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Arizona Standards
The Arts
Standards
MUSIC
(adopted by the State Board of Education
04.28.97)
Singing, playing instruments, moving to music, and creating
music enables students to acquire skills and knowledge about a
diverse range of musical styles: symphonic, chamber, opera, musical,
folk, jazz, pop, mariachi, gospel, and contemporary and traditional
cultural genres. Learning to read and notate music gives students
skills with which to explore and critique music independently and
with others. Listening, analyzing and evaluating music helps
students understand their own historical and cultural heritages and
those that surround them.
STANDARD 1: Creating
Art
Students know and apply the
arts disciplines, techniques and processes to communicate in
original or interpretive work.
Students know and are able to do the
following:
Note: All levels are built
upon previous levels.
READINESS
(Kindergarten)
Possible links to:
Science – sound
Language Arts - listening,
speaking
Possible links to:
Comprehensive Health - rhythm, bodily
balance, motion, movement, kinesiology, motion, energy
Science - cycle, cause/effect
Dance - tempo, motion, bodily balance,
movement, rhythm
- 1AM-R3. Identify variation in tempo and dynamics*
PO 1. Identify music as fast or slow (tempo)
PO 2. Identify music as loud or soft
(dynamics)
PO 3. Perform music that is
loud or soft, fast or slow
Possible links to:
Comprehensive Health - rhythm, bodily balance, movement,
tempo, kinesiology, motion, energy Science - cycle, cause/effect,
sound
Refer to glossary at end of document
for any italicized words followed by an asterisk in this section.
Only the first reference in each level is italicized per
standard.
- 1AM-R4. Echo short rhythms and
melodic patterns
PO 1. Identify difference between
beat and rhythm
PO 2. Identify melodic shape
Possible links
to:
Art & line
Comprehensive Health/Dance - pulmonary, circulatory, rhythm,
movement
- 1AM-R5. Improvise* simple rhythmic
and melodic ostinato* accompaniments on a variety of
classroom instruments* and materials
PO 1. Identify an ostinato
PO 2. Perform an ostinato
PO 3. Create an ostinato
- 1AM-R6. Identify the sound of
a variety of band, orchestra and classroom instruments
PO 1. Identify classroom
instruments
PO 2. Categorize instruments as band, orchestra and classroom
instruments
PO 3. Identify instruments by family (woodwind, percussion, brass,
strings)
- 1AM-R7. Show respect for personal
work and the work of others
PO 1. Listen attentively while
others perform
PO 2. Acknowledge the efforts of self and others
Possible links
to:
Social Studies - culture, socialization, values
FOUNDATIONS (Grades 1-3)
- 1AM-F1. Sing/play a varied repertoire
of songs from different genres* and diverse cultures
PO1. Sing and/or play American
folk songs
PO 2. Identify folk songs from various cultures
PO 3. Sing and/or play folk songs from diverse cultures
PO 4. Sing and/or play songs of various genres
Possible links
to:
Social Studies - culture, race, region, location, history, values
Foreign Language - culture, communication, communities
- 1AM-F2. Sing/play, matching timbre*
and dynamics*, in response to conductor cues (e.g., ostinatos*
[repeating patterns], partner songs [each student has his own
part which fits together with others], in rounds, in groups)
PO 1. Explain a variety of conducting
cues
PO 2. Respond to specific conducting cues
PO 3. Demonstrate simple conducting patterns and cues in 2/4,
3/4, and 4/4 time signatures.
