reproductions supplied by edrs are the best that …performance standards: a. perform on pitch, in...
TRANSCRIPT
ED 464 851
TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
SO 033 724
Connecticut Music Trace Map for Grades 2 and 4. Revised.Connecticut State Board of Education, Hartford.1999-04-1147p.; For related trace maps, see SO 033 722-726.Bureau of Curriculum and Instruction, Connecticut StateDepartment of Education, 165 Capitol Avenue, P.O. Box 2219,Hartford, CT 06145. Tel: 860-713-6746. For full text:http://www.state.ct.us/sde/dtl/curriculum/tracemps/music/tmus24.PDF.Legal/Legislative/Regulatory Materials (090)MF01/PCO2 Plus Postage.*Academic Standards; Curriculum Development; ElementaryEducation; Grade 2; Grade 4; Learning Activities; *Music;*Music Activities; *Music Education; Public Schools; *StateStandards; Student Educational Objectives; StudentEvaluationConnecticut
These Connecticut Curriculum Trace Maps for music aredesigned to help curriculum developers and teachers translate Connecticut'sK-12 performance standards into objectives and classroom practice. The musicTrace Maps provide specific descriptions of what students should know and beable to do at smaller grade level clusters. Connecticut's Trace Maps presentexamples of assessable activities for grades 2, 4, 6, 8, 10, and 12 based onthe Connecticut Standards. A code appears at the end of each music activityto indicate which content and performance standards might be assessed throughthat activity. The elements in the Trace Maps are designed to lead studentsto attain the Connecticut standards for each discipline. Content standardsaddressed in these music Trace Maps for grades 2 and 4 are: (1) students willsing, alone and with others, a varied repertoire of music; (2) students willplay, alone and with others, a varied repertoire of instrumental music; (3)
students will improvise melodies, variations, and accompaniments; (4)
students will compose and arrange music; (5) students will read and notatemusic; (6) students will listen to, describe, and analyze music; (7) studentswill evaluate music and music performances; (8) students will makeconnections between music, other disciplines, and daily life; and (9)students will understand music in relation to history and culture. (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
N
IDiv
siio
nio
f 'T
each
ing
and
Lea
rnin
g
Or.
Bet
tyS
tern
berg
, Ass
ocia
e C
omm
issi
oner
Con
nect
icut
usic
Tra
ceM
ap
For
Gra
des
2 an
d 4
d E
ST C
OPY
AV
AIL
AB
LE
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
,s'a
fe(1
--
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
1
_
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
),
ffice
of E
duca
tiona
l Res
earc
h an
d Im
prov
emen
tl
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)0
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.0
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
gual
ay.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on c
r po
licy.
fhe
Con
nect
icut
Cur
ricul
um T
race
Map
s ar
e de
sign
ed to
hel
p cu
rric
ulum
dev
elop
ers
and
teac
hers
tran
slat
e C
onne
ctic
ut's
K-1
2 H
isto
ry a
nd S
ocia
l Stu
dies
perf
orm
ance
sta
ndar
ds in
to o
bjec
tives
and
cla
ssro
om p
ract
ice.
The
Tra
ce M
aps
prov
ide
mor
e sp
ecifi
c de
scrip
tion
of w
hat s
tude
nts
shou
ld k
now
and
be
able
to d
oat
sm
alle
r gr
ade
leve
l clu
ster
s. T
he e
lem
ents
in th
e T
race
Map
s ar
e de
sign
ed to
lead
stu
dent
s to
war
d th
e at
tain
men
t of C
onne
ctic
ut's
sta
ndar
ds in
eac
h di
scip
line.
The
Tra
ce M
aps
wer
e cr
eate
d by
team
s of
Con
nect
icut
his
tory
/soc
ial s
tudi
es e
duca
tion
educ
ator
s th
roug
h fu
ndin
g pr
ovid
ed u
nder
the
Con
nect
icut
Sch
ool
Impr
ovem
ent I
nitia
tive,
Goa
ls 2
000.
Rev
ised
: Apr
il 11
, 199
9
For
furt
her
info
rmat
ion:
Sco
tt S
hule
r, C
onsu
ltant
Art
sB
urea
u of
Cur
ricul
um a
nd In
stru
ctio
nC
onne
ctic
ut S
tate
Dep
artm
ent o
f Edu
catio
n16
5 C
apito
l Ave
nue
P.O
. Box
221
9H
artfo
rd, C
T 0
6145
Tel
epho
ne: (
860)
713
-674
6
E-m
ail:
scot
t.shu
lere
po.s
tate
.e.u
s
Con
nect
icut
Mus
ic T
race
Map
*fo
r G
rade
s 2
and
4
Last
Rev
ised
Apr
il 11
, 199
9
* C
onne
ctic
ut's
trac
e m
aps
pres
ent e
xam
ples
of a
sses
sabl
e ac
tiviti
esfo
r G
rade
s 2,
4, 6
, 8, 1
0, 1
2 ba
sed
on th
e C
onne
ctic
ut S
tand
ards
Not
e: A
cod
e ap
pear
s at
the
end
of e
ach
mus
ic a
ctiv
ity to
indi
cate
whi
ch c
onte
nt a
nd p
erfo
rman
ce s
tand
ards
mig
ht b
e as
sess
edth
roug
h th
at a
ctiv
ity.
7
Con
tent
Sta
ndar
d 1
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 1:
Stud
ents
will
sin
g, a
lone
and
with
oth
ers,
a v
arie
d re
pert
oire
of
mus
ic
Per
form
ance
Sta
ndar
ds:
a. s
ing
inde
pend
ently
, on
pitc
h an
d in
rhy
thm
, with
app
ropr
iate
tim
bre,
dic
tion
and
post
ure,
and
mai
ntai
n a
stea
dy te
mpo
b. s
ing
expr
essi
vely
, with
app
ropr
iate
dyn
amic
s, p
hras
ing
and
inte
rpre
tatio
nc.
sin
g fr
om m
emor
y a
vari
ed r
eper
toir
e of
son
gs r
epre
sent
ing
genr
es a
nd s
tyle
s fr
om d
iver
se c
ultu
res
d. s
ing
ostin
atos
, par
tner
son
gs a
nd r
ound
se.
sin
g in
gro
ups,
ble
ndin
g vo
cal t
imbr
es, m
atch
ing
dyna
mic
leve
ls, a
nd r
espo
ndin
g to
the
cues
of
a co
nduc
tor
Gra
de 2
Stud
ents
sin
g on
pitc
h 3
song
s, f
rom
mem
ory,
rep
rese
ntin
g di
vers
ege
nres
:1)
a s
impl
e so
ng a
s a
solo
2) a
n os
tinat
o3)
a f
ull-
clas
s un
ison
son
g
with
app
ropr
iate
tim
bre,
dic
tion,
and
exp
ress
ion,
whi
le m
aint
aini
ng a
stea
dy b
eat a
nd g
ood
post
ure.
