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Music Benchmarks

Page history last edited by Brooke Capron 11 years, 8 months ago

 

 I believe this list was compiled by Becky Pickle 2006

C BENCHMARKS

 

 

MASTER GRADES K-6

 

 

 

 

STANDARD 1: 

 

sing/play AN instrument utilizing a varied 

repertoire of music

EXPECTATION

M.1.1. 

Differentiate between the speaking, singing voice

      K—hear, feel the difference in speaking & singing voice

      1—demonstrate understanding of difference in speaking & singing voice by singing songs, playing

 games

2—continue to demonstrate an understanding of difference in speaking & singing by using voices

3—continue to demonstrate an understanding of difference in speaking & singing voices by emphasizing expression

4—continue to demonstrate an understanding of difference in speaking & singing voices by recognizing small groups, blending

     sounds

EXPECTATION

M.1.1.

Sing/play musical instrument accurately-correct fundamentals & techniques,

developmentally appropriate

5—sing/play musical instrument emphasizing musical skills

(breathing, singing, range, posture, instrument technique, etc.)

6—sing/play musical instrument, accurately-correct fundamentals,

techniques-level appropriate, teacher directed ranges,  multiple parts

EXPECTATION

M.1.2. 

Echo vocally/instrumentally rhythm, tempo, pitch, dynamics, phrasing

K—echo music sung/played by teacher

1—echo music using correct pitches, rhythms, dynamics, phrasing; explore vocal sounds

2—continue to echo vocally/instrumentally rhythm, pitch, dynamics, phrasing with increasing accuracy

3—continue to echo vocally/instrumentally rhythm, pitch, dynamics, phrasing with increasing complexity & accuracy using

     eighth, sixteenth notes & rests

4—continue to echo vocally/instrumentally rhythm, pitch, dynamics, phrasing with increasing complexity & accuracy

EXPECTATION

M.1.2.

Sing/play music of varied genres, styles-appropriate

expression, interpretation, phrasing

5—sing/play music of varied genres, styles exercising

expression, interpretation, phrasing performing in ensembles-2 or more

 parts, emphasizing technique, proper diction, etc.

6—sing/play music of varied genres, styles-appropriate expression,

interpretation, phrasing, emphasizing expanded ranges in multiple parts

EXPECTATION

M.1.3. 

Perform with accuracy pitch, tempo, rhythm, phrasing, dynamics

K—perform simple instrumental/vocal music using body signs/movement

1—perform, identify instrumental & vocal music by reproducing new pitches, body movements, hand signs

2—perform instrumental & vocal music with accuracy demonstrating pitch, tempo, rhythm, phrasing, dynamics

3—perform instrumental & vocal music with increasing accuracy demonstrating pitch, tempo, rhythm, phrasing, dynamics; use

     pentatonic scale

4—perform instrumental & vocal music with increasing accuracy demonstrating pitch, tempo, rhythm, phrasing, dynamics

EXPECTATION

M.1.3.

Perform music-level appropriate (such as prescribed by the Arkansas Choral

Directors Association, Arkansas School Band & Orchestra Association,

& Music Educators National Conference) in formal/informal concerts

5—perform music until mastered-2 or more parts, emphasizing partner songs, rounds, adding obligati, descants,  countermelodies

6—perform music–level appropriate, multiple parts; add obligati, descants, countermelodies, more complex rhythms, etc.

 

 

EXPECTATION

M.1.4. 

Sing/play music from diverse cultures, genres, styles

K—sing/play music from America & other cultures

1—sing/play music of increasing difficulty from a variety of cultures, genres, styles, including America & other countries

2—sing/play music from diverse cultures, genres, styles by performing songs on classroom instruments

3—sing/play music from diverse cultures, genres, styles; create instrumental accompaniments to folksongs & dances

4—sing/play music from diverse cultures, genres, styles using Orff instruments, etc.

EXPECTATION

M.1.5. 