PO 4. Properly respond to conductor's cues in performance
Possible links
to:
Math - shapes, measurement
Science - cycle, rhythm
- 1AM-F3. Read/perform whole, half,
dotted half, quarter, eighth notes, and rests in 2/4, 3/4, and
4/4 time
PO 1. Identify meter and note/rest
values of stated time signatures
PO 2. Compare and contrast meter and note/rest values
PO 3. Sing and/or play a simple rhythm pattern
Possible links
to:
Math - numbers, count, add, divide, time
- 1AM-F4. Sing/play expressively,
on pitch and in rhythm with appropriate dynamics, phrasing,
interpretation, timbre, diction, posture and tempo
PO 1. Listen to and describe the
elements of expressive music
PO 2. Perform a piece with expression
PO3. Compare and contrast music performed with and without expression
Possible links
to:
Social Studies – values
Comprehensive Health - bodily balance
- 1AM-F5. Perform independent instrumental
parts while other students sing or play contrasting parts
PO 1. Perform instrumental part
alone
PO 2. Perform instrumental part with contrasting parts of group
Possible links
to:
Science - cause/effect, interaction
- 1AM-F6. Identify form*, tension*
and release, and balance in music from listening to examples
Possible links
to:
Art - color, line, form, balance, texture
- 1AM-F7. Improvise in consistent
style*, meter* and tonality* (e.g., simple rhythmic variations,
simple melodic embellishments) on familiar melodies, short melodies
PO 1. Identify a variety of elements
for a given style
PO 2. Perform a song in the specific style chosen for PO 1
PO 3. Improvise musical segments in various styles
Possible links
to:
Social Studies - culture, region, history, socialization, values
- 1AM-F8. Sing/perform with expression
and technical accuracy a variety of musical literature representing
diverse genres and cultures, with level of difficulty* 2 on
a scale of 1-6, including some songs performed from memory
PO 1. Sing/play numerous pieces
within specific styles
PO 2. Perform music of various styles for an audience
PO 3. Perform music from memory
Possible links to:
Social Studies - culture, region, history, socialization, values
Foreign Language - communication, culture, communities
- 1AM-F9. Create/arrange short songs
and instrumental pieces within specified guidelines, using a
variety of sound sources
Note: Sound sources may include,
but are not limited to body percussion, found objects,* non-pitched
instruments, pitched instruments, computer generated sound sources
Possible links
to:
Science - sound, electricity
Comprehensive Health - kinesiology, skeletal
- 1AM-F10. Listen to musical examples
with sustained attention and self-discipline
Possible links
to:
Social Studies - socialization, values
- 1AM-F 11. Use standard musical
notation to record personal musical ideas and the ideas of others
PO 1. Identify constructs of standard
musical notation
PO 2. Write standard musical notation
PO 3. Notate simple rhythmic and melodic dictation accurately
Possible links
to:
Art – symbolism
ESSENTIALS (Grades 4-8)
- 1AM-E1. Expand note-reading ability
to include sixteenth and dotted notes, and rests in 6/8, 3/8,
and alla breve* (cut time) meter* signatures
(Grades 4-5)
PO 1. Identify meter and note/rest values
PO 2. Compare/contrast meter and note/rest values
PO 3. Speak and/or sing and/or play examples of music utilizing
the above elements
(Grades 6-8)
PO 1. Read patterns using the above elements
PO 2. Demonstrate patterns using the above elements
PO 3. Write patterns using the above elements
Possible links
to:
Math - numbers, count, add, divide, measurement
Science - rhythm
Comprehensive Health/Dance - pulmonary rhythms, circulatory
rhythms
Art – rhythm
- 1AM-E2. Articulate* notes on the
page (e.g., letters [a, b, c, d, e, f, g], numbers [1, 2, 3,
etc.], syllables [do, re, mi, etc.])
(Grades 4-5)
PO 1. Read simple notation
(Grades 6-8)
PO 1. Read notation based upon major and minor tonalities
Possible links
to:
Science - sound
Math - numbers, linear measurement, line
- 1AM-E3. Sing/perform accurately
and with good breath control, tone quality, posture and technique*
(Grades 4-5)
PO 1. Demonstrate appropriate diaphragmatic breathing in vocal
and instrumental music
PO 2. Stand/sit with posture appropriate to activity
(Grades 6-8)
PO 1. Perform with appropriate tone quality
Possible links
to:
Comprehensive Health/Dance - pulmonary, circulatory, bodily
balance
Science - anatomy, physiology, equilibrium of force, structure
- 1AM-E4. Sing/play in ensemble*
or alone, with expression and technical accuracy, a varied repertoire
of musical literature with level of difficulty* 3 on a scale
of 1-6, including some songs performed from memory
(Grades 4-5)
PO 1. Perform pieces of various styles for an audience with
expression (e.g., dynamics, phrasing) and technical accuracy
(e.g., breath support, pitch, diction)
(Grades 6-8)
PO 1. Sing/play numerous pieces of music in various styles (e.g.,
spirituals, folk songs) with improved expression (e.g., dynamics,
phrasing) and technical accuracy (e.g., breath support, pitch,
diction)
PO 2. Sing music without accompaniment (a capella) if
stylistically appropriate.