Stan
dard
1 a
, b, c
, d, e
Stud
ents
sin
g a
shor
t phr
ase
as a
sol
o, (
as s
tude
nts
pass
the
mic
roph
one)
, on
pitc
h an
d in
rhy
thm
, with
app
ropr
iate
tim
bre,
dic
tion
and
post
ure.
Stan
dard
1 a
Stud
ents
sin
g on
pitc
h so
ngs
repr
esen
tativ
e of
at l
east
3 d
istin
ctcu
lture
s w
ith a
ppro
pria
te ti
mbr
e, d
ictio
n, a
nd e
xpre
ssio
n, w
hile
mai
ntai
ning
a s
tead
y be
at a
nd g
ood
post
ure.
Stan
dard
1 c
(se
e 9
a)
Gra
de 4
Stud
ents
sin
g on
pitc
h 3
song
s, f
rom
mem
ory,
rep
rese
ntin
g di
vers
ege
nres
:1)
a 4
-phr
ase
solo
2) a
par
tner
son
g, r
ound
or
ostin
ato
3) a
ful
l-cl
ass
unis
on s
ong
with
app
ropr
iate
tim
bre,
dic
tion,
and
exp
ress
ion,
whi
le m
aint
aini
ng a
stea
dy b
eat a
nd g
ood
post
ure.
Stan
dard
1 a
, b, c
, d, e
Stud
ents
sin
g 4
song
s re
pres
entin
g di
ffer
ent s
tyle
s (i
.e.,
lulla
by, p
atri
otic
,fo
lk, s
piri
tual
) fr
om m
emor
y, in
corp
orat
ing
appr
opri
ate
elem
ents
of
thos
est
yles
.St
anda
rd 1
c (
see
7 a)
Stud
ents
sin
g fr
om m
emor
y so
ngs
repr
esen
tativ
e of
at l
east
5 d
istin
ctcu
lture
s.
Stan
dard
1 c
(se
e 2
c, 9
a)
Con
tent
Sta
ndar
d 1
Mus
icG
rade
s 2
and
4
Stud
ents
sta
rt, e
nd, a
nd m
ake
tem
po c
hang
es in
thei
r si
ngin
g in
resp
onse
to g
estu
res
of a
con
duct
or.
Stan
dard
1 e
Stud
ents
iden
tify
and
and
dem
onst
rate
use
of
sing
ing,
spe
akin
g,
whi
sper
ing,
and
sho
utin
g vo
ices
.St
anda
rd 1
e
1 0
Stud
ents
sta
rt, e
nd, a
nd a
djus
t the
ir te
mpo
and
dyn
amic
leve
ls in
res
pons
eto
ges
ture
s of
a c
ondu
ctor
.St
anda
rd 1
e
Stud
ents
iden
tify
and
adju
st s
o th
at th
eir
voic
e bl
ends
and
bal
ance
s w
ithot
her
sing
ers
whe
n si
ngin
g fa
mili
ar s
ongs
in a
gro
up.
Stan
dard
le
1 1
Con
tent
Sta
ndar
d 2
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 2:
Stud
ents
will
pla
y, a
lone
and
with
oth
ers,
a v
arie
d re
pert
oire
of
inst
rum
enta
l mus
ic
Per
form
ance
Sta
ndar
ds:
a. P
erfo
rm o
n pi
tch,
in r
hyth
m, w
ith a
ppro
pria
te d
ynam
ics
and
timbr
e, a
nd m
aint
ain
a st
eady
tem
pob.
Per
form
eas
y rh
ythm
ic, m
elod
ic a
nd c
hord
al p
atte
rns
accu
rate
ly a
nd in
depe
nden
tly o
n rh
ythm
ic, m
elod
ic a
nd h
arm
onic
cla
ssro
om in
stru
men
tsc.
Per
form
exp
ress
ivel
y a
vari
ed r
eper
toir
e of
mus
ic r
epre
sent
ing
dive
rse
genr
es a
nd s
tyle
sd.
Ech
o sh
ort r
hyth
ms
and
mel
odic
pat
tern
se.
Per
form
in g
roup
s, b
lend
ing
inst
rum
enta
l tim
bres
, mat
chin
g dy
nam
ic le
vels
, and
res
pond
ing
to th
e cu
es o
f a
cond
ucto
rf.
Per
form
inde
pend
ent i
nstr
umen
tal p
arts
whi
le o
ther
stu
dent
s si
ng o
r pl
ay c
ontr
astin
g pa
rts
Gra
de 2
Gra
de 4
Gen
eral
Stud
ents
per
form
a s
impl
e os
tinat
o pa
rt o
n pi
tche
d in
stru
men
ts (
i.e.
,A
utoh
arp)
whi
le th
e cl
ass
sing
s.
Stan
dard
2 f
Stud
ents
per
form
a g
iven
rhy
thim
'c p
atte
rn o
n a
vari
ety
of c
lass
room
perc
ussi
on in
stru
men
ts to
acc
ompa
ny th
e cl
ass
sing
ing
or d
anci
ng.
Stan
dard
2 f
(se
e 3a
)
Stud
ents
per
form
sim
ple
rhyt
hmic
pat
tern
s de
mon
stra
ting
loud
and
sof
t.
Stan
dard
2a
Stud
ents
pla
y or
sin
g a
shor
t pat
tern
res
pons
e in
ans
wer
to th
e te
ache
r'spr
ompt
(i.e
., "h
ello
").
Stan
dard
2 d
Stud
ents
per
form
stu
dent
com
posi
tions
as
a cl
ass,
sta
rtin
g an
d en
ding
toge
ther
in r
espo
nse
to a
con
duct
or's
ges
ture
s.
Gen
eral
Stud
ents
pla
y on
pitc
h an
d w
ith a
ste
ady
beat
, a s
impl
e du
et o
n a
mel
odic
inst
rum
ent (
reco
rder
, pitc
hed
perc
ussi
on, b
and/
orch
estr
a in
stru
men
t)w
hile
ble
ndin
g tim
bres
and
mat
chin
g dy
nam
ic le
vels
, pla
ying
on
pitc
h,an
d m
aint
aini
ng a
ste
ady
tem
po.
Stan
dard
2 a
, e, f
Stud
ents
per
form
a tw
o-pa
rt o
stin
ato
or a
ccom
pani
men
t whi
le th
e cl
ass
sing
s.
Stan
dard
2 b
, f
Stud
ents
per
form
acc
ompa
nim
ents
, whi
ch a
re a
ppro
pria
te in
inst
rum
enta
tion
and
styl
e, to
son
gs f
rom
a v
arie
ty o
f cu
lture
s.St
anda
rd 2
a, b
, c, e
, f (
see
1 c)
Stud
ents
per
form
a r
hyth
mic
acc
ompa
nim
ent w
ith 2
-3 o
ther
rhy
thm
icin
stru
men
ts, e
ach
grou
p of
inst
rum
ents
pla
ying
a d
iffe
rent
rhy
thm
ic p
art.
Stan
dard
2 f
Stud
ents
ech
o rh
ythm
s an
d m
elod
ic p
atte
rns
dict
ated
by
the
teac
her.