Sing/play rounds, ostinati, partner songs

K—none

1—sing rounds & partner songs/play simple ostinati

2—sing/play more challenging rounds, ostinati, partner songs

3—sing/play rounds, ostinati, partner songs of increasing difficulty

4—sing & play rounds, ostinati, partner songs of increasing difficulty, adding 2-part sections

EXPECTATION

M.1.6. 

Sing/play in groups, blending timbres, matching dynamic levels, and

 responding to conductor cues in formal/informal settings

K—sing/play in group with conductor in classroom & program setting with intros, starting & stopping together, watching conductor

1—sing/play in groups with conductor in classroom & performance settings emphasizing blending, matching loud & soft, singing correct pitch

2—sing & play in groups blending timbres, matching dynamic levels,

  with conductor cues in formal/informal performances

3—sing solos/duets/trios &  play in groups, blending timbres, matching

   & varying dynamic levels, with conductor cues in formal/informal settings

4—sing & play in groups, adding 2-part harmonies, blending timbres,

   matching dynamic levels, with conductor cues in formal/informal settings

STANDARD 2: create, compose, arrange, improvise

 

MUSIC-LEVEL appropriate

EXPECTATION

M.2.1. 

Create short rhythmic & melodic patterns

    K—create/compose short rhythmic & melodic answers to questions

       sung/played by Teacher

    1—create/compose short rhythmic & melodic patterns with 4/4 time, quarter notes

    2—create/compose short rhythmic & melodic patterns adding more challenging rhythms

3—create/compose short rhythmic & melodic patterns using eighth & sixteenth notes & rests

4—create compose short rhythmic & melodic patterns using more complex rhythms in 8 beats

EXPECTATION

M.2.1.

Improvise simple melodies/accompaniments; compose

short pieces-specified guidelines

     5—improvise simple melodies/accompaniments; compose short

     pieces with instruments

     6—improvise simple melodies/accompaniments; compose short pieces

      with echo clapping, melodic & rhythmic answers to musical questions,

      short melodies in I, IV, V chord progression

EXPECTATION

M.2.2. 

Improvise simple rhythmic & melodic ostinato patterns

K—improvise simple & short rhythmic & melodic patterns

1—improvise simple & short rhythmic & melodic ostinati using 4-beat patterns

2—improvise simple rhythmic & melodic ostinati patterns by singing, clapping, performing on unpitched/body instruments 

3—create & perform simple rhythmic & melodic ostinati to accompany student singing

4—improvise simple rhythmic & melodic ostinati using 2-measure patterns

EXPECTATION

M.2.2.

Create & arrange rhythmic & melodic phrases

5—create & arrange rhythmic & melodic phrases-specified range,

multiple rhythms

6—create & arrange rhythmic & melodic phrases in multiple parts;

 add obligati/descants/countermelodies, rondo form

EXPECTATION

M.2.3. 

Improvise simple rhythmic & melodic variations

on familiar melodies/given pentatonic scale

K—recognize simple rhythmic/melodic patterns 

(eighths, quarters, half, whole)

 1—create & repeat simple rhythmic & melodic variations

 2—improvise simple rhythmic & melodic variations on familiar melodies/given pentatonic scale with pitched instruments

 3—improvise simple rhythmic & melodic variations on familiar melodies/given pentatonic scale with percussion instruments

 4—improvise simple rhythmic & melodic variations on familiar

 melodies/

  given pentatonic scales with theme and variations model

EXPECTATION

M.2.3.

Explore role of technology in music creation/composition

5—explore role of technology in music creation/composition

by listening to/

 performing-electronic instruments

     6—perform music with electronic keyboard, other technology in multiple parts

EXPECTATION

M.2.4. 

