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  • GLEs - Music

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    GLE

      A B C D E F G H I J K
    1 Content_Area National Standards Content_Standard Goals Strand Big_Idea Concept Begin_Grade End_Grade GLE_Code GLE_Description
    2 Music 1 1   PP 1 A K K a Use singing, speaking, whispering and shouting voices
    3 Music 1 1   PP 1 A 1 1 a Reproduce/echo melodies in limited range [sol-mi, la-sol-mi]
    4 Music 1 1   PP 1 A 1 1 b Use a singing voice with a head tone
    5 Music 1 1   PP 1 A 2 2 a Apply accurate *pitch relationships while singing in a limited range [la-sol-mi, sol-mi-re-do]
    6 Music 1 1   PP 1 A 2 2 b Demonstrate appropriate singing posture
    7 Music 1 1   PP 1 A 3 3 a Apply accurate pitch relationships while singing in a limited range  [la-sol-mi, sol-mi-re-do]
    8 Music 1 1   PP 1 A 4 4 a Match pitch in an extended range [octave]
    9 Music 1 1   PP 1 A 5 5 a Use breath control and accurate *diction while singing
    10 Music 1 1   PP 1 A 6 8 a General Music Classes: Demonstrate singing skills using a singing voice
    11 Music 1 1   PP 1 A 6 8 b [Reasoning:  Some MS classes are part of an exploratory wheel – may be keyboards only, world music, etc.)
    12 Music 1 1   PP 1 A 6 8 d Demonstrate appropriate singing posture, breath support, and diction
    13 Music 1 1   PP 1 A 9 12 a General Music/Instrumental Classes: Demonstrate singing skills and match pitch in an appropriate range
    14 Music 1 1   PP 1 A 9 12 b Vocal Performance Classes: Proficient Demonstrate proper fundamental singing technique when performing music of moderate *technical demands, expanded range, and varied interpretations
    15 Music 1 1   PP 1 A 9 12 c Advanced Demonstrate proper singing technique in the following: intonation, tone quality, breathing, diction, rhythm, note accuracy, posture, memorization
    16 Music 1 1   PP 1 B 1 1 a Demonstrate fast and slow *tempo
    17 Music 1 1   PP 1 B 2 2 a Demonstrate loud and soft *dynamics [p, f] and fast and slow tempo
    18 Music 1 1   PP 1 B 3 4 a Demonstrate dynamics [p, f, *crescendo, *decrescendo/diminuendo] and tempi [fast, slow, *ritardando]
    19 Music 1 1   PP 1 B 3 4 b Interpret expressive markings [accent,*fermata]
    20 Music 1 1   PP 1 B 5 5 a Use dynamics and *phrasing to communicate an interpretation of a given *style
    21 Music 1 1   PP 1 B 6 8 a General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style
    22 Music 1 1   PP 1 B 6 8 b Vocal Performance Classes: Apply vocal techniques required for expressive performance of varied literature
    23 Music 1 1   PP 1 B 9 12 a General Music/Choir and Instrumental Classes: Proficient Apply vocal techniques required for expressive performance of varied literature
    24 Music 1 1   PP 1 B 9 12 b Advanced Vocal Performance Classes: Apply vocal techniques required for expressive performance of varied literature
    25 Music 1 1   PP 1 C K 3 a Perform a varied repertoire of songs, including patriotic, folk, seasonal, spirituals
    26 Music 1 1   PP 1 C 4 4 a Perform a varied repertoire of songs including patriotic, folk, seasonal, spirituals, multicultural
    27 Music 1 1   PP 1 C 5 5 a Perform a varied repertoire of songs including patritic, folk, seasonal including some from memory
    28 Music 1 1   PP 1 C 6 8 a General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures
    29 Music 1 1   PP 1 C 6 8 b Vocal Performance Classes:Apply stylistic elements needed to perform the music of various genres and cultures
    30 Music 1 1   PP 1 C 9 12 a Vocal Performance Classes: Proficient Apply stylistic elements needed to perform the music of various genres and cultures
    31 Music 1 1   PP 1 C 9 12 b Advanced : Apply stylistic elements needed to perform the music of various genres and cultures
    32 Music 1 1   PP 1 D 2 2 a Perform *ostinati
    33 Music 1 1   PP 1 D 3 3 a Perform ostinati and *rounds
    34 Music 1 1   PP 1 D 4 4 a Perform ostinati, rounds, canons and partner songs
    35 Music 1 1   PP 1 D 5 5 a Perform simple harmonic songs rounds, canons, partner songs, two part
    36 Music 1 1   PP 1 D 6 8 a General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part
    37 Music 1 1   PP 1 D 6 8 b Vocal Performance Classes: Perform *harmony in songs of two and three parts
    38 Music 1 1   PP 1 D 9 12 a Vocal Performance Classes: Proficient Perform one on a part in various arrangements for two or more voice parts *a cappella and with *accompaniment
    39 Music 1 1   PP 1 D 9 12 b Advanced Perform one on a part in various four or more voice part arrangements a cappella and with accompaniment
    40 Music 1 1   PP 1 E K K a Perform in groups following cues of the *conductor
    41 Music 1 1   PP 1 E 1 1 a Perform in groups using a steady beat following the cues of the conductor
    42 Music 1 1   PP 1 E 2 2 a Perform in groups using a steady beat, matching dynamics, following the cues of the conductor
    43 Music 1 1   PP 1 E 3 3 a Perform in groups matching tempo and dynamic changes, following the cues of the conductor