13
Con
tent
Sta
ndar
d 2
Stan
dard
2 e
Stud
ents
per
form
sim
ple
piec
es o
n pi
tche
d pe
rcus
sion
inst
rum
ents
with
dyna
mic
s de
term
ined
by
the
teac
her,
and
mai
ntai
ning
a s
tead
y be
at.
Stan
dard
2 a
Mus
ic
Stan
dard
2 d
Gra
des
2 an
d 4
Stud
ents
per
form
stu
dent
com
posi
tions
as
a cl
ass,
ble
ndin
g in
stru
men
tal
timbr
es, m
atch
ing
dyna
mic
leve
ls, a
nd r
espo
ndin
g to
the
cues
of
aco
nduc
tor.
Stan
dard
2 e
Stud
ents
per
form
3 p
iece
s of
div
erse
gen
res
and
styl
es o
n pi
tche
d pe
rcus
sion
Stud
ents
per
form
mus
ic r
epre
sent
ing
dive
rse
genr
es a
nd s
tyle
s.in
stru
men
ts w
ith a
ppro
pria
te d
ynam
ics,
tim
bre,
and
ste
ady
beat
.
Stan
dard
2 a
, b, c
Stan
dard
s 2
c
Stud
ents
per
form
a r
hym
e or
son
g w
ith a
two-
part
acc
ompa
nyin
g os
tinat
o:sp
oken
or
on p
itche
d or
unp
itche
d in
stru
men
ts.
Stan
dard
2f
r*
14
Stud
ents
per
form
a th
ree-
part
rhy
thm
ic s
core
in b
oth
dupl
e an
d tr
iple
met
er u
sing
bod
y pe
rcus
sion
, pitc
hed
or u
npitc
hed
inst
rum
ents
.St
anda
rd 2
b, f
Ban
d/O
rche
stra
Stud
ents
per
form
1 s
olo
and
3 en
sem
ble
piec
es o
f va
riou
s ge
nres
at a
grad
e le
vel o
f 1
in a
n en
sem
ble,
ble
ndin
g tim
bres
, bal
anci
ng d
ynam
icle
vels
, and
res
pond
ing
to th
e cu
es o
f th
e co
nduc
tor.
Stan
dard
2 c
, e
Stud
ents
per
form
ens
embl
e m
usic
of
at le
ast t
wo
cont
rast
ing
part
s w
ithSt
anda
rd 2
a, f
Dur
ing
a re
hear
sal,
stud
ents
impr
ovis
e ea
sy r
hyth
mic
and
mel
odic
patte
rns
on th
eir
inst
rum
ents
that
oth
er s
tude
nts
answ
er b
y cr
eatin
gre
spon
ses.
Stan
dard
2 b
, d (
see
3 c)
Con
tent
Sta
ndar
d 2
Mus
icG
rade
s 2
and
4
Stud
ents
dem
onst
rate
app
ropr
iate
tone
qua
lity,
em
bouc
hure
/bow
tech
niqu
e, h
and
posi
tion,
fm
ger
mov
emen
t, ar
ticul
atio
n, a
nd o
ther
bas
icte
chni
cal s
kills
on
thei
r in
stru
men
t.St
anda
rd 2
Con
tent
Sta
ndar
d 3
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 3:
Stud
ents
will
impr
ovis
e m
elod
ies,
var
iatio
ns a
nd a
ccom
pani
men
ts
Per
form
ance
Sta
ndar
ds:
a. I
mpr
ovis
e "a
nsw
ers"
in th
e sa
me
styl
e to
giv
en r
hyth
mic
and
mel
odic
phr
ases
b. I
mpr
ovis
e si
mpl
e rh
ythm
ic a
nd m
elod
ic o
stin
ato
acco
mpa
nim
ents
c. I
mpr
ovis
e si
mpl
e rh
ythm
ic v
aria
tions
and
sim
ple
mel
odic
em
belli
shm
ents
on
fam
iliar
mel
odie
sd.
Im
prov
ise
shor
t son
gs a
nd in
stru
men
tal p
iece
s, u
sing
a v
arie
ty o
f so
und
sour
ces,
non
trad
ition
al s
ound
s av
aila
ble
in th
e cl
assr
oom
,bo
dy s
ound
s an
d so
unds
pro
duce
d by
ele
ctro
nic
mea
ns
Gra
de 2
Stud
ents
impr
ovis
e an
ans
wer
use
d in
the
voca
l or
inst
rum
enta
lqu
estio
n gi
ven
by th
e te
ache
r, u
sing
the
sam
e to
nes,
sty
le a
ndrh
ythm
s.St
anda
rd 3
a
Stud
ents
impr
ovis
e a
sim
ple
mel
ody
to th
e rh
ythm
of
a fa
mili
ar p
oem
or r
hym
e. (
e.g.
, "Pe
as P
orri
dge
Hot
")St
anda
rd 3
d
Stud
ents
cre
ate
sim
ple
four
bea
t rhy
thm
ic a
nsw
ers,
usi
ng b
ody
perc
ussi
on a
nd/o
r pi
tche
d in
stru
men
ts, t
o rh
ythm
ic q
uest
ions
giv
enby
the
teac
her.
Stan
dard
3 a
Stud
ents
impr
ovis
e a
thre
e or
fou
r pi
tch
ostin
ato
usin
g do
, mi,
sol o
rso
l, m
i, la
or
the
pent
aton
ic s
cale
.St
anda
rd 3
b
Gra
de 4
Stud
ents
impr
ovis
e m
elod
ic a
nsw
ers
on r
ecor
der,
or
othe
r m
elod
icin
stru
men
ts, i
n th
e sa
me
styl
e gi
ven
by th
e te
ache
r.
Stan
dard
3 a
Stud
ents
impr
ovis
e an
inte
rlud
e be
twee
n ve
rses
of
a pi
ece
with
har
mon
icac
com
pani
men
t (e.
g., I
, V c
hord
pat
tern
).St
anda
rd 3
d
Stud
ents
cre
ate
eigh
t bea
t rhy
thm
ic a
nsw
ers,
usi
ng b
ody
perc
ussi
onan
d/or
pitc
hed
inst
rum
ents
, to
rhyt
hmic
que
stio
ns g
iven
by
the
teac
her.
Stan
dard
3 a
Stud
ents
impr
ovis
e a
mel
ody
on p
itche
d or
unp
itche
d in
stru
men
ts b
ased
on th
e ha
rmon
ic p
atte
rn o
f a
typi
cal f
olk
song
( i.
e., i
, I &
V7)
.St
anda
rd 3
c
19
Con
tent
Sta
ndar
d 3
Mus
icG
rade
s 2
and
4
Stud
ents
impr
ovis
e a
thre
e no
te to
nic
patte
rn in
maj
or a
nd m
inor
tona
lity.
Stan
dard
3 b
Stud
ents
use
sim
ple
perc
ussi
on in
stru
men
ts (
pitc
hed
or u
npitc
hed)
toem
belli
sh th
e rh
ythm
or
mel
odie
s of
sim
ple
folk
son
gs.
