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)