    44 Music 1 1   PP 1 E 4 4 a Demonstrate characteristic  *timbre, dynamics and rhythmic accuracy in time during group performance, following the cues of the conductor
    45 Music 1 1   PP 1 E 5 5 a Demonstrate characteristic timbre, dynamics and rhythmic accuracy in time while singing in an *ensemble
    46 Music 1 1   PP 1 E 5 5 b Respond expressively to conductor’s cues
    47 Music 1 1   PP 1 E 6 8 a General Music Classes: Demonstrate characteristic timbre, dynamics and rhythmic accuracy in time while singing in an ensemble
    48 Music 1 1   PP 1 E 6 8 b Respond expressively to conductor’s cues
    49 Music 1 1   PP 1 E 6 8 c Vocal Performance Classes: Apply techniques for expressive performance of vocal literature of Level 1-2 in a choral ensemble (refer to glossary for *Level of Difficulty)
    50 Music 1 1   PP 1 E 9 12 a Vocal Performance Classes: Proficient Apply techniques for expressive performance of vocal literature of level 1-3 in a choral ensemble (refer to glossary for grade-level definitions)
    51 Music 1 1   PP 1 E 9 12 b Advanced Apply techniques for expressive performance of vocal literature of Level 4 or higher in a chamber or choral ensemble (refer to glossary for Level of Difficulty)
    52 Music 2 1   PP 2 A K K a Perform using two dynamic levels—soft and loud
    53 Music 2 1   PP 2 A K K b Echoes simple rhythms (long and short sounds)
    54 Music 2 1   PP 2 A 1 1 a Perform a steady beat
    55 Music 2 1   PP 2 A 1 1 b Echo simple rhythmic patterns
    56 Music 2 1   PP 2 A 2 3 a Perform the following rhythmic patterns using standard or iconic notation:Whole note/rest, Quarter note/rest, Half note/ rest, Eighth note pairs
    57 Music 2 1   PP 2 A 4 4 a Read and perform at least three (3) pitches on a  melodic instrument; Read and perform rhythmic patterns: Whole note/rest, Quarter note/rest,  Half note/rest,  Eighth note/rest pairs, dotted half note, sixteenth notes
    58 Music 2 1   PP 2 A 5 5 a Read and perform at least five (5) pitches on a melodic instrument
    59 Music 2 1   PP 2 A 5 5 b Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest,  Dotted half note,   Sixteenth notes, dotted quarter followed by eighth, *syncopation
    60 Music 2 1   PP 2 A 6 8 a General Music Classes: Read and perform at least five (5) pitches on a melodic instrument
    61 Music 2 1   PP 2 A 6 8 b Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest,  Dotted half note,   Sixteenth notes, dotted quarter followed by eighth, *syncopation
    62 Music 2 1   PP 2 A 6 8 c Read and perform a short song/piece using effective expression and characteristic timbre
    63 Music 2 1   PP 2 A 6 8 d Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation)
    64 Music 2 1   PP 2 A 6 8 e Demonstrate instrument maintenance and care
    65 Music 2 1   PP 2 A 9 12 a General Music/Vocal Music Classes: Demonstrate basic instrumental skills and knowledge on selected instruments (e.g., keyboard instrument, bells, auxiliary percussion, drum, guitar)
    66 Music 2 1   PP 2 A 9 12 b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
    67 Music 2 1   PP 2 A 9 12 c Demonstrate instrument maintenance and care
    68 Music 2 1   PP 2 A 9 12 d Apply the ability to adjust the pitch to a given standard during performance (play in tune)
    69 Music 2 1   PP 2 A 9 12 e Advanced: Apply instrumental technique (i.e., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 4 or higher literature
    70 Music 1 1   PP 2 B 1 1 a Demonstrate fast and slow tempi
    71 Music 1 1   PP 2 B 2 2 a Demonstrate loud and soft dynamics [p, f] and fast and slow tempi
    72 Music 1 1   PP 2 B 3 3 a Interpret expressive markings [accent, fermata]
    73 Music 1 1   PP 2 B 3 3 b Demonstrate dynamics [p, f] and tempi [fast, slow]
    74 Music 1 1   PP 2 B 4 4 a Interpret expressive markings [accent, fermata]
    75 Music 1 1   PP 2 B 4 4 b Demonstrate dynamics [p, f, crescendo, descrescendo/dim-inuendo] and tempi [fast, slow, ritardando]
    76 Music 2 1   PP 2 B 5 5 a Read and perform a short song using effective *expression and characteristic timbre
    77 Music 2 1   PP 2 B 6 8 a Instrumental Performance Classes: Read and perform music notation at a “beginning” to 2 grade-level (refer to glossary for Level of Difficulty)
    78 Music 2 1   PP 2 B 6 8 b Read and perform a short song/piece using effective expression and characteristic timbre
    79 Music 2 1   PP 2 B 9 12 a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
    80 Music 2 1   PP 2 B 9 12 b Advanced: Read and perform music notation at a 4 grade-level or higher (refer to glossary for Level of Difficulty)
    81 Music 2 1   PP 2 C K 5 a Perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres, and styles
    82 Music 2 1   PP 2 C 6 8 a General Music Classes: Perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres, and styles
    83 Music 2 1   PP 2 C 6 8 b Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
    84 Music 2 1   PP 2 C 6 8 c Apply stylistic elements needed to perform the music of various cultures, genres and styles
    85 Music 2 1   PP 2 C 9 12 a Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
