Courses of Study

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
• Experiment with different stylistic performances of musical passages.

Creating

• Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.

Reading/ Writing

• Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.

Responding/ Evaluating

• Identify characteristics common to music studied in rehearsal.
• Identify relationships between music and text.

Instrumental
Performing

• Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
• Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
• Play legato bowings and slur across strings (strings).
• On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
• Play alone and with others, music graded 1.5 to 2 and easy to medium easy.

Creating

• Complete unfinished compositions using standard music notation.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
• Given a call, improvise a response.

Reading/ Writing

• Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Identify by name and notate common musical elements (endings, codas, etc.).
• Demonstrate the construction of a major scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to and identify intervals by ear.
• Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
• Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
• Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
• Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
• Experiment with different stylistic performances of musical passages.

Creating

• Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.

Reading/ Writing

• Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.

Responding/ Evaluating

• Identify characteristics common to music studied in rehearsal.
• Identify relationships between music and text.

Instrumental
Performing

• Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
• Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
• Play legato bowings and slur across strings (strings).
• On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
• Play alone and with others, music graded 1.5 to 2 and easy to medium easy.

Creating

• Complete unfinished compositions using standard music notation.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
• Given a call, improvise a response.

Reading/ Writing

• Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Identify by name and notate common musical elements (endings, codas, etc.).
• Demonstrate the construction of a major scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to and identify intervals by ear.
• Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
• Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
• Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
• Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
• Experiment with different stylistic performances of musical passages.

Creating

• Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.

Reading/ Writing

• Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.

Responding/ Evaluating

• Identify characteristics common to music studied in rehearsal.
• Identify relationships between music and text.

Instrumental
Performing

• Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
• Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
• Play legato bowings and slur across strings (strings).
• On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
• Play alone and with others, music graded 1.5 to 2 and easy to medium easy.

Creating

• Complete unfinished compositions using standard music notation.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
• Given a call, improvise a response.

Reading/ Writing

• Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Identify by name and notate common musical elements (endings, codas, etc.).
• Demonstrate the construction of a major scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to and identify intervals by ear.
• Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
• Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
• Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
• Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
• Experiment with different stylistic performances of musical passages.

Creating

• Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.

Reading/ Writing

• Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.

Responding/ Evaluating

• Identify characteristics common to music studied in rehearsal.
• Identify relationships between music and text.

Instrumental
Performing

• Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
• Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
• Play legato bowings and slur across strings (strings).
• On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
• Play alone and with others, music graded 1.5 to 2 and easy to medium easy.

Creating

• Complete unfinished compositions using standard music notation.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
• Given a call, improvise a response.

Reading/ Writing

• Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Identify by name and notate common musical elements (endings, codas, etc.).
• Demonstrate the construction of a major scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to and identify intervals by ear.
• Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
• Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
• Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
• Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
• Experiment with different stylistic performances of musical passages.

Creating

• Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.

Reading/ Writing

• Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.

Responding/ Evaluating

• Identify characteristics common to music studied in rehearsal.
• Identify relationships between music and text.

Instrumental
Performing

• Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
• Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
• Play legato bowings and slur across strings (strings).
• On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
• Play alone and with others, music graded 1.5 to 2 and easy to medium easy.

Creating

• Complete unfinished compositions using standard music notation.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
• Given a call, improvise a response.

Reading/ Writing

• Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Identify by name and notate common musical elements (endings, codas, etc.).
• Demonstrate the construction of a major scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to and identify intervals by ear.
• Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
• Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
• Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
• Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
• Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Create a characteristic tone and produce a wider range of dynamics and musical expression.
• With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
• Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate fundamental control, technical accuracy, and expressive qualities.
• Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
• Perform two-part and three-part literature, including selections in a different language.
• Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
• Perform literature accurately which includes the articulation markings of legato and staccato.
• Produce a supported tone with proper breath control for 12 beats.
• Produce a consistent blended vocal sound individually in classroom and public performance groups.
• Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

• Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• Embellish melodies vocally using neighboring tones.

Reading/ Writing

• Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
• Interpret standard notation symbols for pitch in two different clefs.
• Read and notate melodies in treble and bass clef using key signatures
• Sight-sing two- and three-part literature in treble or bass clef.
• Identifying the relationship of the key signature to "Do" or 1.
• Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
• Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

• Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
• Critique vocal performances to determine the accuracy of intonation and vocal techniques.
• Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

• Demonstrate ability to count rhythms in compound meter.
• Produce a characteristic tone in all registers at all dynamic levels.
• Perform at least six major scales and arpeggios or percussion rudiments.
• Perform chromatic scale at least one octave.

Creating

• Demonstrate ability to improvise on basic melodies.
• Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

• Identify and correctly count/play syncopated rhythms.
• Identify and correctly count/play music with multiple endings and repeats.
• Identify and correctly count/play music with D.S., D.C., coda, and fine.
• Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

• Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
• Demonstrate ability to balance and blend in different textures and orchestrations.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
• Respond appropriately to the cues of a conductor during performance and rehearsal.

Creating

• Describe a varied repertoire of music using correct music vocabulary.
• Define vocabulary and music terms in all rehearsal and performance music.

Reading/ Writing

• Demonstrate sight-reading abilities at an age-appropriate level of complexity.
• Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

• Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing

• Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
• Sing, move, and respond to music from world cultures and different composers.
• Improvise and compose simple rhythmic and melodic phrases.

Creating

• Listen to and identify to music of different composers, historical periods and world cultures.
• Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
• Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.

Reading/ Writing

• Notice and describe what is heard in selected pieces of music and compare responses to those of others.

