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School City of Hobart |
| Singing |
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Standard 1 - All Courses
The learner will be able to identify vocal characteristics. They sing a varied repertoire of vocal literature.
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H.1.1
The learner will be able to describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality. Example: After hearing a number of recordings of the same vocal work, discuss the differences between the tone qualities of the singers. .
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H.1.2
The learner will be able to sing songs or song excerpts in a style appropriate to each.
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Standard 1 - (Proficient Level)
The learner will be able to sing accurately and expressively from memory, with proper technique and steady breath control, alone or in ensembles. Choral music students sing music written in four parts, with or without accompaniment, and demonstrate well-developed ensemble skills.
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H.1.3
The learner will be able to sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
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H.1.4
The learner will be able to sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
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H.1.5
The learner will be able to sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
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H.1.6
The learner will be able to follow the cues of a conductor.
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Standard 1 - (Advanced Level)
The learner will be able to sing in small ensembles with one student on a part.
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H.1.7
The learner will be able to sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
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| Playing an instrument |
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Standard 2 - All Courses
The learner will be able to play by ear simple melodies or accompaniments on an instrument.
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H.2.1
The learner will be able to echo melodic, rhythmic or harmonic patterns.
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Standard 2 - Choral Ensembles
The learner will be able to perform an appropriate instrumental part in an ensemble, demonstrating well-developed ensemble skills.
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H.2.2
The learner will be able to play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
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Standard 2 - Instrumental Ensembles
The learner will be able to perform on at least one instrument accurately and independently, alone or in ensembles. They perform with expression and technical accuracy a varied repertoire of instrumental literature.
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H.2.3
The learner will be able to perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
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H.2.4
The learner will be able to play accurately and in tune while maintaining a steady tempo and following the director.
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H.2.5
The learner will be able to maintain an independent instrumental part while others play different parts.
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H.2.6
The learner will be able to play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
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Standard 2 - (Advanced Level)
The learner will be able to perform in small ensembles with one student on a part.
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H.2.7
The learner will be able to participate in chamber music ensembles and perform exemplary literature of a professional level.
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| Reading, notating and interpreting music |
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Standard 3 - All Courses
The learner will be able to identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
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H.3.1
The learner will be able to name and explain the meaning of symbols found on a musical score.
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H.3.2
The learner will be able to demonstrate the correct use of musical terminology when discussing music.
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Standard 3 - (Proficient Level)
The learner will be able to correctly interpret a vocal or instrumental score. They sight read simple melodies in all clefs applicable to their performance medium. They use standard notation to communicate musical ideas.
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H.3.3
The learner will be able to accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
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H.3.4
The learner will be able to read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
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H.3.5
The learner will be able to notate rhythms and melodies in simple and compound meters.
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Standard 3 - (Advanced Level)
The learner will be able to interpret a full vocal or instrumental score including transpositions and clefs.
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H.3.6
The learner will be able to read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
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H.3.7
The learner will be able to accurately interpret nonstandard notation symbols used by some contemporary composers.
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| Improvising melodies and accompaniments |
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Standard 4 - All Courses
The learner will be able to improvise stylistically appropriate melodies or harmonies.
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H.4.1
The learner will be able to create a melody that is compatible with a given chord progression.
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H.4.2
The learner will be able to create a harmony for a given melody.
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Standard 4 - (Proficient Level)
The learner will be able to improvise rhythmic and melodic variations on given simple melodies in various keys and modes. They improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.
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H.4.3
The learner will be able to embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
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H.4.4
The learner will be able to upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
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Standard 4 - (Advanced Level)
The learner will be able to improvise harmonizing parts in a variety of styles.
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H.4.5
The learner will be able to create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
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| Composing and arranging music |
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Standard 5 - All Courses
The learner will be able to compose music creatively and expressively, using elements of music as they do so.
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H.5.1
The learner will be able to create short musical works, with assistance by the instructor as needed, to convey an original idea. Example: As part of a music history and appreciation class study of music technology, visit an electronic music studio and create a short piece choosing your own pitches, instrumental sounds, rhythmic patterns, and other electronically produced effects. .
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Standard 5 - (Proficient Level),
The learner will be able to arrange pieces for voices or instruments other than those for which the pieces were originally written.
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H.5.2
The learner will be able to arrange a piece of music or a song in a different manner than originally written. Example: Arrange a favorite song that your choral ensemble can perform at a public event. .
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Standard 5 - (Advanced Level)
The learner will be able to compose music that exhibits imagination and technical skill in applying the principles of composition. They implement arranging techniques 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. They compose and arrange music for voices, acoustical or electronic instruments, demonstrating knowledge of the pitch ranges and usages of the particular sound source used.
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H.5.3
The learner will be able to create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
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H.5.4
The learner will be able to arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved. Example: Adapt Beethoven's Sonata for Piano, Opus 27, No. 2 ("Moonlight") for flute and guitar, preserving the same dynamic markings, melodic phrases, and broken chord patterns used by the composer. .