Stan
dard
3 c
2 0
Stud
ents
impr
ovis
e vo
cal o
r in
stru
men
tal v
aria
tions
to m
elod
ies
with
mor
e co
mpl
ex h
arm
onic
pro
gres
sion
s as
mod
eled
by
the
teac
her
( i,e
, I,
IV, V
7 or
i, V
7).
Stan
dard
3 a
Stud
ents
impr
ovis
e a
thre
e no
te o
stin
ato
base
d on
the
chor
dal s
truc
ture
of a
sim
ple
folk
son
g.St
anda
rd 3
b
On
a no
n-pi
tche
d in
stru
men
t, st
uden
ts c
reat
e a
two-
mea
sure
intr
oduc
tion
to a
son
g in
dup
le m
eter
(e.
g., "
Whe
n T
he S
aint
s G
o M
arch
ing
In")
.
Stan
dard
3 d
, b
Con
tent
Sta
ndar
d 4
Mus
icG
rade
s 2
ands
4
Con
tent
Sta
ndar
d 4:
Stud
ents
will
com
pose
and
arr
ange
mus
ic.
Per
form
ance
Sta
ndar
ds:
a. C
reat
e an
d ar
rang
e m
usic
to a
ccom
pany
rea
ding
s or
dra
mat
izat
ions
b. C
reat
e an
d ar
rang
e sh
ort s
ongs
and
inst
rum
enta
l pie
ces
with
in s
peci
fied
gui
delin
esc.
Use
a v
arie
ty o
f so
und
sour
ces
whe
n co
mpo
sing
Gra
de 2
Gra
de 4
Usi
ng a
var
iety
of
soun
d so
urce
s, s
tude
nts
crea
te d
ram
atiz
atio
ns,
soun
d ac
com
pani
men
ts f
or s
tori
es, r
hym
es, a
nd p
oetiy
.
Stan
dard
4a,
c
Usi
ng o
nly
quar
ter
note
s, s
tude
nts
com
pose
toni
c an
d do
min
ant p
atte
rns
to a
ccom
pany
a ty
pica
l fol
k so
ng in
a m
ajor
tona
lity
(i.e
., "S
kip
To
My
Lou
").
Stan
dard
4b
Usi
ng o
nly
quar
ter
note
s, s
tude
nts
com
pose
toni
c an
d do
min
ant p
atte
rns
to a
ccom
pany
a ty
pica
l fol
k so
ng in
min
or to
nalit
y.St
anda
rd 4
b
Stud
ents
com
pose
a m
elod
ic o
stin
ato
to a
sim
ple
song
.G
iven
a s
impl
e so
ng, s
tude
nts
com
pose
two
mel
odic
ost
inat
i.St
anda
rd 4
b, c
Stan
dard
4b,
c
Usi
ng a
var
iety
of
trad
ition
al a
nd n
on-t
radi
tiona
l sou
nd s
ourc
es,
stud
ents
com
pose
two
com
plim
enta
ry r
hyth
mic
ost
inat
i to
rhym
es,
poem
s, c
hant
s, g
ames
or
sim
ple
mel
odie
s.St
anda
rd 4
b, c
2 2
Giv
en a
son
g, s
tude
nts
crea
te 2
mel
odic
and
1 r
hyth
mic
ost
inat
i on
inst
rum
ents
of
cont
rast
ing
timbr
e.
Stan
dard
4a,
b, c
Whe
n gi
ven
the
A s
ectio
n of
a r
ondo
, stu
dent
s cr
eate
con
tras
ting
sect
ions
.St
anda
rd 4
b
Con
tent
Sta
ndar
d 4
Mus
icG
rade
s 2
ands
4
Giv
en a
tona
l pat
tern
(e.
g., d
o-re
-mi,
sol-
la-m
i, et
c.),
stu
dent
sSt
uden
ts c
ompo
se a
mel
ody
over
a g
iven
bas
ic c
hord
acc
ompa
nim
ent
com
pose
a s
impl
e m
elod
y to
a f
amili
ar p
oem
or
rhym
e.(i
.e.,
I, I
V, V
).St
anda
rd 4
bSt
anda
rd 4
b
Stud
ents
com
pose
an
intr
oduc
trio
n or
cod
a to
a p
oem
, rhy
me,
son
gor
inst
rum
enta
l pie
ce.
Stan
dard
4b
Stud
ents
cre
ate
soun
ds/p
atte
rns
usin
g rh
ythm
inst
rum
ents
and
bod
ype
rcus
sion
.
Stud
ents
cre
ate
and
arra
nge
perc
ussi
on p
atte
rns
to a
ccom
pany
rea
ding
sor
dra
mat
izat
ions
(I.
e., m
yth
or le
gend
, poe
try
or s
tori
es).
Stan
dard
4a
Stud
ents
cre
ate
a si
mpl
e co
mpo
sitio
n us
ing
non-
trad
ition
al s
ound
s su
chas
hom
e-m
ade
inst
rum
ents
, unc
omm
on e
ffec
ts o
n tr
aditi
onal
inst
rum
ents
and
unco
mm
on in
stru
men
ts th
at m
ay b
e fo
und
in o
ther
cul
ture
s.
Stan
dard
4c
Stan
dard
4c
Stud
ents
arr
ange
a c
ompo
sed
mel
ody
in th
e fo
llow
ing
form
s: b
inar
y,ro
ndo,
tern
ary.
Stan
dard
4b
25
24
Con
tent
Sta
ndar
d 5
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 5:
Stud
ents
will
rea
d an
d no
tate
mus
ic
Per
form
ance
Sta
ndar
ds:
a. r
ead
who
le, h
alf,
dot
ted
half
, qua
rter
and
eig
hth
note
s an
d re
sts
in 2
/4, 3
/4 a
nd 4
/4 m
eter
sig
natu
res
b. u
se a
sys
tem
(th
at is
, syl
labl
es, n
umbe
rs o
r le
tters
) to
rea
d si
mpl
e pi
tch
nota
tion
in th
e tr
eble
cle
f in
maj
or k
eys
c. id
entif
y sy
mbo
ls a
nd tr
aditi
onal
term
s re
ferr
ing
to d
ynam
ics,
tem
po a
nd a
rtic
ulat
ion
and
inte
rpre
t the
m c
orre
ctly
whe
n pe
rfor
min
gd.
use
sta
ndar
d sy
mbo
ls to
not
ate
met
er, r
hyth
m, p
itch
and
dyna
mic
s in
sim
ple
patte
rns
pres
ente
d by
the
teac
her
Gra
de 2
Stud
ents
rea
d an
d pe
rfor
m q
uart
er a
nd e
ight
h no
te r
hyth
ms
usin
grh
ythm
ic s
ylla
bles
, cla
ppin
g, m
arch
ing,
etc
.
Stan
dard
5a,
b
Stud
ents
rea
d an
d pe
rfor
m 2
-mea
sure
rhy
thm
ic p
atte
rns
usin
gqu
arte
r, e
ight
h, h
alf
note
s an
d qu
arte
r re
sts.
Stan
dard
5a,
b
Stud
ents
iden
tify
step
, ski
p, le
ap, o
r re
peat
in a
giv
en w
ritte
n m
elod
y.