Improvise melodies & rhythms using sounds: voices, body

percussion, instruments & non-traditional sources—computer,

electronic/recorded sounds

K—improvise simple melodies & rhythms using a variety of simple 2-part sound patterns

    1—improvise simple melodies & rhythms using a variety of musical & environmental sounds

2—improvise simple melodies & rhythms using a variety of musical & environmental sounds

3—improvise melodies & rhythms using a variety of sounds—traditional & non-traditional sources

    4—improvise melodies & rhythms using a variety of sounds & instruments

EXPECTATION

M.2.5. 

Create & arrange music to accompany selections from children's literature

K—create & arrange music to accompany selections from children's literature using body instruments, instruments, vocal sounds

1—create music to accompany selections from children's literature

2—create & arrange music to accompany selections from a story/poem/book

3—create & arrange music to accompany selections from children's literature—books/poems/readings

4—create & arrange music to accompany selections from children's literature—readings, dramatizations

EXPECTATION

M.2.6.

Improvise movement to songs/appropriate instrumental pieces

K—improvise movement to simple songs & instrumental pieces

    1—improvise movement to simple songs/instrumental pieces

2—improvise movement to dramatize songs/instrumental pieces

    3—improvise movement to songs/instrumental pieces of increasing difficulty

4—improvise movement to songs/instrumental pieces of increasing difficulty

STANDARD 3:  read & notate music

EXPECTATION

M.3.1.

Recognize, name, count note & rest values:

whole, half, quarter, eighth, sixteenth, dotted notes

 

K—experience duration of sound/notes and silence/rests

 with steady beats—solo & in groups

1—recognize & demonstrate understanding of duration of sound/notes

 and silence/rests with steady beats, increasing difficulty

2—recognize & demonstrate understanding of duration of sound/notes

 and silence/rests with steady beats, increasing difficulty—

 2- and 4-beat songs

3—recognize & demonstrate understanding of duration of sound/notes

    and silence/rests with steady beats, increasing difficulty— syncopation & more complex rhythms

4—recognize, name, count note & rest values for whole, half, quarter, eighth, sixteenth, dotted rhythms

EXPECTATION

M.3.1.

Read & notate simple, compound meters, rhythm, pitch,

 dynamics-standard symbols, terminology

5—read & notate simple & compound meters with variety of rhythms, pitches, dynamics-standard symbols, terminology

6—read, notate, perform a variety of music

EXPECTATION

M.3.2.

Read simple meter signatures

K—experience simple meters by body movement & singing

1—experience duple & triple meters by singing, playing, moving

2—recognize duple & triple meters of increasing difficulty by demonstrating understanding of strong & weak beat, conducting in 2

3—read simple meters—2, 3, 4; write music patterns

4—correctly read simple meter signatures, meters in 5

EXPECTATION

M.3.2.

Use technology (when applicable) to develop reading & notating skills

5—use technology (software) to develop reading, notating skills

6—use music software to develop more complex reading, notating skills

EXPECTATION

M.3.3.

Use a system (syllables/numbers/letters) to read pitch

notation in treble clef in major keys

K—recognize up, down, same melodic direction

1—recognize melodic direction using notation, hand signs, pictures

2—continue to recognize melodic direction using notation

3—begin to use a system (syllables/numbers/letters) to read pitch notation in treble clef in major keys

4—use a system (syllables/numbers/letters) to read pitch notation in treble clef in major keys

EXPECTATION

M.3.3.

Sight-read music in treble/other clefs, various keys & meters-specified guidelines

5—sight-read music in treble, bass, other clefs in various keys, meters by clapping rhythms, correlating numbers/solfege syllables to major scales

    6—sight-read music in treble, other clefs with solfege/numbers,

    more complex rhythms

EXPECTATION

M.3.4.