Possible links
to:
Social Studies - culture, race, region, history
Foreign Language - communication, culture, communities
- 1AM-E5. Recognize and perform
the major and minor* scale structures
(Grades 4-5)
PO 1. Identify pattern of whole and half steps in the major
and minor scales (natural and harmonic).
PO 2. Sing/play tetrachord/major scales
(Grades 6-8)
PO 1. Identify pattern of whole and half steps in the major
and minor scales (melodic).
PO 2. Notate major/minor scales
PO 3. Sing/play major and minor scales
Possible links
to:
Science - sound, cycle, cause/effect, balance
Math - measurement, linear measurement
- 1AM-E6. Sight-read accurately
and expressively music with level of difficulty 2 on a scale
of 1-6
(Grades 4-5)
PO 1. Sight read at level of difficulty 1
(Grades 6-8)
PO 1. Sight read at level of difficulty 2
- 1AM-E7. Improvise simple harmonic*
accompaniments and melodies
(Grades 4-5)
PO 1. Identify tonic and dominant chords
PO 2. Play an improvised harmonic accompaniment using tonic
and dominant chords
PO 3. Sing and/or play an improvised melody based on a two-chord
progression
(Grades 6-8)
PO 1. Identify sub-dominant chords
PO 2. Play an improvised harmonic accompaniment using tonic,
dominant, and sub-dominant
PO 3. Sing and/or play an improvised melody based on a three-chord
progression
Possible links
to:
Science - sound
- 1AM-E8. Compose short pieces within
specified guidelines, demonstrating how the elements of music*
are used to achieve unity and variety, tension* and release,
and balance
(Grades 4-5)
PO 1. Create a 2, 4, or 8 bar piece using standard or non-standard
notation
(Grades 6-8)
PO 1. Create a 4, 8, or 16 bar piece using standard notation
Possible links
to:
Art - texture, balance, symmetry/asymmetry
Math - symmetry/asymmetry
- 1AM-E9. Identify and demonstrate
the basic physical and scientific properties of the technical
aspects of music (e.g., acoustics, resonance, intervals, materials
used in the construction of instruments, computer key-boards
and workstations, Musical Instrument Digital Interface [MIDI*],
Computer Assisted Musical Instruction [CAMI], mathematics, human
anatomy)
(Grades 4-5)
PO 1. Explain the nature of sound as vibration
PO 2. Describe the effect an instrument& physical properties
will have upon its sound
PO 3. Analyze the qualities that differentiate one instrument
or voice from another
(Grades 6-8)
PO 1. Identify the harmonic series
PO 2. Explain the effect the harmonic series has on the timbre
of an instrument
PO 3. Compare/contrast an instrument's construction with its
sound
Possible links
to:
Science - sound, equilibrium of force and structure, matter,
electricity
Technology - essential skills, current technologies
- 1AM-E10. Use a variety of traditional
(e.g., voices, instruments) and non-traditional (e.g., paper
tearing, clapping, finger snapping, pencil tapping) sound sources
and electronic media* when composing and arranging
Possible links
to:
Science - sound, equilibrium of force and structure, matter,
electricity
Technology - essential skills, current technologies
PROFICIENCY (Grades 9-12)
- 1AM-P1. Sing/perform with expression
and technical accuracy a large and varied solo and ensemble*
repertoire with level of difficulty* 4 on a scale of 1-6, including
some songs performed from memory and without accompaniment
PO 1. Perform pieces of various
styles for an audience with improved expression (e.g., dynamics,
phrasing) and technical accuracy (e.g., breath sup-port, pitch,
diction)
PO 2. Sing/play numerous pieces of music in various styles (e.g.,
spirituals, folk songs, madrigals, jazz, baroque, contemporary)
Possible links
to:
Social Studies - culture, region, socialization, history
Foreign Language - communication, culture, communities
- 1AM-P2. Recognize (by sight/ear)
chord structures and the chords in standard harmonic* progressions
PO 1. Identify chord qualities
(e.g., major/minor, augmented/diminished)
PO 2. Identify chord progressions