Stan
dard
5d
Stud
ents
iden
tify
tem
po a
nd d
ynam
ic c
hang
es th
roug
h m
ovin
g, b
ody
perc
ussi
on, s
peak
ing,
sin
ging
and
pla
ying
inst
rum
ents
.St
anda
rd 5
c
26
Gra
de 4
Stud
ents
rea
d an
d pe
rfor
m 4
-mea
sure
rhy
thm
ic p
atte
rns
usin
g qu
arte
r,ei
ghth
, hal
f, w
hole
and
dot
ted
half
not
es a
nd q
uart
er r
ests
in 2
/4, 3
/4, o
r4/
4 m
eter
s.St
anda
rd 5
a, b
Stud
ents
iden
tify
inte
rval
s of
a th
ird,
fif
th, a
nd o
ctav
e.
Stan
dard
5d
Stud
ents
dem
onst
rate
und
erst
andi
ng o
f m
eter
in s
uch
way
s as
cir
clin
gm
easu
res
with
inco
rrec
t bea
ts, f
illin
g in
mea
sure
s w
hen
beat
s ar
e m
issi
ng,
and
plac
ing
a ba
r lin
e to
com
plet
e m
easu
res.
Stan
dard
5a,
b, d
Stud
ents
rea
d by
sin
ging
or
play
ing
sim
ple
mel
odie
s us
ing
5-no
te p
itch
patte
rns
in p
enta
toni
c or
maj
or s
cale
.St
anda
rd 5
b,
27
Con
tent
Sta
ndar
d 5
Mus
icG
rade
s 2
and
4
Stud
ents
iden
tify
dupl
e an
d tr
iple
met
ers
thro
ugh
mov
emen
t.
Stan
dard
5c
Usi
ng b
ody
mov
emen
t, st
uden
ts a
ural
ly id
entif
y w
hen
step
s an
d sk
ips
mov
e up
and
dow
n.St
anda
rd 5
b
Whe
n lis
teni
ng to
a g
iven
pie
ce o
f m
usic
, stu
dent
s de
scri
be d
ynam
ics
(lou
d/so
ft)
and
chan
ges
in te
mpo
(sl
ow/f
ast)
.St
anda
rd 5
d
Stud
ents
use
inve
nted
not
atio
n w
hen
com
posi
ng th
eir
own
wor
ks.
Stan
dard
5b
Stud
ents
rea
d, b
y si
ngin
g or
pla
ying
, fro
m w
ritte
n no
tatio
n si
mpl
em
elod
ies
usin
g 3
pitc
hes
(e.g
., so
l-m
i-la
).St
anda
rd 5
b, d
28
Stud
ents
wri
te s
impl
e pa
ttern
s us
ing
quar
ter,
eig
hth,
hal
f, w
hole
, dot
ted
half
not
es a
nd q
uart
er r
ests
in 4
/4 ti
me
whe
n pl
ayed
by
the
teac
her.
Stan
dard
5a,
b, d
Stud
ents
vis
ually
and
aur
ally
iden
tify
step
s, s
kips
, lea
ps a
nd r
epea
ts in
sele
cted
com
posi
tions
.St
anda
rd 5
a, b
, d
Stud
ents
acc
urat
ely
perf
orm
for
te, p
iano
, for
tissi
mo,
pia
niss
imo,
mez
zofo
rte
and
mez
zo p
iano
.St
anda
rd 5
c
Stud
ents
use
mus
ical
term
s su
ch a
s al
legr
o, a
ndan
te, l
egat
o an
d st
acca
to,
whe
n de
scri
bing
giv
en li
sten
ing
exam
ples
.St
anda
rd 5
c
Stud
ents
acc
urat
ely
read
and
per
form
an
ostin
ato
patte
rn in
a tw
o- o
rth
ree-
part
ens
embl
e us
ing
quar
ter,
eig
hth,
hal
f, d
otte
d ha
lf, w
hole
not
esan
d qu
arte
r re
st.
Stan
dard
5a,
b, d
Ban
d/O
rche
stra
29
Con
tent
Sta
ndar
d 5
Mus
icG
rade
s 2
and
4
Stud
ents
iden
tify
the
follo
win
g tr
aditi
onal
sym
bols
use
d in
not
atio
n:tr
eble
cle
f, s
ingl
e ba
r, d
oubl
e ba
r, a
nd r
epea
t sig
n.
Stan
dard
5c
30
Stud
ents
are
abl
e to
pla
y a
one
octa
ve s
cale
on
thei
r in
stru
men
ts a
nd c
ansi
ght-
read
8 m
easu
res
in 2
/4, 3
/4, 4
/4 w
ith q
uart
er, e
ight
h, h
alf,
dot
ted
half
, who
le n
otes
and
qua
rter
res
ts.
Stan
dard
5a,
b
31
Con
tent
Sta
ndar
d 6
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 6:
Stud
ents
will
list
en to
, des
crib
e an
d an
alyz
e m
usic
Per
form
ance
Sta
ndar
ds:
a. I
dent
ify
sim
ple
mus
ic f
orm
s w
hen
pres
ente
d au
rally
b. D
emon
stra
te p
erce
ptua
l ski
lls b
y m
ovin
g in
res
pons
e to
, by
answ
erin
g qu
estio
ns a
bout
, and
by
desc
ribi
ng a
ural
exa
mpl
esof
mus
ic o
f va
riou
s st
yles
rep
rese
ntin
g di
vers
e cu
lture
sc.
Use
app
ropr
iate
term
inol
ogy
in e
xpla
inin
g m
usic
, mus
ic n
otat
ion,
mus
ic in
stru
men
ts a
nd v
oice
s, a
nd m
usic
per
form
ance
sd.
Ide
ntif
y th
e so
unds
of
a va
riet
y of
inst
rum
ents
, inc
ludi
ng m
any
orch
estr
a an
d ba
nd in
stru
men
ts, a
nd in
stru
men
tsfr
om v
ario
us c
ultu
res,
as
wel
l as
child
ren'
s vo
ices
and
mal
e an
d fe
mal
e ad
ult v
oice
se.
Res
pond
thro
ugh
purp
osef
ul m
ovem
ent t
o se
lect
ed p
rom
inen
t mus
ic c
hara
cter
istic
s or
to s
peci
fic
mus
ic e
vent
s w
hile
liste
ning
to m
usic
Gra
de 2
Stud
ents
res
pond
by
mov
ing
or d
anci
ng to
dem
onst
rate
kno
wle
dge
Stan
dard
6a
Stud
ents
mov
e to
dem
ostr
ates
thei
r un
ders
tand
ing
of d
iffe
renc
es in
Stan
dard
6b,
e
Stud
ents
sho
w b
ody
mov
emen
ts to
ref
lect
loud
/sof
t and
fas
t/slo
w.
Stan
dard
6e
Stud
ents
iden
tify
inst
rum
ents
(st
ring
s, b
rass
, per
cuss
ion,
etc
.) u
sed
inSt
anda
rd 6
d
Stud
ents
use
mus
ical
term
hiol
ogy
to d
escr
ibe
styl
istic
dif
fere
nces
inm
usic
(i.e
., te
mpo
, dyn
amic
s, in
stru
men
tatio
n, e
tc.)