Identify & interpret signs (e.g., treble, bass clef, etc.) symbols, (fermata, coda, etc.),  & terms for pitch, rhythm, dynamics, tempo, articulation

K—experience & build a repertoire of song material using/singing simple meter, tempo, intensity

1—begin to identify & interpret signs, symbols, terms for pitch, rhythm, dynamics, tempo, articulation

2—continue to identify & interpret signs, symbols, terms for pitch, rhythm, dynamics, tempo, articulation           

3—identify & interpret signs, symbols, terms for pitch, rhythm, dynamics, tempo, articulation, repeats, D.S., D.C., coda

4—identify & interpret signs, symbols, terms for pitch, rhythm, dynamics, tempo, articulation, tie, slur, phrase, cut time, common

     time

STANDARD 4:  listen, analyze, describe, evaluate

 

music/musical performances

EXPECTATION

M.4.1.

Identify phrases & sections of music that are same, similar, different.

K—experience simple phrases of music that are same, similar, different by walking, skipping, running

1—identify phrases & sections of music that are same, similar, different

2—identify phrases & sections of music that are same, similar, different using AB/ABA form

3—identify phrases & sections of music that are same, similar, different using new, more complex songs

4—identify phrases & sections of music that are same, similar, different with increased difficulty

EXPECTATION

M.4.1.

Evaluate performance through critical listening for self-correction

5—evaluate musical performances by listening for wrong pitches,

 rhythms, balance, volume, etc.

    6—evaluate performance of large groups

EXPECTATION

M.4.2.

Identify music forms AB, ABA, & Rondo.

K—listen to & identify sections of music as same/different by identifying up, down, same, different

1—listen to & identify sections of music as same/different using simple forms

2—experience & identify music forms AB & ABA by singing, playing instruments

3—identify music forms AB & ABA; experience theme and variations

4—identify music forms AB, ABA, Rondo, theme and variations

EXPECTATION

M.4.2.

Evaluate elements & components of musical composition-appropriate

terminology (instrumental & vocal timbres, forms, textures, etc.)

5—evaluate musical composition with appropriate timbres, forms

 

(AB, ABA, theme & variations), textures (2-3-part harmony), etc.

    6—evaluate musical composition-terms of form, texture, tempo, volume

EXPECTATION

M.4.3.

Describe aural examples of music & music performances.

K—listen to & describe simple music & music performances

1—listen to music & music performances; describe them expressing mood/movement

2—describe music & music performances after listening to examples expressing mood

3—listen to music & music performances; use form, tempo, dynamics to describe

4—listen to music & music performances; describe with terms for tempo, dynamics, form, instruments; compare performances

EXPECTATION

M.4.3.

Compare & contrast two or more music styles

5—compare similarities & differences in 2/more styles

    6—compare & contrast 2/more styles of music noting style, form, tempo, rhythm

EXPECTATION

M.4.4.

Identify instrument families, individual instruments in the families;

recognize adult male & female, children's voices.

K—identify instruments; adult male & female, children's voices

1—identify instrument families, a variety of individual instruments in families; recognize adult male & female, children's voices

2—identify by sight & sound instrument families, individual instruments; recognize adult male & female, children's voices

3—identify instrument families & individual instruments in families; recognize adult male & female, children's voices in band,

      orchestra, jazz, classical music

4—identify by sight & sound instrument families, individual instruments; recognize adult male & female, children's voices

EXPECTATION

M.4.4.

Respond to musical performance as informed, actively involved listener-

variety of settings

5—respond to musical performances as informed, actively involved

listeners, comparing mood, style, quality, precision, expression

6—respond to musical performances as informed, actively involved

listeners-variety of settings, attending & reviewing formal & informal concerts

EXPECTATION

M.4.5.

Utilize technology to listen, analyze, describe, evaluate music

 & musical performances

5—utilize computer software & audio equipment to listen to, analyze,

describe, evaluate music & musical performances

6—utilize audio & computer software & technology to listen to, analyze,

describe, evaluate music & musical performances

 

 

 

STANDARD 5: relate music to cultures, society,

 

history, other arts & disciplines

EXPECTATION 5

M.5.1.

Examine Arkansas state songs & folk

music of Arkansas, United States.