    86 Music 2 1   PP 2 C 9 12 b Apply stylistic elements needed to perform the music of various cultures, genres and styles
    87 Music 2 1   PP 2 D K 2 a Echo short rhythmic patterns on rhythm instruments and/or body percussion
    88 Music 2 1   PP 2 D 3 5 a Echo short rhythmic and melodic patterns on *classroom instruments
    89 Music 2 1   PP 2 D 6 8 a General Music Classes: Echo rhythmic and melodic patterns of increasing complexity on classroom instruments
    90 Music 2 1   PP 2 D 6 8 b Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument
    91 Music 2 1   PP 2 D 9 12 a Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
    92 Music 2 1   PP 2 D 9 12 b Advanced: Play by ear melodies or phrases of increasing complexity, on a melodic instrument or simple accompaniments on a harmonic instrument
    93 Music 2 1   PP 2 E K K a Perform in groups following cues of the conductor
    94 Music 2 1   PP 2 E 1 1 a Perform in groups using a steady beat following the cues of the conductor
    95 Music 2 1   PP 2 E 2 2 a Perform in  groups using a steady beat, matching dynamics, and following the cues of the conductor
    96 Music 2 1   PP 2 E 3 3 a Perform in groups matching tempo and dynamic changes, and following the cues of the conductor
    97 Music 2 1   PP 2 E 4 4 a Perform independently in a group, demonstrating characteristic timbre, tempo, and dynamics, following the cues of the conductor
    98 Music 2 1   PP 2 E 5 5 a Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor
    99 Music 2 1   PP 2 E 6 8 a General Music Classes: Demonstrate characteristic timbre, tempo, and dynamics on classroom/percussion instruments for group performance, responding expressively to the cues of the conductor
    100 Music 2 1   PP 2 E 6 8 b Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor
    101 Music 2 1   PP 2 E 9 12 a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
    102 Music 2 1   PP 2 E 9 12 b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
    103 Music 3 1   PP 3 A 1 1 a *Improvise short rhythmic patterns
    104 Music 3 1   PP 3 A 2 2 a Improvise short rhythmic and melodic patterns
    105 Music 3 1   PP 3 A 3 3 a Improvise simple rhythmic and melodic ostinati accompaniments
    106 Music 3 1   PP 3 A 4 4 a Improvise simple rhythmic and melodic ostinati accompaniments
    107 Music 3 1   PP 3 A 5 5 a Improvise short rhythmic and melodic patterns
    108 Music 3 1   PP 3 A 5 5 b Improvise simple rhythmic, melodic and/or harmonic accompaniments
    109 Music 3 1   PP 3 A 5 5 c Improvise simple rhythmic *variations on familiar melodies
    110 Music 3 1   PP 3 QA 5 5 d Improvise short songs and instrumental pieces, using a variety of sound sources
    111 Music 3 1   PP 3 A 6 8 a General Music Classes: Improvise short rhythmic and melodic patterns
    112 Music 3 1   PP 3 A 6 8 b Improvise simple rhythmic, melodic and/or harmonic accompaniments
    113 Music 3 1   PP 3 A 6 8 c Improvise simple rhythmic variations on familiar melodies
    114 Music 3 1   PP 3 A 6 8 d Improvise short songs and instrumental pieces, using a variety of sound sources
    115 Music 3 1   PP 3 A 6 8 e Vocal and Instrumental Performance Classes: Improvise simple rhythmic variations in a consistent style and meter
    116 Music 3 1   PP 3 A 9 12 a General Music/Vocal and Instrumental Performance Classes: Improvise simple rhythmic and/or melodic variations in a consistent style and meter
    117 Music 3 1   PP 3 A 9 12 b Vocal (Show Choir) and Instrumental (*Jazz) Performance Classes: Improvise harmonized parts: Improvise original melodies over given *chord progressions, each in a consistent style, meter, and *tonality
    118 Music 4 1   PP 4 A 1 1 a Create a single tone or non-pitched accompaniment for songs and stories
    119 Music 4 1   PP 4 A 2 2 a Create a rhythmic composition using *icons
    120 Music 4 1   PP 4 A 2 2 b Create a *phrase by arranging rhythms
    121 Music 4 1   PP 4 A 3 3 a Create a rhythmic and/or melodic composition using icons
    122 Music 4 1   PP 4 A 4 4 a Create rhythmic and/or melodic ostinati and *soundscapes
    123 Music 4 1   PP 4 A 5 5 a Create and notate a rhythmic and/or melodic ostinati accompaniment within teacher’s specified guidelines
    124 Music 4 1   PP 4 A 6 8 a General Music Classes: Create and notate a rhythmic and/or melodic ostinati accompaniment within teacher’s specified guidelines
    125 Music 4 1   PP 4 A 6 8 b Vocal and Instrumental Performance Classes: Create or arrange a short  song/piece or phrases using a variety of sound sources within specified guidelines
    126 Music 4 1   PP 4 A 9 12 a General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
    127 Music 4 1   PP 4 A 9 12 b Advanced: Compose music (phrases) in a distinct style, demonstrating creativity in using the *elements of music for expressive effect
    128 Music 4 1   PP 4 A 9 12 c Arrange simple pieces for voices or instruments other than those for which the pieces were originally written (*transposition)
    129 Music 5 2   EP 1 A K K a Read icons for long and short sounds and silence in duple meter