Stan
dard
6c
32
Gra
de 4
Stud
ents
cre
ate
mov
emen
t or
danc
e to
dem
onst
rate
thei
r kn
owle
dge
ofSt
anda
rd 6
a
Stud
ents
des
crib
e th
e ch
arac
teri
stic
s of
dif
fere
nt d
ance
s su
ch a
s ca
lyps
o,St
anda
rd 6
a, b
Stud
ents
use
mus
ical
voc
abul
ary
to d
escr
ibe
cert
ain
aspe
cts
of m
usic
Stan
dard
6c
Stud
ents
iden
tify
inst
rum
ents
(st
eel d
rum
s, m
arim
bas,
bal
alyk
a, g
uita
r),
Stan
dard
6d
Stud
ents
cre
ate
body
mov
emen
ts o
r da
nces
to d
emon
stra
te th
eir
unde
rsta
ndin
g of
dup
le o
r tr
iple
met
er.
Stan
dard
6b,
c
33
34
Con
tent
Sta
ndar
d 7
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 7:
Stud
ents
will
eva
luat
e m
usic
and
mus
ic p
erfo
rman
ces
Per
form
ance
Sta
ndar
ds:
a. D
evis
e cr
iteri
a fo
r ev
alua
ting
perf
orm
ance
s an
d co
mpo
sitio
nsb.
Exp
lain
, usi
ng a
ppro
pria
te m
usic
term
inol
ogy,
thei
r pe
rson
al p
refe
renc
es
Gra
de 2
Stud
ents
bra
inst
orm
and
then
cho
ose
two
elem
ents
of
mus
ic (
e.g.
.,a)
a c
lass
per
form
ance
b) a
gro
up p
erfo
rman
cec)
a p
re-r
ecor
ded
perf
orm
ance
d) a
n in
divi
dual
per
form
ance
.St
anda
rd 7
a
Stud
ents
bra
inst
orm
and
then
cho
ose
two
non-
mus
ical
ele
men
tsa)
a c
lass
per
form
ance
b) a
gro
up p
erfo
rman
cec)
a p
re-r
ecor
ded
perf
orm
ance
d) a
n in
divi
dual
per
form
ance
.St
anda
rd 7
a
Usi
ng tw
o te
rms
from
the
elem
ent l
ist t
hey
devi
sed,
stu
dent
s id
entif
ySt
anda
rd 7
b
Stud
ents
list
en to
two
or th
ree
piec
es o
f m
usic
. Usi
ng tw
o of
the
Stan
dard
7b
Stud
ents
exp
lain
how
eff
ectiv
e th
e ba
ckgr
ound
mus
ic is
in a
part
icul
ar m
ovie
or
tele
visi
on s
how
.
for
spec
ific
mus
ical
wor
ks a
nd s
tyle
s.
Gra
de 4
Stud
ents
bra
inst
orm
and
then
cho
ose
four
ele
men
ts o
f m
usic
(e.
g..,
a) a
cla
ss p
erfo
rman
ceb)
a g
roup
per
form
ance
c) a
pre
-rec
orde
d pe
rfor
man
ced)
an
indi
vidu
al p
erfo
rman
ce.
Stan
dard
7a
Stud
ents
bra
inst
orm
and
then
cho
ose
four
non
-mus
ical
ele
men
ts (
e.g.
,a)
a c
lass
per
form
ance
b) a
gro
up p
erfo
rman
cec)
a p
re-r
ecor
ded
perf
orm
ance
d) a
n in
divi
dual
per
form
ance
.St
anda
rd 7
a
Usi
ng f
our
term
s fr
om th
e el
emen
ts li
st th
ey d
evis
ed, s
tude
nts
liste
n to
Stan
dard
7b
Stud
ents
list
en to
two
or th
ree
piec
es o
f m
usic
. Usi
ng f
our
of th
e te
rms
Stan
dard
7b
c) S
tude
nts
liste
n to
3 d
iffe
rent
sty
listic
arr
ange
men
ts o
f th
e sa
me
piec
e an
d m
ake
judg
emen
ts o
n th
e ap
prop
riat
e st
yle
(e.g
., a
lulla
bypl
ayed
ver
y lo
udly
, a S
ousa
mar
ch p
laye
d as
a lu
llaby
, etc
.).
35
Con
tent
Sta
ndar
d 7
Stan
dard
7a
Stud
ents
eva
luat
e a
perf
orm
ance
acc
ordi
ng to
thei
r cr
iteri
a an
ddi
scus
s on
e th
ing
that
wen
t wel
l and
one
thin
g th
at n
eeds
impr
ovem
ent.
Stan
dard
7a
1.3
6
Mus
ic Stan
dard
7a
Gra
des
2 an
d 4
Stud
ents
eva
luat
e a
perf
orm
ance
acc
ordi
ng to
thei
r cr
iteri
a an
d di
scus
stw
o th
ings
that
wen
t wel
l and
two
thin
gs th
at n
eed
impr
ovem
ent.
Stan
dard
7a
3 7
Con
tent
Sta
ndar
d 8
Mus
icG
rade
s 2
and
4
Con
tent
Sta
ndar
d 8:
Stud
ents
will
mak
e co
nnec
tions
bet
wee
n m
usic
, oth
er d
isci
plin
es a
nd d
aily
life
.
Per
form
ance
Sta
ndar
ds:
a.Id
entif
y si
mila
ritie
s an
d di
ffer
ence
s in
the
mea
ning
s of
com
mon
term
s us
ed in
the
vari
ous
arts
b.Id
entif
y w
ays
in w
hich
the
prin
cipl
es a
nd s
ubje
ct m
atte
r of
mus
ic a
nd o
ther
dis
cipl
ines
taug
ht in
the
scho
ol a
re in
terr
elat
ed
Gra
de 2
Gra
de 4
Art
- L
iste
ning
to a
sim
ple
song
and
look
ing
at a
pai
ntin
g, s
tude
nts
Art
-Lis
teni
ng to
a p
iece
of
mus
ic a
nd lo
okin
g at
a p
aint
ing
from
aid
entif
y si
mila
ritie
s an
d di
ffer
ence
s in
:pa
rtic
ular
sty
le p
erio
d, s
tude
nts
iden
tify
sim
ilari
ties
and
diff
eren
ces
in:
a) c
olor
(to
ne c
olor
)b)
tim
bre
c) p
atte
rnd)
rep
etiti
one.
g. C
ompa
re th
e w
arm
and
coo
l col
ors
to lo
ud a
nd s
oft s
ound
sSt
anda
rd 8
a
Fore
ign
lang
uage
- st
uden
ts s
ing
song
s in
a la
ngua
ge o
ther
than
Eng
lish.
Stan
dard
8b
Lite
ratu
re-
Stud
ents
rea
d a
poem
and
use
the
expr
essi
ve e
lem
ents
of
mus
ic (
I.e.