K—experience US folk music

1—experience Arkansas, US folk music

2—experience AR state songs & folk music, US folk music of increasing difficulty

3—experience AR state songs & folk music, US folk music, adding more difficult material

4—experience AR state songs (Arkansas Traveler; Oh, Arkansas) & AR, US folk music

EXPECTATION M.5.1. Identify commonalities between music & other fine arts (rhythm/movement, timbre/color, etc.)

5—identify common elements between music, other fine arts (visual, dance, etc.)

6—identify commonalities between music, other fine arts-comparing

music rhythm to dance segment

EXPECTATION M.5.2. Explore US patriotic songs & American composers' music—Ellington, Gershwin.

K—experience US patriotic music (Yankee Doodle) & American composers' music

1—experience US patriotic songs (Battle Hymn of the Republic) & American composers' music

2—experience US patriotic songs,  American composers' music (This Land is Your Land), Sousa marches

3—experience US patriotic songs (America, the Beautiful), & American composers' music

4—experience US patriotic songs (Star Spangled Banner, This is My Country) & American composers' music

EXPECTATION

M.5.2.

Recognize musical development is a continuum influenced by

historical, technological events

5—recognize musical development is a continuum influenced by

  American/world history, technological events (phonograph,

  tape recorder, compact disk, computers, software)

6—recognize musical development is influenced by historical

 & technological events

EXPECTATION

M.5.3.

Identify music from various periods, composers, cultures.

K—experience music from various time periods, composers, cultures

1—experience music from style periods, composers, cultures of increasing difficulty

2—experience music from various periods, composers, cultures of increasing difficulty

3—identify music from various periods, composers, cultures including Impressionism & Classical

4—identify music from various periods (Baroque, Romantic), composers, cultures

EXPECTATION

M.5.3.

Recognize events in society & music are interrelated

5—recognize that events in society & music are interrelated

 by comparing historical & social events

    6—recognize that events in society & music are interrelated

EXPECTATION

M.5.4.

Sing/play songs & play musical games from diverse cultures.

K—sing/play songs & musical games from diverse cultures

1—sing/play songs & musical games from diverse cultures

2—sing/play songs & musical games from diverse cultures

3—sing/play songs & musical games from diverse cultures

4—sing/play songs & musical games from diverse cultures

EXPECTATION

M.5.4.

Demonstrate ways music & other disciplines are integrated

5—demonstrate ways music & other disciplines are integrated

    6—demonstrate ways music & other disciplines are integrated-sound

     effects to enhance poetry rhythm related to math, pitch to 

    science of sound

EXPECTATION

M.5.5.

Participate in music activities correlating with other disciplines when appropriate.

K—experience sound/tone color relating to environmental & natural sounds using simple melody songs

1—experience musical activities that correlate with other disciplines (reading)

2—experience musical activities that correlate with other disciplines (reading, math)

3—experience musical activities correlating with other disciplines

(reading, math, science)

4—experience musical activities that correlate with other disciplines

(reading, social studies)

EXPECTATION

M.5.5.

Incorporate technology to distinguish ways music relates to diverse

cultures, societies, historical events, & other arts, disciplines

5—incorporate computer, audio technology to distinguish ways music

relates to diverse cultures, societies, historical events, other arts, disciplines

6—incorporate computer technology to distinguish ways music relates to diverse cultures, societies, historical events, other arts, disciplines

EXPECTATION

M.5.6.

Identify connections between music & other arts;

include similar terms, historical periods, styles.

K—experience connection between music & other arts

1—identify connections between music & other arts; include similar terms, historical periods, styles

2—experience connections between music & other arts; include similar terms, historical periods, styles/form, repetition,

     contrast, comparison

3—identify connections between music & other arts; include similar terms, historical periods, styles, form, expression

4—identify connections between music & other arts; include similar terms, historical periods, styles (from, line/contour, pattern,

     contrast, sequence)

 

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