    130 Music 5 2   EP 1 A 1 1 a Read simple rhythm patterns (using iconic or standard notation) consisting of: quarter note/rest, eighth-note pairs
    131 Music 5 2   EP 1 A 2 2 a Read simple rhythm patterns (using iconic or standard notation) consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs
    132 Music 5 2   EP 1 A 3 3 a Read simple rhythm patterns (using iconic or standard notation) consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note
    133 Music 5 2   EP 1 A 4 4 a Read standard rhythmic notation in 2/4, ?, 4/4 meter signatures with bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes
    134 Music 5 2   EP 1 A 5 5 a Read standard rhythmic notation in 2/4, ?, 4/4 and 6/8 meter signatures with bar lines  consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, eighth note/rest, dotted quarter note/rest, 3 eight notes beamed together in 6/8, syncopation
    135 Music 5 2   EP 1 A 6 8 a General Music Classes: Interpret standard rhythmic notation in 2/4, ?, 4/4, and 6/8 meter signatures using bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs,  dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation.
    136 Music 5 2   EP 1 A 6 8 b Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ?, 4/4  and 6/8 meter signature with bar lines using all rhythm and note values above
    137 Music 5 2   EP 1 A 9 12 a General Music Classes: Interpret and explain duration and meter in 2/4, ?. 4/4 and 6/8  meter signature using bar lines using:  whole note/rest, quarter note/rest, half note/rest, eighth-note    pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation        
    138 Music 5 2   EP 1 A 9 12 b Vocal and Instrumental Performance Classes: Interpret and explain standard rhythmic notation in simple and compound meters using all rhythm and note values above, and add *syncopation,  *alla breve
    139 Music 5 2   EP 1 B 1 1 a Identify icons for high and low sounds
    140 Music 5 2   EP 1 B 2 2 a Identify melodies that move up, down, or stay the same
    141 Music 5 2   EP 1 B 2 2 b Transfer melodic icons to pitch notation (e.g., two line *staff)
    142 Music 5 2   EP 1 B 3 3 a Transfer short melodic *solfege (e.g., sol-mi, sol-la, sol-la-sol-mi) to pitch notation on the staff using the treble *clef
    143 Music 5 2   EP 1 B 4 4 a Identify standard pitch notation in the treble clef
    144 Music 5 2   EP 1 B 5 5 a Identify standard pitch notation in the treble clef, including one ledger line above and below the staff
    145 Music 5 2   EP 1 B 5 5 b Identify *accidentals, sharps, flats, natural signs
    146 Music 5 2   EP 1 B 6 8 a General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff
    147 Music 5 2   EP 1 B 6 8 b Identify accidentals sharps, flats, natural signs
    148 Music 5 2   EP 1 B 6 8 c Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and *keys
    149 Music 5 2   EP 1 B 9 12 a General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff (*middle C), and identify notes in the bass clef
    150 Music 5 2   EP 1 B 9 12 b Identify accidentals sharps, flats, natural signs
    151 Music 5 2   EP 1 B 9 12 c Vocal and Instrumental Performance Classes: mploy standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
    152 Music 5 2   EP 1 C 1 1 a Recognize fast and slow tempi
    153 Music 5 2   EP 1 C 2 2 a Identify p for piano and f  for forte
    154 Music 5 2   EP 1 C 3 3 a Identify standard symbols: p for piano, f  for forte, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, fast, slow, ritardando, accent
    155 Music 5 2   EP 1 C 4 4 a Identify standard symbols: p for piano, f  for forte, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, fast, slow, ritardando, accent, fermata, ties, slurs
    156 Music 5 2   EP 1 C 5 5 a Identify standard symbols for dynamics, tempo and articulation:  p for piano, for forte, mp for mezzo piano, mf  for mezzo forte, pp for pianissimo, ff  for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *ritardando, *allegro, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato        
    157 Music 5 2   EP 1 C 6 8 a General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf  for mezzo forte, pp for pianissimo, ff  for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
    158 Music 5 2   EP 1 C 6 8 b Vocal and Instr. Performance Classes: Apply standard listed for General Music classes
    159 Music 5 2   EP 1 C 9 12 a General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf  for mezzo forte, pp for pianissimo, ff  for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
    160 Music 5 2   EP 1 C 9 12 b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz 
    161 Music 5 2   EP 1 D 3 3 a Notate rhythmic patterns and dynamics presented by the teacher: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, p for piano, f for forte
    162 Music 5 2   EP 1 D 4 4 a Notate rhythmic patterns and dynamics presented by the teacher : whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, p for piano, f for forte, cresc for crescendo, decresc for decrescendo, dim for dimuendo