Responding/ Evaluating

• Analyze music in terms of how it communicates words, feelings, moods, or images.
• Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
• Use constructive feedback to improve and refine musical performance.
• Develop and apply criteria for critiquing more complex performances of live and recorded music.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
• Respond appropriately to the cues of a conductor during performance and rehearsal.

Creating

• Describe a varied repertoire of music using correct music vocabulary.
• Define vocabulary and music terms in all rehearsal and performance music.

Reading/ Writing

• Demonstrate sight-reading abilities at an age-appropriate level of complexity.
• Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

• Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing

• Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
• Sing, move, and respond to music from world cultures and different composers.
• Improvise and compose simple rhythmic and melodic phrases.

Creating

• Listen to and identify to music of different composers, historical periods and world cultures.
• Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
• Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.

Reading/ Writing

• Notice and describe what is heard in selected pieces of music and compare responses to those of others.

Responding/ Evaluating

• Analyze music in terms of how it communicates words, feelings, moods, or images.
• Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
• Use constructive feedback to improve and refine musical performance.
• Develop and apply criteria for critiquing more complex performances of live and recorded music.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
• Respond appropriately to the cues of a conductor during performance and rehearsal.

Creating

• Describe a varied repertoire of music using correct music vocabulary.
• Define vocabulary and music terms in all rehearsal and performance music.

Reading/ Writing

• Demonstrate sight-reading abilities at an age-appropriate level of complexity.
• Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

• Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing

• Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
• Sing, move, and respond to music from world cultures and different composers.
• Improvise and compose simple rhythmic and melodic phrases.

Creating

• Listen to and identify to music of different composers, historical periods and world cultures.
• Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
• Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.

Reading/ Writing

• Notice and describe what is heard in selected pieces of music and compare responses to those of others.

Responding/ Evaluating

• Analyze music in terms of how it communicates words, feelings, moods, or images.
• Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
• Use constructive feedback to improve and refine musical performance.
• Develop and apply criteria for critiquing more complex performances of live and recorded music.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
• Respond appropriately to the cues of a conductor during performance and rehearsal.

Creating

• Describe a varied repertoire of music using correct music vocabulary.
• Define vocabulary and music terms in all rehearsal and performance music.

Reading/ Writing

• Demonstrate sight-reading abilities at an age-appropriate level of complexity.
• Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

• Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing

• Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
• Sing, move, and respond to music from world cultures and different composers.
• Improvise and compose simple rhythmic and melodic phrases.

Creating

• Listen to and identify to music of different composers, historical periods and world cultures.
• Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
• Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.

Reading/ Writing

• Notice and describe what is heard in selected pieces of music and compare responses to those of others.

Responding/ Evaluating

• Analyze music in terms of how it communicates words, feelings, moods, or images.
• Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
• Use constructive feedback to improve and refine musical performance.
• Develop and apply criteria for critiquing more complex performances of live and recorded music.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?

Choral
Rhythm

• Sixteenth notes
• Dotted notes/ rhythms
• Compound meter
• 3/4 time
• 6/8 time
• Cut time
• Beat
• Tempo
• Syncopated rhythm

Melody

• Intervals of thirds, fourths, and fifths
• Subdominant arpeggio
• Dominant arpeggio
• Relative minor

Harmony

• Soprano, alto, tenor, bass
• 3-part singing (SSA, TTB, SAB)
• 4-part singing (SATB, SSAA, TTBB)
• Chord progression

Form

• Rondo
• D.S. al Coda
• D.C. al Coda

Expression

• Legato
• Staccato
• Tenuto
• Accent

Other

• Intonation

Instrumental
Rhythm

• Dotted Quarter Note
• Sixteenth Note & Rest
• Compound Meter
• 6/8
• Cut Time
• Syncopation

Melody

• Minor
• Theme
• Upper Register
• Lower Register
• Conjunct
• Disjunct

Harmony

• Texture
• Orchestration

Form

• Endings
• Dal Segno (D.S.)
• Da Capo (D.C.)
• Coda
• Fin

Expression

• Pianissimo
• Fortissimo
• Crescendo
• Decrescendo
• Diminuendo
• Fermata

Other

• Alternate Fingerings
• Conducting Patterns
• Gesture
• Cue
• Cutoff

Choral
Performing

• Choose a piece from a varied repertoire in various musical styles.
With the teacher's help, work on phrasing to achieve the appropriate expressive quality.
• Identify assessment practices that can help improve students' performance and demonstrate progress.

Creating

• Identify social contexts from which music of other cultures evolved.
• Identify musical forms used in various historical periods.

Reading/ Writing

• Compare and contrast selected composers and their works.
• Describe how performance settings affect response of audience (example: church performance vs.
school gym performance).

Responding/ Evaluating

• Describe how roles of composers, performers and others involved in music are similar or different to those involved in other art forms.
• Compare common terms and contrasting definitions used for artistic elements as used in music and other art forms.

Instrumental
Performing

• Sing and play intermediate-level excerpts of musical works representative of musical time periods, cultures, styles, and genres.
• Sing and play intermediate-level world music of historical and cultural significance.
• Demonstrate a basic understanding of how period, culture, style, and genre impact the interpretation and performance of musical works.

Creating

• Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
• As appropriate, create and execute movements to bring additional meaning to music.
• Improvise simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period.
• Compose simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period using standard music notation.

Reading/ Writing

• Apply intermediate-level music reading skills to music of various time periods, cultures, styles, and genres.
• Create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.

Responding/ Evaluating

• Listen to and identify the title and composers of well-known patriotic music and other music of historical and cultural significance from the United States.
• Listen to well-known world music and other music of historical and cultural significance.
• Listen to and identify the musical period of various musical work.