and/or modulations taken from selected musical passages
Possible links
to:
Science - energy,
physics of sound
Art & harmony
- lAM-P3. Demonstrate the ability
to read a score of up to four staves*, in two or more clefs*
PO 1. Identify various musical
notation symbols (ie., note names, phrasing, articulation) used
in a score
PO 2. Identify chord structure (i.e., harmony) from a four-part
score
Possible links
to:
Math - count, divide, integers, place value
Science - motion, sound
Art - form, texture, rhythm, harmony
- 1AM-P4. Sight-read music accurately
and expressively with level of difficulty 3 on a scale of 1-6
- 1AM-P5. Improvise stylistically
appropriate harmonizing parts, rhythmic and melodic variations
on given pentatonic* melodies and melodies in major and minor
keys*, and original melodies over given chord progressions,
each in a consistent style*, meter* and tonality*
PO 1. Identify the elements that
define a style
PO 2. Improvise using elements from a given style
- 1AM-P6. Compose music in several
distinct styles, demonstrating creativity in using elements
of music* for expressive effect
Possible links
to:
Social Studies - culture, race, region, location, conflict
Science - cause/effect
Foreign Language - culture, connections
- 1AM-P7. Compose and arrange pieces
for voices or instruments other than those for which the pieces
were written, in ways that preserve or enhance the expressive
effect of the music
PO 1. Notate arrangements using
either traditional or non-traditional notation
PO 2. Explain technical and artistic considerations used in
the score (e.g., bowing, breath marks, ranges)
- 1AM-P8. Understand the basic concepts
of music theory
PO 1. Read music using standard
notation
PO 2. Write music using standard notation
PO 3. Analyze selected musical excerpts
PO 4. Identify form in music (e.g.,
rondo, theme and variation, binary)
Possible links
to:
Dance - form, energy, motion, movement
Art - form, balance, texture, symbolism
Math - linear measurement, symmetry/asymmetry
- 1AM-P9. Understand and demonstrate
the range* and playing system of at least one instrument or
demonstrate the range and expressive possibilities of the
voice (e.g., soprano, alto, tenor or bass)
Possible links
to:
Science - sound, equilibrium of force, structure, matter
- 1AM-P10. Develop and sustain a
portfolio of created work demonstrating the progression of knowledge
and skills
PO 1. Produce evidence of continued
musical growth (e.g., concert program, audio/video recordings,
compositions, analysis)
PO 2. Identify personal future goals through a letter or essay
DISTINCTION (Honors)
- 1AM-D1. Sing/perform a large and
varied repertoire of solo and ensemble* literature with level
of difficulty* 5 on a scale of 1-6, with expression and technical
accuracy
Possible links
to:
Social Studies - culture, region, socialization
Foreign Language - culture, communication, communities
- 1AM-D2. Sing music written in
more than four parts
Possible links
to:
Science - energy, physics of sound
Art – harmony
- 1AM-D3. Sight-read music accurately
and expressively with level of difficulty* 4 on a scale of 1-6
- 1AM-D4. Demonstrate the ability
to read a full instrumental or vocal score
- 1AM-D5. Describe how the elements
of music*, transpositions,* and clefs* are used in a full score
- 1AM-D6. Improvise stylistically
appropriate harmonizing parts in a variety of styles*
- 1AM-D7. Improvise original melodies
and harmonizing parts in a variety of styles, over given chord
progressions, each in a consistent style, meter* and tonality*
- 1AM-D8. Compose/arrange music,
demonstrating imagination and technical skill in applying the
principles of composition and orchestration
- 1AM-D9. Conduct and rehearse a
peer group, demonstrating knowledge and understanding of the
score
STANDARD
2: Art in Context
Students demonstrate how interrelated
conditions (social, economic, political, time and place) influence
and give meaning to the development and reception of thought,
ideas and concepts in the arts.