    163 Music 5 2   EP 1 D 5 5 a Notate rhythmic patterns and dynamics presented by the teacher in 2/4, ? and 4/4 meter signature using bar lines: whole note rest, quarter note/rest, half note/rest, eight-note pairs, dotted half note, sixteenth notes, p for piano, f for forte, mp mor mezzo piano, mf for mezzo forte, cresc for crescendo, decresc for decrescendo, dim for diminuendo, sol-mi-la, eight note/rest
    164 Music 5 2   EP 1 D 6 8 a General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
    165 Music 5 2   EP 1 D 6 8 b Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music)
    166 Music 5 2   EP 1 D 9 12 a General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
    167 Music 5 2   EP 1 D 9 12 b Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
    168 Music 5 2   EP 1 D 9 12 c Interpret selected literature that includes nonstandard notation symbols (See Elements of Music)
    169 Music 5 2   EP 1 E 5 5 a Vocal and Instrumental Performance Classes: Independently interpret simple rhythmic and melodic notation at sight
    170 Music 5 2   EP 1 E 6 8 a Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 –Easy; may include changes of tempo, *key, and meter; modest ranges]
    171 Music 5 2   EP 1 E 9 12 a Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy;  contains moderate technical demands, expanded ranges, and varied interpretive requirements]
    172 Music 5 2   EP 1 E 9 12 b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
    173 Music 6 3   AP 1 A K K a Distinguish between same and different
    174 Music 6 3   AP 1 A 1 1 a Distinguish between music opposites: same/different,  high/low, fast/slow, long/short,  smooth/separated, soft/loud, up/down
    175 Music 6 3   AP 1 A 2 2 a Recognize basic forms and composition techniques: question/answer, call/response, AB, repeated patterns,  [ostinati], verse/refrain, repeat sign, introduction
    176 Music 6 3   AP 1 A 3 3 a Recognize basic forms and composition techniques: question/answer, call/response, AB, repeated patterns,  [ostinati], verse/refrain, repeat sign, introduction, canon, ABA, interlude
    177 Music 6 3   AP 1 A 4 4 a Identify and analyze forms and composition techniques: AB, ABA, canon, ostinati, verse, refrain, repeat sign, partner songs, rondo, first and second endings, coda, blues
    178 Music 6 3   AP 1 A 5 5 a Identify and analyze forms and composition techniques: AB, ABA, canon, ostinati, verse, refrain, repeat sign, partner songs, rondo, first and second endings, coda, blues, theme and variation, DC/Fine, DS al soda/Fine
    179 Music 6 3   AP 1 A 6 8 a General Music Classes: Identify and analyze forms and composition techniques: AB/*binary, ABA/*ternary, rondo, first and second endings, repeat signs, coda, tw-part songs, theme and variation, DC/Fine, DS al coda/Fine, AABA/song form, fugue
    180 Music 6 3   AP 1 A 6 8 b Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoir
    181 Music 6 3   AP 1 A 9 12 a General Music Classes: Identify and analyze forms and composition techniques:  theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
    182 Music 6 3   AP 1 A 9 12 b Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoire
    183 Music 6 3   AP 1 B K K a Respond and move to aural examples of music: sound and silence
    184 Music 6 3   AP 1 B K K b Differentiate between nature, man-made, and animal sounds
    185 Music 6 3   AP 1 B K K c Differentiate between various vocal productions: singing, whispering, shouting, speaking
    186 Music 6 3   AP 1 B 1 1 a Demonstrate through movement musical opposites: high/low, fast/slow, long/short, smooth/separated, soft/loud, same/different, up/down, beat/no beat
    187 Music 6 3   AP 1 B 1 1 b Differentiate between male, female, and children’s voices
    188 Music 6 3   AP 1 B 1 1 c Differentiate between accompanied and unaccompanied
    189 Music 6 3   AP 1 B 2 2 a Demonstrate through movement musical opposites and basic forms: high/low, fast/slow, long/short, smooth/separated, soft/loud, same/different, soft/loud, same/different, up/down, question/answer, call/response, AB, repated pattern, ostinati, verse,/refrain
    190 Music 6 3   AP 1 B 2 2 b Differentiate between classroom pitched/non-pitched percussion instruments
    191 Music 6 3   AP 1 B 3 3 a Demonstrate and/or respond through movement to aural examples of music: music forms, expressive, elements
    192 Music 6 3   AP 1 B 3 3 b Visually and aurally identify instrumental families
    193 Music 6 3   AP 1 B 3 3 c Distinguish between methods of sound production
    194 Music 6 3   AP 1 B 3 3 d Differentiate between ensemble groupings (solo vs. group)
    195 Music 7 3   AP 1 B 4 4 a Distinguish between vocal ensemble groupings and orchestral instruments
    196 Music 7 3   AP 1 B 4 4 b Identify instruments as representative of various cultures
    197 Music 7 3   AP 1 B 5 5 a Identify contrasting musical elements for vocal and instrumental music including melody, harmony, rhythm, expression, form, and timbre (e.g., voice classification-SATB, instrumental ensemble groupings-Jazz Band/Concert Band, etc.)
