher
assistance.Describe examples of a varied repertoire of music representingdiverse genres and cultures by describing the uses of the elementsof music with teacher assistance.
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Performance Level DescriptorsMusic
Grade 3
Content Standard 7.0: Students evaluate music and music s erformances.ExceedsStandard
Construct criteria to evaluate performances and compositions.Verbalize responses to evaluate performances and compositionsusing complex musical terminology.
Meets Use provided criteria to evaluate performances and compositions.Standard Verbalize responses to evaluate performances and compositions
using their own words.Approaches Use provided criteria to evaluate performances and compositions
Standard with assistance.Verbalize minimal responses to evaluate performances orcompositions using their own words.
Below Use provided criteria but evaluate performances and compositionsStandard incorrectly.
Offer no responses when evaluating musical performances.
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Performance Level DescriptorsMusic
Grade 5
Content Standard 7.0: Students evaluate music and music performances. 1
Exceeds Construct criteria using musical terms for evaluating aStandard performance or composition independently.
Verbalize insightful responses to evaluate performances andcompositions using standard musical vocabulary.
Meets Construct criteria for evaluating musical performances andStandard compositions.
Verbalize responses to evaluate performances and compositionsusing standard musical vocabulary.
Approaches Construct criteria for evaluating musical performances andStandard compositions with assistance.
Verbalize responses to evaluate performances and compositionsusing nonstandard musical vocabulary.
Below Do not construct applicable criteria for evaluating musicalStandard performances and compositions.
Offer no response to performances and compositions.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 7.0: Students evaluate music and music performances.Exceeds Develop numerous and detailed musical criteria for evaluating theStandard quality and effectiveness of performances and compositions.
Evaluate the quality of their own and others' performances andcompositions and offer in-depth justification.
Meets Develop musical criteria for evaluating the quality andStandard effectiveness of performances and compositions.
Evaluate the quality of their own and others' performances andcompositions and offer justification.
Approaches Develop musical criteria for evaluating the quality andStandard effectiveness of performances and compositions with teacher
assistance.Evaluate the quality or performances and compositions withlimited justification.
Below Formulate musical criteria for evaluating performances andStandard compositions with teacher assistance.
Evaluate the quality of performances with no justificationprovided.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 7.0: Students evaluate music and music 1 erformances.Exceeds Develop specific and well-defined musical criteria thatStandard incorporate the elements of music and use those criteria to make
informed critical evaluations of the quality and effectiveness ofperformances and compositions.Evaluate their participation in music performances andcompositions using critical analysis and offering in-depthjustification for their opinion using appropriate musicterminology. .
Evaluate performances or compositions by comparing them tosimilar or exemplary models and justify their opinions bydescribing in detail the distinguishing features using appropriatemusic terminology.
Meets Develop specific musical criteria for making informed criticalStandard evaluations of the quality and effectiveness of performances and
compositions.Evaluate their personal participation in music performances andcompositions applying specific music criteria and justifying theiropinions.Evaluate performances or compositions by comparing them tosimilar or exemplary models and justify their opinions bydescribing several of the most distinguishing features of eachperformance or composition using appropriate musicterminology.
Approaches Develop basic musical criteria for making critical evaluations ofStandard the quality and effectiveness of performance and compositions in
groups.Evaluate their personal participation in music performances andcompositions applying limited criteria and offering somejustification for their opinions.Evaluate performances or compositions by comparing them tosimilar or exemplary models and by identifying a limited numberof musical similarities and differences.
Below Develop basic music criteria in groups or with teacher assistance.Standard e Evaluate their personal participation in music performances and
compositions with little or no justification for their opinions.Identify musical similarities or differences in performances andcompositions.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 8.0: Students demonstrate relationships between music, the otherarts, and disciplines outside the arts.
Exceeds Compare in detail similar themes found in music and other art forms.Standard Compare concepts and terms common to music and other disciplines
outside the arts.Meets Compare similar themes found in music and other art forms.