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H.5.5
The learner will be able to compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument. Example: Write a song for four vocal parts, with each part written in a comfortable range for the singers. Be sure that the lyrics are not placed so that certain difficult vowel sounds, such as long e, take place on pitches that are high for that particular part.e .
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| Listening, analyzing, describing music |
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Standard 6 - All Courses
The learner will be able to identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
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H.6.1
The learner will be able to identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
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H.6.2
The learner will be able to use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
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H.6.3
The learner will be able to compare and contrast music of different styles, genres, and time-periods. Example: As a study project for the school orchestra, take part in a small group that makes a class presentation of a comparison of the Baroque orchestra, the orchestra of Mozart's day, and the modern orchestra, using visual aids and aural examples. The project may also be presented at a concert as part of an 'informance.' .
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Standard 6-Choral Ensembles-Proficiency
The learner will be able to analyze a variety of aural examples of choral music for their uses of musical and expressive elements. They identify and explain compositional devices and techniques that provide unity, citing examples from choral or vocal works.
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H.6.4
The learner will be able to listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
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H.6.5
The learner will be able to identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
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Standard 6 -Choral Ensembles-Advanced
The learner will be able to demonstrate advanced knowledge of the technical vocabulary of music as they describe significant or interesting events occurring in a given aural example. They compare similarity of form and usage of musical materials in works of the same style or genre.
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H.6.6
The learner will be able to describe in musical terms the unique features of a choral work. Example: Conduct the choir in a short rehearsal of a segment from a piece being learned. Explain in musical terms what changes are present in the music as well as how singers can make these changes heard.
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H.6.7
The learner will be able to identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
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Standard 6-Instrumental Ensembles-Prof.
The learner will be able to analyze a variety of aural examples of instrumental music for their uses of musical and expressive elements. They identify and explain compositional devices and techniques that provide unity, citing examples from instrumental works.
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H.6.8
The learner will be able to compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
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H.6.9
The learner will be able to describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
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Standard 6-Instrumental Ensembles-Adv
The learner will be able to demonstrate extensive knowledge of the technical vocabulary of music as they describe significant events in a given aural example. They compare similarity of form and uses of musical materials or devices within instrumental works of the same style or genre.
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H.6.10
The learner will be able to describe in musical terms the unique features of an instrumental work. Example: Present a brief explanation of a segment from Holst's St. Paul's Suite to the class. Offer rehearsal guidelines and suggestions in musical terminology. .
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H.6.11
The learner will be able to identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
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| Understanding relationships |
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Standard 7 - All Courses
The learner will be able to describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
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H.7.1
The learner will be able to 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.
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H.7.2
The learner will be able to compare and contrast artistic processes and principles as they are used within two or more fine arts areas. Example: As part of a study of the artistic process, interview a dancer, artist, professional musician and actor or actress. Obtain their opinions about issues such as what constitutes artistry in their area and the keys to mastery of their art form. .
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Standard 7 - Choral or Instrumental
The learner will be able to apply the musical and non-musical skills learned through participation in performance ensembles to other life settings. They integrate the elements of music (such as form, texture, contrast, thematic material, and structure) with other art forms. They also compare and contrast the job descriptions involved within the various arts areas.
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H.7.3
The learner will be able to 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. Example: As part of a concert, write a brief essay on non-musical benefits that have resulted through taking part in an ensemble. Read it to the audience or have it printed in the program. .
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H.7.4
The learner will be able to analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music. Example: As part of an integrated arts unit, compare an opera to a ballet from the same historical period, and compare their uses of thematic material and musical effects. .
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H.7.5
The learner will be able to explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
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| Understanding music |
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Standard 8 - All Courses
The learner will be able to classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
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H.8.1
The learner will be able to upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
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H.8.2
The learner will be able to describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
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H.8.3
The learner will be able to describe musical characteristics that make certain works suitable for specific situations. Example: Given a list of known works, select from among them plan a musical program suitable for an upcoming occasion such as a wedding or an award ceremony. Explain your choices using musical terminology and examples. .
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H.8.4
The learner will be able to document times and places within a recent time period where you have heard music, and write down the function the music was serving, the type of performance and performance medium, and personal reactions to each.
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| Evaluating music |
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Standard 9 - All Courses
The learner will be able to define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
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H.9.1
The learner will be able to name specific criteria to be used in evaluating the quality of a musical work or performance.
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H.9.2
The learner will be able to write or present a critique of a performance, composition, improvisation, or arrangement.
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H.9.3
The learner will be able to take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
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Standard 9 - Choral or Instrumental
The learner will be able to extend and refine the concept of musical quality. They evaluate a given musical work in terms of its aesthetic qualities and the musical means used to evoke emotional responses.
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H.9.4
The learner will be able to apply specific criteria for musical quality to your personal participation in music. Example: Upon hearing a live performance by a professional vocal or instrumental organization, discuss your impressions of the group's performance. Evaluate the performance and discuss ways your ensemble can improve its own progress based upon what you have heard. .
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