    198 Music 6 3   AP 1 B 6 12 a General Music Classes and Vocal and Instrumental Performance Classes: Determine the musical means (source) and size of group of an aural example
    199 Music 6 3   AP 1 B 6 12 b Describe the musical expression (mood) of an aural example
    200 Music 6 3   AP 1 B 6 12 c Determine the order and organization of an aural example
    201 Music 6 3   AP 1 B 6 12 d Determine the possible origin of an aural example (e.g., location and time)
    202 Music 6 3   AP 1 B 6 12 e Characterize the use of music by its intended function (purpose) and its intended audience
    203 Music 7 3   AP 2 A K 2 a Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: appropriate singing voice, loud/soft, steady beat, posture/stage presence
    204 Music 7 3   AP 2 A 3 3 a Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence
    205 Music 7 3   AP 2 A 4 5 a Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence, diction/articulation
    206 Music 7 3   AP 2 A 6 12 a General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence, diction/articulation, style
    207 Music 7 3   AP 2 B K K a Use prerequisite music terms to describe their personal response to a musical example (feelings)
    208 Music 7 3   AP 2 B 1 1 a Use prerequisite appropriate music terms to describe their personal responses to a musical example (images/stories)
    209 Music 7 3   AP 2 B 2 2 a Use prerequisite music terms to describe their personal response to a musical example (tempo)
    210 Music 7 3   AP 2 B 3 3 a Use prerequisite music terms to describe their personal response to a musical example (tone, timbre)
    211 Music 7 3   AP 2 B 4 4 a Use prerequisite music terms to describe their personal response to a musical example (function/style
    212 Music 7 3   AP 2 B 5 5 a Use prerequisite music terms to describe their personal response to a musical example  (offers suggestions for improvement)
    213 Music 7 3   AP 2 B 6 8 a General Music Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening
    214 Music 7 3   AP 2 B 6 8 b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement
    215 Music 7 3   AP 2 B 9 12 a General Music Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listenin
    216 Music 7 3   AP 2 B 9 12 b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
    217 Music 7 3   AP 2 B 9 12 c Use musical terminology to describe their personal response to musical example
    218 Music 8 4   IC 1 A K K a Use terms such as plain or fancy, same or different, bright or dark, in music class and art class
    219 Music 8 4   IC 1 A 1 1 a Name words and ideas that are used to describe works of music, art, dance, or theatre, such as happy and sad, light and dark, or same and different
    220 Music 8 4   IC 1 A 1 1 b Identify ways ideas are used differently in music, art, dance, or theatre (e.g., how music heard or sung in class makes you feel, and do the same after viewing a painting, or play, or ballet
    221 Music 8 4   IC 1 A 2 2 a Tell how concepts such as repetition and contrast are used in the fine arts
    222 Music 8 4   IC 1 A 3 3 a Compare and contrast terms used in the arts (e.g., identify similarities when comparing selected painting and listening to a musical piece
    223 Music 8 4   IC 1 A 4 4 a Compare and contrast meanings of terms used in the arts, such as unity, variety, repetition and contrast (e.g., listen to a rondo and study pictures of buildings designed by famous architects; tell where you see or hear examples of repetition
    224 Music 8 4   IC 1 A 5 5 a Compare the meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast
    225 Music 8 4   IC 1 A 5 5 b Compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
    226 Music 8 4   IC 1 A 6 8 a General Music/Vocal and Instrumental Performance Classes: Compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
    227 Music 8 4   IC 1 A 6 8 b Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
    228 Music 8 4   IC 1 A 6 8 c Discuss ways that each of the arts can enhance understanding and communication globally
    229 Music 8 4   IC 1 A 9 12 a General Music Classes: Explain how elements, artistic processes (such as imagination or skills), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples
    230 Music 8 4   IC 1 A 9 12 b Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
    231 Music 8 4   IC 1 A 9 12 c Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines
    232 Music 8 4   IC 1 A 9 12 d Vocal and Instrumental Performance Classes: Compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures
    233 Music 8 4   IC 1 A 9 12 e Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts
    234 Music 8 4   IC 1 A 9 12 f Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
    235 Music 8 4   IC 1 B 1 1 a Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music
    236 Music 8 4   IC 1 B 1 1 b List common themes found in all subject areas (e.g., repetition)