Students know and are able to
do the following:
Note: All levels are built upon previous levels
READINESS (Kindergarten)
- 2AM-R1. Describe various musical
styles* from diverse cultures
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communication, communities
- 2AM-R2. Identify and describe
various moods achieved while playing classroom instruments
PO 1. Demonstrate various moods
through facial expression, body posture and/or movement
PO 2. Use classroom instruments to create moods through various
tempos and dynamics
Possible links
to:
Comprehensive Health/Dance - bodily balance, motion, energy,
movement, tempo
Language Arts - listening, speaking
- 2AM-R3. Identify music which creates
changes in mood through listening examples
PO 1. Demonstrate changes in mood
through facial expression, body posture and/or movement
Possible links
to:
Comprehensive Health/Dance - bodily balance, motion, energy,
movement, tempo
- 2AM-R4. Demonstrate audience behavior
appropriate for the context* and style of music performed
PO 1. Identify a variety of musical
settings
PO 2. Discuss appropriate audience behavior
PO 3. Demonstrate appropriate audience behavior
Possible links
to:
Social Studies - socialization, values
FOUNDATIONS (Grades 1-3)
- 2AM-F 1. Identify various uses
(e.g., songs of celebration, game songs, marches, dance music,
work songs) of music in daily experiences and describe characteristics
that make certain music suitable for each use
PO 1. Describe how music is used
in daily experiences
PO 2. List and classify songs used in different set Tings
PO 3. Describe characteristics that make music suit-able for
each setting
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communities
- 2AM-F2. Identify by genre* or
style* examples of music from historical periods and cultures
PO 1. Identify historical periods
and cultures
PO 2. Classify musical examples into appropriate periods and
cultures
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communication, communities
- 2AM-F3. Identify and describe
the roles* of musicians (e.g., orchestra conductor, folksinger,
church organist) in various musical settings and cultures
PO 1. Discuss the roles of different
musical careers
PO 2. List and classify a variety of musical careers that fit
various settings and cultures
PO 3. Describe the roles of musicians in various musical settings
Possible links
to:
Social Studies - culture, race, region, location, history
- 2AM-F4. Explain personal preference
for a specific musical work, using appropriate terminology
PO 3. Describe characteristics
that make music suit-able for each setting
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communities
ESSENTIALS (Grades 4-8)
- 2AM-E1. Analyze the uses of dynamics,*
pitch, duration, melodic contour, structure, timbre,* and tempo
in aural* examples representing diverse genres* and cultures
(Grades 4-5)
PO 1. Describe characteristics
of various musical genres and cultures
(Grades 6-8)
PO 1. Identify the musical elements (listed in above standard)
used in a musical score
PO 2. Compare/contrast the musical elements of various genres
and cultures
Possible links
to:
Social Studies - culture, race, region, location, history
- 2AM-E2. Describe and classify
by genre and style* listening examples of high quality; explain
the characteristics that cause those selections to be exemplary
(Grades 4-5)
PO 1. Identify characteristics of various musical genres and
styles
(Grades 6-8)
PO 1. Identify characteristics of an exemplary performance
PO 2. Evaluate the difference between an adequate and an exemplary
performance
- 2AM-E3. Discuss diverse functions
which music serves
(Grades 4-5)
PO 1. Identify various settings where music is used
(Grades 6-8)
PO 1. Compare/contrast music& function in various settings
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communities
- 2AM-E4. Compare the roles* of
musicians (e.g., music video performer, symphony conductor,
opera soloist, gospel choir singer, recording artist, film score
composer/arranger, church organist, Apache violinist) according
to the various functions and the conditions under which music
is performed
(Grades 4-5)
PO 1. Identify the roles and responsibilities of various music
professions
(Grades 6-8)
PO 1. Describe how two or more roles could be used to achieve
a performance
PROFICIENCY (Grades 9-12)
- 2AM-Pl. Classify by genre* or