Standard Compare concepts common to music and other disciplines outside thearts.
Approaches Compare similar themes found in music and other art forms withStandard teacher assistance and/or in groups.
Compare concepts common to music and other disciplines outside thearts with teacher assistance and/or in groups.
Below Identify themes found in music and other art forms with teacherStandard assistance.
Compare a limited number of concepts common to music and otherdisciplines outside the arts with teacher assistance.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 8.0: Students demonstrate relationships between music, the otherarts, and disciplines outside the arts.
Exceeds Compare in depth and with insight similar themes found in musicStandard and other art forms and analyze how themes are expressed in
each.Analyze in depth and with insight concepts common to music andother disciplines outside the arts.
Meets Compare similar themes found in music and other art forms andStandard analyze how themes are expressed in each.
Analyze concepts common to music and other disciplines outsidethe arts.
Approaches Compare similar themes found in music and other art forms andStandard analyze how themes are expressed in each with limited success in
groups.Analyze concepts common to music and other disciplines outsidethe arts with limited success.
Below Identify themes in music and other art forms.Standard Analyze a limited number of concepts common to music and
other disciplines outside the arts with teacher assistance.
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Performance Level DescriptorsMusic
Grade 3
Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural_ diversity of music.
Exceeds Identify and describe various styles of music from diverseStandard cultures.
Relate a musical setting to the mood of the occasion.Meets Identify various styles of music from diverse cultures.
Standard Identify that various styles of music are used for differentsettings.
Approaches Identify various styles of music from diverse cultures withStandard assistance.
Match the style and setting of the music inappropriately.Below Identify styles of music incorrectly.
Standard Do not match the style of the music with the setting.
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Performance Level DescriptorsMusic
Grade 5
I Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.
Exceeds Name identifydentify specific characteristics of music from variousStandard historical periods and world cultures.
Identify three roles of musicians and offer 4 or more examples.Meets Connect music with various historical periods and world cultures.
Standard Identify roles of musicians and offer an example for each.Approaches Identify music from various historical periods/cultures with
Standard assistance.Identify roles of musicians but are unable to give examples.
Below Connect music to various historical periods/cultures incorrectly.Standard Do not identify musical roles.
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Performance Level DescriptorsMusic
Grade 8
Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.
Exceeds Compare and contrast distinguishing characteristics ofStandard representative styles from a variety of historical periods and
cultures.Compare and contrast the roles of musicians and the conditionsunder which they perform in several world cultures and in varioushistorical periods.
Meets Discuss distinguishing characteristics of representative stylesStandard from a variety of historical periods and cultures.
Discuss the roles of musicians and the conditions under whichthey perform in several world cultures and in various historicalperiods.
Approaches Describe a limited number of distinguishing characteristics ofStandard representative styles from a variety of historical periods and
cultures.Demonstrate limited knowledge of the roles of musicians and theconditions under which they perform in several world culturesand in various historical periods.
Below Identify a limited number of distinguishing characteristics ofStandard representative styles from a variety of historical periods and
cultures with teacher assistance.Demonstrate minimal knowledge of the roles of musicians andthe conditions under which they perform in several world culturesand in various historical periods.
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Performance Level DescriptorsMusic
Grade 12
Content Standard 9.0: Students demonstrate knowledge of the historical periodsand cultural diversity of music.
Exceeds Compare and contrast musical examples by style, historicalStandard periods, and cultures.
Research and cite the achievements of representative musiciansfrom various historical periods and cultures.
Meets Classify musical examples by style, historical periods, andStandard cultures.
Discuss the achievements of representative musicians fromvarious historical periods and cultures.
Approaches Describe musical examples by style, historical periods, andStandard cultures.
Identify the achievements of representative musicians fromvarious historical periods and cultures.
Below Identify musical examples by style, historical periods, andStandard cultures.
Identify at least one representative musician from various timeperiods and cultures.
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