    237 Music 8 4   IC 1 B 2 2 a Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music
    238 Music 8 4   IC 1 B 2 2 b Show how the arts are studied in ways common to other subjects (e.g., relate rhythmic groups in music to sets in mathematics)
    239 Music 8 4   IC 1 B 3 3 a Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music
    240 Music 8 4   IC 1 B 3 3 b Relate ideas learned or discussed in music to other situations in life (e.g., learn a song about imagination, and talk about how imagination can help you in many ways)
    241 Music 8 4   IC 1 B 4 4 a Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music
    242 Music 8 4   IC 1 B 4 4 b Compare the science of sound as it relates to stringed (violin, piano) and percussion instruments (e.g., production of sound, vibrations)
    243 Music 8 4   IC 1 B 5 5 a Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music
    244 Music 8 4   IC 1 B 5 5 b Compare and contrast common terms used in music and other subject areas (e.g., tell how sound is created and relate this to string instruments and percussion instruments)
    245 Music 8 4 1.6 IC 1 B 5 5 c Compare and contrast patterns in music (e.g., sequence, ABA form, scale patterns) with patterns in mathematics
    246 Music 8 4 1.10 IC 1 B 6 8 a General Music/Vocal and Instrumental Performance Classes: Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music
    247 Music 8 4 1.10 IC 1 B 6 8 b Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings.
    248 Music 8 4 1.10 IC 1 B 6 8 c Describe the similarities between other subject areas and the arts, (e.g., talk about the relationships between interpreting music notation and interpreting written language)
    249 Music 8 4 1.10 IC 1 B 9 12 a General Music Classes: Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music
    250 Music 8 4 1.10 IC 1 B 9 12 b Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social sciences
    251 Music 8 4 1.10 IC 1 B 9 12 c Vocal and Instrumental Performance Classes: List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups
    252 Music 9 5   HC 1 A K K a Identify characteristics of teacher-selected genres or styles: lullabies, marches, nursery rhymes/chants
    253 Music 9 5   HC 1 A 1 1 a Identify characteristics of teacher-selected genres or styles: western and non-western, music, circle games, call and response, recognize music of now and long ago
    254 Music 9 5   HC 1 A 2 2 b Identify characteristics of teacher-selected genres or styles: patriotic, native american, african american, singing games
    255 Music 9 5   HC 1 A 3 3 a Identify characteristics of teacher-selected genres or styles: play party, folk dances/folk music
    256 Music 9 5   HC 1 A 3 3 b Identify “The Star-Spangled Banner” as the National Anthem
    257 Music 9 5   HC 1 A 4 4 a Identify characteristics of teacher-selected genres or styles: work songs, cowboy songs, square songs, spirituals, blues
    258 Music 9 5   HC 1 A 4 4 b Identify music representing diverse cultures including Missouri (including the music of *Scott Joplin) and American heritage
    259 Music 9 5   HC 1 A 5 5 a Identify characteristics of teacher-selected genres or styles: secular, sacred, multicultural music, american/patriotic songs, opera, ballet, blues, ragtime
    260 Music 9 5   HC 1 A 6 8 a General Music Classes: Identify music from various styles and historical periods by comparing and contrasting selected elements of music: jazz, orchestral, classical/contemporary, american/world, musical theater
    261 Music 9 5   HC 1 A 6 8 b Vocal and Instrumental Performance Classes: Identify genre or style from various historical periods through listening to selected ensemble repertoire
    262 Music 9 5   HC 1 A 9 12 a General Music Classes: Identify music from various styles and historical periods by comparing and contrasting selected elements of music
    263 Music 9 5   HC 1 A 9 12 b Vocal and Instrumental Performance Classes: Identify genre or style from various historical periods through listening to selected ensemble repertoire
    264 Music 9 5   HC 1 B K K a Describe how elements of music are used in teacher-selected examples: lullabies, marches, nursery rhymes/chants
    265 Music 9 5   HC 1 B 1 1 a Describe how elements of music are used in teacher-selected examples: western and non-western music, circle games, call and response
    266 Music 9 5   HC 1 B 2 2 a Describe how elements of music are used in teacher-selected examples: patritic, native american, african american, singing games
    267 Music 9 5   HC 1 B 3 3 a Describe how elements of music are used in teacher-selected examples: play party, folk dances/folk music, national anthem
    268 Music 9 5   HC 1 B 4 4 a Describe how elements of music are used in teacher-selected examples: work songs, cowboy songs, square dances, spirituals, ragtime, blues