style* and by historical period or culture unfamiliar but representative
aural* examples of music; explain reasoning behind their classifications
Possible links
to:
Social Studies - culture, race, region, location, history
Foreign Language - culture, communication, communities
- 2AM-P2. Identify sources of American
music genres (e.g., blues, Broadway musical, swing, gospel),
trace the evolution of those genres, and cite well-known musicians
in each
Possible links
to:
Social Studies - culture, race, region, location, history
Science - cycle, change, metamorphosis, cause/effect, evolution/adaptation,
cycles/succession
- 2AM-P3. Analyze
and interpret how technological and scientific advances in music
and other disciplines (e.g., history of the printing press on
music publishing, instrument manufacturing, computer-assisted
composition and arranging, advances in studio recording techniques*)
influence the creation of work
- 2AM-P4. Compare and describe the
influence on music of economic, political, social and literacy
aspects of at least two time periods or cultures
- 2AM-P5. Identify various roles*
(e.g., teacher, transmitter of cultural traditions, entertainer)
that musicians perform, cite representative individuals who
have functioned in each role, and describe their activities
and achievements
PO 1. List job qualifications and
educational requirements of various roles
PO 2. Identify persons in various musical fields who meet above
stated qualifications
DISTINCTION (Honors)
- 2AM-D1. Interpret non-standard
notation symbols* used by some twentieth-century composers (e.g.,
John Cage, Varese)
- 2AM-D2. Identify and describe
music genres* or styles* that show the influence of cultural
traditions, identify the cultural source of each influence,
and trace the historical conditions that produced the synthesis
of influences
STANDARD
3: Art As Inquiry
Students demonstrate how the arts
reveal universal concepts and themes. Students reflect upon and
assess the characteristics and merits of their work and the work
of others.
Students know and are able to
do the following:
Note: All levels are built upon previous levels
READINESS (Kindergarten)
- 3AM-R1. Identify simple music
forms* when presented aurally*
PO 1. Identify AB, ABA forms in
familiar songs and recorded music
PO 2. Identify round and canon forms
Possible Links
to:
Dance - form
Art - form, space, balance
Math &; systems
- 3AM-R2. Express personal reactions
to music through media such as movement, words, painting and
sculpture
- 3AM-R3. Indicate points of musical
interest (e.g., use of dynamics*, pitch, tempo, form) in stories,
plays and other performances
PO 1. Discuss elements of music
and how they are applied in other performing and visual arts
FOUNDATIONS (Grades 1-3)
- 3AM-F1. Use appropriate terminology
(e.g., tempo,* meter,* style,* tonality,* quarter notes/whole
notes, types of musical instruments and voices) to describe
and explain music
PO 1. Identify various musical
terms
PO 2. Describe a piece of music using appropriate terminology
- 3AM-F2. Explain personal preferences
for specific musical works and styles
- 3AM-F3. Identify
and discuss the similarities and differences in music produced
by themselves and others, using technology* as one means of
communicating personal ideas in a variety of forums (e-mail,
internet, MIDI technology, web pages)
- 3AM-F4. Describe criteria for
evaluating performances and compositions
PO 1. List constructs of performance
(i.e., diction, articulation, style, genre)
PO 2. Outline, which constructs occurred in a given performance
PO 3. Evaluate a given performance based upon the criteria from
PO 2
- 3AM-F5. Identify ways in which
the principles and subject matter of other disciplines taught
in the school are interrelated with music
PO 1. Identify various principles
of music
PO 2. Identify various principles of other disciplines
PO 3. Describe the interrelationship of principles from PO 1
and PO 2
Possible links
to:
Social Studies - culture, race, region, location, history
Art - color, line, form, space, texture, balance, rhythm, harmony,
emotional, meaning
Comprehensive Health/Dance - time, force, energy, rhythm, motion,
movement, kinesiology,
Science - equilibrium of force and structure, sound, cycle,
chance, cause/effect, energy, balance, theory
Math - numbers, count, add, divide, measurement, time, geometry,
line