, dyn
amic
s, te
mpo
, etc
.), t
o in
terp
ret i
t.St
anda
rd 8
b
38
a) c
olor
(to
ne c
olor
)b)
tim
bre
c) p
atte
rnd)
rep
etiti
one)
line rhyt
hmg)
con
tras
th)
res
t in
mus
ic/n
egat
ive
spac
e in
art
Stan
dard
8a
Fore
ign
lang
uage
- st
uden
ts s
ing
song
s in
a la
ngua
ge o
ther
than
Eng
lish
and
use
corr
ect p
ronu
ncia
tion
and
dict
ion.
Stan
dard
8b
Lite
ratu
re-
Stud
ents
com
pare
the
form
of
a pi
ece
of li
tera
ture
and
api
ece
of m
usic
and
iden
tify
the
begi
nnin
g, m
iddl
e an
d en
d in
bot
h.St
anda
rd 8
b
Con
tent
Sta
ndar
d 8
Mus
ic
Mat
h- S
tude
nts
iden
tify
a va
riet
y of
rhy
thm
ic a
nd m
elod
ic p
atte
rns
inm
usic
al c
ompo
sitio
ns.
Stan
dard
8b
Scie
nce-
stu
dent
s id
entif
y th
e pi
tch
of la
rge
inst
rum
ents
or
rang
e of
voic
es b
ased
on
size
(e.
g., v
ibra
tion
of a
str
ing
inst
rum
ent,
a dr
um h
ead
or a
ir c
olum
ns g
ener
atin
g so
unds
, chi
ldre
n/ad
ult v
oice
s, e
tc.)
.St
anda
rd 8
b
Geo
grap
hy-
stud
ents
iden
tify
mus
ic a
ssoc
iate
d w
ith v
ario
us c
ount
ries
or
regi
ons
(I.e
., M
exic
o, A
ppal
achi
a, e
tc.a
nd c
ompa
re a
nd c
ontr
ast
acco
rdin
g to
thei
r ch
arac
teri
stic
s.St
anda
rd 8
b
Stud
ents
iden
tify
and
disc
uss
way
s in
whi
ch m
usic
is u
sed
in th
e fa
mily
and
com
mun
ity (
e.g.
, wed
ding
s, f
uner
als,
chu
rch
serv
ices
, par
ades
,ho
liday
s, f
estiv
als,
etc
).St
anda
rd 8
b
40
Gra
des
2 an
d 4
Mat
h- s
tude
nts
iden
tify
the
mat
hem
atic
al b
asis
of
note
val
ues,
res
ts, t
ime
sign
atur
es, e
tc.,
and
disc
uss
the
rela
tion
to f
ract
ions
and
oth
er m
ath
conc
epts
.St
anda
rd 8
b
Scie
nce
- St
uden
ts d
escr
ibe
the
rela
tions
hip
betw
een
the
size
of
anin
stru
men
t and
its
pitc
h an
d th
e sp
eed
of v
ibra
tions
and
pitc
h.St
anda
rd 8
b
Soci
al S
tudi
es-
Stud
ents
iden
tify
how
son
gs tr
avel
ed f
rom
Eur
ope
and
othe
r co
untr
ies
to A
mer
ica
and
how
they
cha
nged
ref
lect
ing
hist
oric
tim
epe
riod
s, e
.g.,
colo
nial
ism
, wes
tern
exp
ansi
on, e
tc.
Stan
dard
8b
41
Con
tent
Sta
ndar
d 9
Con
tent
Sta
ndar
d 9:
Stud
ents
will
und
erst
and
mus
ic in
rel
atio
n to
his
tory
and
cul
ture
.
Mus
ic
Per
form
ance
Sta
ndar
ds:
a. I
dent
ify
by g
enre
or
styl
e au
ral e
xam
ples
of
mus
ic f
rom
var
ious
his
tori
cal p
erio
ds a
nd c
ultu
res.
b. D
escr
ibe
in s
impl
e te
rms
how
ele
men
ts o
f m
usic
are
use
d in
mus
ic e
xam
ples
fro
m v
ario
us c
ultu
res
of th
e w
orld
.c.
Ide
ntif
y va
riou
s us
es o
f m
usic
in th
eir
daiil
y ex
peri
ence
s an
d de
scri
be c
hara
cter
istic
s th
at m
ake
cert
ain
mus
ic s
uita
ble
for
each
use
.d.
Ide
ntif
y an
d de
scri
be r
oles
of
mus
icia
ns in
var
ious
mus
ic s
ettin
gs.
e. D
emon
stra
te a
udie
nce
beha
vior
app
ropr
iate
for
the
cont
ext a
nd s
tyle
of
mus
ic p
erfo
rmed
.
Gra
de 2
Gra
de 4
Stud
ents
exp
lain
the
cultu
ral s
igni
fica
nce
of a
var
iety
of
mus
ical
com
posi
tions
(e.
g., s
pritu
als,
sea
cha
ntey
s, c
all a
nd r
espo
nse,
war
mus
ic,
etc.
).
Stan
dard
9a
Lis
teni
ng to
exa
mpl
es o
f m
usic
fro
m v
ario
us h
isto
rica
l per
iods
and
cultu
res,
stu
dent
s de
scri
be th
e di
ffer
ence
s be
twee
n Po
pula
r vs
. Cla
ssic
al,
Afr
ican
vs.
Am
eric
an, A
sian
vs.
Am
eric
an, e
tc.
Stan
dard
9a
Stud
ents
dis
cuss
sim
ilari
ties
and
diff
eren
ces
betw
een
2 so
ngs
from
diff
eren
t cul
ture
s, e
.g.,
a si
mpl
e so
ng in
a f
orei
gn la
ngua
ge li
ke "
Frer
eJa
cque
s" a
nd "
Row
, Row
, Row
You
r B
oat."
Stan
dard
9b
Stud
ents
des
crib
e ho
w e
lem
ents
of
two
diff
eren
t pie
ces
of m
usic
of
diff
eren
t cul
ture
s (e
.g. m
elod
y in
Zul
u/So
uth
Afr
ican
mus
ic v
s. A
mer
ican
mus
ic)
are
used
.
42
Gra
des
2 an
d 4
Stud
ents
list
en to
aur
al e
xam
ples
of
mus
ic f
rom
var
ious
his
tori
cal
peri
ods
and
cultu
res
by c
ontr
astin
g th
eir
styl
e an
d by
iden
tifyi
ng th
e w
ayth
e el
emen
ts o
f m
usic
are
use
d (e
.g.,
Bac
h vs
. Bee
thov
en, P
opul
ar v
s.C
lass
ical
, Afr
ican
vs.
Nat
ive
Am
eric
an, e
tcSt
anda
rd 9
a, b
Stud
ents
dis
cuss
sim
ple
genr
es o
f m
usic
, dev
elop
cri
teri
a us
ed to
cla
ssif
ym
usic
, and
sep
arat
e m
usic
acc
ordi
ng to
gen
re (
e.g.
, pop
ular
, fol
k,cl
assi
cal,
danc
e, g
ospe
l, ra
p, e
tc.)