    269 Music 9 5   HC 1 B 4 4 b Describe how elements of music are used in teacher-selected examples of  diverse cultures including Missouri and American heritage
    270 Music 9 5   HC 1 B 5 5 a Describe how elements of music are used in teacher-selected examples: secular/sacred, multicultural music, american/patriotic songs, opera, ballet
    271 Music 9 5   HC 1 B 6 8 a General Music Classes: Conclude possible origin and/or historical period of an aural example by applying artistic perceptions to selected musical examples
    272 Music 9 5   HC 1 B 6 8 b Vocal and Instrumental Performance Classes: Conclude possible origin and/or historical period of an aural example by applying artistic perceptions to selected musical examples
    273 Music 9 5   HC 1 B 9 12 a General Music Classes: Conclude possible origin and/or historical period of an aural example by applying artistic perceptions to selected musical examples
    274 Music 9 5   HC 1 B 9 12 b Vocal and Instrumental Performance Classes: Proficient and Advanced Conclude possible origin and/or historical period of an aural example by applying artistic perceptions to selected musical examples
    275 Music 9 5   HC 1 B 9 12 c Describe the historical significance of selected musical literature
    276 Music 9 5   HC 1 C K K a Describe the function of music in various settings and cultural events: lullabies, marches, nursery rhymes/chants
    277 Music 9 5   HC 1 C K K b Identify and demonstrate appropriate listening behavior during a classroom or outside performance
    278 Music 9 5   HC 1 C 1 1 a Describe the function of music in various settings and cultural events: western and non-western music, circle games, call and response
    279 Music 9 5   HC 1 C 1 1 b Discuss and demonstrate appropriate listening behavior for various types of performances
    280 Music 9 5   HC 1 C 2 2 a Describe the function of music in various settings and cultural events: patriotic, native american, african american, singing games
    281 Music 9 5   HC 1 C 2 2 b Discuss and demonstrate appropriate listening behavior for various types of performances
    282 Music 9 5   HC 1 C 3 3 a Describe the function of music in various settings and cultural events: play party, folk dances/folk music, national anthem
    283 Music 9 5   HC 1 C 3 3 b Discuss and demonstrate appropriate listening behavior for various types of performances
    284 Music 9 5   HC 1 C 4 4 a Describe the function of music representing diverse cultures, including Missouri and American heritage, in various settings and cultural events: work songs, cowboy songs, square dances, spirituals, ragtime, blues
    285 Music 9 5   HC 1 C 4 4 b Discuss and demonstrate appropriate listening behavior for various types of performances
    286 Music 9 5   HC 1 C 5 5 a Describe the function of music in various settings and cultural events: secular/sacred, multicultural music, american/patriotic songs, opera, ballet
    287 Music 9 5   HC 1 C 5 5 b Document understanding of musical experiences through writing samples or illustrations
    288 Music 9 5   HC 1 C 6 8 a Describe the function of music in various settings and cultural events
    289 Music 9 5   HC 1 C 6 8 b Attend and describe live musical experiences
    290 Music 9 5   HC 1 C 9 12 a General Music Classes: Describe the effects of society, culture and technology on music
    291 Music 9 5   HC 1 C 9 12 b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
    292 Music 9 5   HC 1 D K K a Identify responsibilities of a music leader and group participants in a classroom setting
    293 Music 9 5   HC 1 D 1 1 a Identify responsibilities of a music leader and group participants in a classroom setting or performance ensemble setting
    294 Music 9 5   HC 1 D 2 2 a Identify responsibilities of an accompanist and soloist
    295 Music 9 5   HC 1 D 3 3 a Identify responsibilities of a *composer and conductor
    296 Music 9 5   HC 1 D 4 4 a Identify available music-related careers in a give setting in the community
    297 Music 9 5   HC 1 D 4 4 b Identify available music involvement opportunities in the school setting such as band, orchestra, choir, musical theatre, etc.
    298 Music 9 5   HC 1 D 5 5 a Identify available music-related careers in a given setting
    299 Music 9 5   HC 1 D 6 8 a Compare and contrast a variety of music and music-related vocations and avocations
    300 Music 9 5   HC 1 D 9 12 a General Music Classes: Discuss musical figures and their role as composers/performers/ innovators
    301 Music 9 5   HC 1 D 9 12 b Vocal and Instrumental Performance Classes: Compare and contrast music and music-related vocations and avocations
    302 Music 9 5   HC 1 D 9 12 c Cite well-known composers and/or performers of various styles and periods specific to ensemble repertoire
    303 Music 9 5   HC 1 D 9 12 d Cite well-known performers specific to student’s instrument and/or voice
    304                      
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