Foreign Language - culture, communication, communities
ESSENTIALS (Grades 4-8)
- 3AM-E1. Devise and apply criteria
for evaluating performances and compositions
(Grades 4-5)
PO 1. Identify criteria used in evaluating performances and
compositions
(Grades 6-8)
PO 1. Compare/contrast performances of similar and different
musical genre
Possible links to:
Social Studies - culture, race, region, location, socialization,
values
- 3AM-E2. Describe ways in which
the principles and subject matter of other disciplines taught
in the school are interrelated with music
(Grades 4-5)
PO 1. Describe elements of subject matter in other disciplines
PO 2. Compare/contrast elements from PO 1 with the elements
used in music
(Grades 6-8)
PO 1. Describe how the various musical elements could foster
learning in other disciplines (e.g., periodic table)
Possible links
to:
Social Studies - culture, race, region, location, history
Art - color, line, form, space, texture, balance, rhythm, harmony,
emotional, meaning
Comprehensive Health/Dance - time, force, energy, rhythm, motion,
movement, kinesiology,
Science - equilibrium of force and structure, sound, cycle,
chance, cause/effect, energy, balance, theory
Math - numbers, count, add, divide, measurement, time, geometry,
line
Foreign Language - culture, communication, communities
- 3AM-E3. Analyze and demonstrate
the use of the elements of music* (e.g., in live and recorded
performance, verbal discussion)
(Grades 4-5)
PO 1. Analyze how music is used to reflect particular moods
and feelings
PO 2. Demonstrate a story utilizing the elements of music
(Grades 6-8)
PO 1. Create a story utilizing the elements of music
PROFICIENCY (Grades 9-12)
- 3AM-P1. Demonstrate extensive
knowledge of musical terminology by comparing those terms with
terms and usage in literature, history and the other arts
Possible links
to:
Social Studies - culture, race,
region, location, history
Art - color,
line, form, space, texture, balance, rhythm, harmony, emotional,
meaning
Comprehensive
Health/Dance - time, force, energy, rhythm, motion, movement,
kinesiology,
Science - equilibrium
of force and structure, sound, cycle, chance, cause/effect,
energy, balance, theory
Math - numbers,
count, add, divide, measurement, time, geometry, line
Foreign Language
- culture, communication, communities
- 3AM-P2. Identify and explain compositional
devices and techniques* (e.g., unity and variety, tension* and
release) in a musical selection; give examples of other works
that make similar uses of these devices and techniques
Possible links
to:
Art - color,
line, form, space, texture, balance, rhythm, harmony, emotional,
meaning
Comprehensive
Health/Dance - time, force, energy, rhythm, motion, movement,
kinesiology
- 3AM-P3. Explain ways in which
the principles and subject matter of various disciplines outside
the arts are interrelated with those of music
PO 1. Identify skills needed in
other disciplines
PO 2. Identify skills needed for student discipline
PO 3. Compare/contrast previously identified skills (e.g. science
and acoustics, breathing and anatomy, tone color and visual
arts)
- 3AM-P4. Identify specific criteria
for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements and
improvisations*; apply these criteria to personal participation
in music
- 3AM-P5. Compare
the materials, technologies, media and processes* of music with
those of other arts disciplines and subject areas to create
and analyze art-works
- 3AM-P6. Evaluate a performance,
composition, arrangement or improvisation by comparing it to
similar or exemplary models
DISTINCTION (Honors)
- 3AM-D1. Interpret musical selections
through original writing, original dance movement or original
visual art
- 3AM-D2. Demonstrate independent
artistic judgment in devising criteria for evaluating one's
own performances and compositions
- 3AM-D3. Compare ways in which
musical materials are used in a given example to ways in which
they are used in other works of the same genre* or style*
- 3AM-D4. Evaluate a given musical
work in terms of its aesthetic qualities* and explain the musical
means used to evoke feelings and emotions
- 3AM-D5. Compare the uses of characteristic
elements, artistic processes*, and organizational principles
among music forms* and the other arts disciplines in different
historical periods and different cultures
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