.St
anda
rd 9
a
Stud
ents
des
crib
e ho
w e
lem
ents
of
mus
ic (
rhyt
hm, m
elod
y, te
xtur
e,dy
nam
ics)
, are
use
d in
mus
ic f
rom
dif
fere
nt c
ultu
res.
The
teac
her
guid
esgr
oup
liste
ning
.St
anda
rd 9
b
Stud
ents
iden
tify
elem
ents
of
mus
ic f
rom
div
erse
cul
ture
s an
d hi
stor
ical
peri
ods
usin
g va
riou
s ch
arts
and
map
s (e
.g.,
Ven
n D
iagr
ams,
list
enin
gm
aps,
com
pare
/con
tras
t, lis
ts, f
ill-i
n-th
e-bl
ank
char
ts, e
tc).
Con
tent
Sta
ndar
d 9
Mus
icG
rade
s 2
and
4St
anda
rd 9
bSt
anda
rd 9
b
Stud
ents
exp
lain
use
and
fun
ctio
n of
mus
ic a
t soc
ial /
fam
ily o
ccas
ions
(par
ties,
wed
ding
s, e
tc.)
.
a) S
tude
nts
gene
rate
list
of
whe
re th
ey h
ear
mus
ic a
nd d
iscu
sssi
mila
ritie
s an
d di
ffer
ence
s.St
anda
rd 9
c
Stud
ents
dis
cuss
rol
es o
f m
usic
ians
in g
ener
al te
rms,
for
exa
mpl
e,co
nduc
tor,
inst
rum
enta
l mus
icia
n, p
opul
ar v
ocal
ist,
oper
a si
nger
, mus
icte
ache
r.St
anda
rd 9
d
Stud
ents
dem
onst
rate
goo
d au
dien
ce b
ehav
ior
by le
arni
ng w
hen
to c
lap,
be q
uiet
, and
be
still
whi
le li
sten
ing.
Stan
dard
9e
4 4
Stud
ents
iden
tify
hist
oric
al a
nd c
ultu
ral e
vent
s (i
.e.,
soci
al/f
amily
occa
sion
s su
ch a
s pa
rtie
s, w
eddi
ngs,
fun
eral
s, p
atri
otic
cel
ebra
tions
or
spor
ts e
vent
s), a
nd d
iscu
ss th
e ty
pe o
f m
usic
pla
yed,
whe
re it
is p
laye
d,an
d its
fun
ctio
n.
Stan
dard
9c,
d, e
Stud
ents
dis
cuss
rol
es o
f m
usic
ians
and
mus
ic in
var
ious
wor
ld c
ultu
res
and/
or A
mer
ican
reg
ions
(i.e
., m
aste
r dr
umm
er in
Afr
ica,
gro
up p
layi
ngon
e la
rge
drum
for
Nat
ive
Am
eric
an p
ow-w
ows,
etc
.).
Stan
dard
9d
Aft
er r
eadi
ng b
iogr
aphi
es a
nd/o
r ar
ticle
s ab
out f
amou
s pr
esen
t-da
ym
usic
ians
, stu
dent
s co
mpa
re a
nd c
ontr
ast s
tyle
s, e
.g.,
Kat
hlee
n B
attle
vs.
Cel
ine
Dio
n.St
anda
rd 9
d
Des
crib
e th
e ro
les
of m
usic
ians
in v
ario
us r
egio
ns (
ex. A
ppal
achi
an,
zyde
co, s
alsa
, etc
.).
Stan
dard
9d
Dem
onst
rate
app
ropr
iate
aud
ienc
e be
havi
or f
or v
ario
us g
enre
s, c
onte
xtan
d st
yle
of m
usic
per
form
ed. F
or e
xam
ple,
orc
hest
ral (
don'
t cla
pbe
twee
n m
ovem
ents
), f
olk/
gosp
el m
usic
(cl
appi
ng e
ncou
rage
d), j
azz
(cla
p af
ter
solo
s), s
port
ing
even
ts (
sing
and
sho
ut)
4 5
Con
tent
Sta
ndar
d 9
Mus
icG
rade
s 2
and
4St
anda
rd 9
e
4 6
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE(Specific Document)
I. DOCUMENT IDENTIFICATION:
Educallonal Resources information Center
SO 033724
Tittonnecticut Music Trace Map for Grades 2 and 4
Author(s): S co4 C- act\er- 671"P g4- a I
Corporate Source:C_6 eC.4 CUL.k- Se. D-t-P 114.014- rk. Ott-c471-A5 n
PublicatibMate:
II. REPRODUCTION RELEASE:In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the
monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, andelectronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproductionrelease is granted, one of the following notices is affixed to the document.
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom
of the page.The sample sticker shown below will be
affixed to all Level 1 documents
1
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 1
Check here for Level 1 release, permitting reproductionand dissemination in microfiche or other ERIC archival
media (e.g., electronic) and paper copy.
Sign
here, -71°please
The sample sticker shown below will beaffixed to all Level 2A documents
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUBSCRIBERS ONLY,
HAS BEEN GRANTED BY
2A
\C"
CC'S
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 2A
Check here for Level 2A release, permitting reproductionand dissemination in microfiche and in electronic media for
ERIC archival collection subscribers only
The sample sticker shown below will beaffixed to all Level 28 documents
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN
MICROFICHE ONLY HAS BEEN GRANTED BY
2B
,cc"S
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 28
Check here for Level 25 release, permitting reproductionand dissemination in microfiche only
Documents will be processed as indicated provided reproduction quality permits.tf permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.
I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate thisdocument as indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees andits system contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and otherservice agencies to satisfy information needs of educators in response to discrete inquiries.
Signature \.
c_
Organization/Address:co ec*c.c.44_ a:P.ocei_4-tonVo; A-L'O
CZT--- 0 i 0
Printed Name/PositionfTitle:
5C.0* C. ler Pk-+5 Cd rod Gn.s.: 4-4 n+-
1(00-2 3- 6,7 LI-GE-Mail Address:,
ft: 5 14a les- a roc+. u 5
FAx06,071.3- oDate: /22 ioz
(Over)
III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):
If permission to reproduce is not granted to ERIC, or, if you s ERIC to cite the availability of the document from another sour.- pleaseprovide the following information regarding the availability o the documen 1 . umen u ess is publiclyavailable, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly morestringent for documents that cannot be made available through EDRS.)
Publisher/Distributor:Co Otel CS oc eg.ct Cet-ko Ci
Address:
c+. / 4-1 /curr-cultpel
Price:
IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name andaddress:
Name:
Address:
V.WHERE TO SEND THIS FORM:
Send this form to the following ERIC Clearinghouse:
ERIC/CHESS2805 E. Tenth Street, #120Bloomington, IN 47408
However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document beingcontributed) to:
ERIC Processing and Reference Facility4483-A Forbes BoulevardLanham, Maryland 20706
Telephone: 301-552-4200Toll Free: 800-799-3742
FAX: 301-552-4700e-mail: [email protected]: http://ericfacility.org
EFF-088 (Rev. 2/2001)