General Music: 9th-12th Grades
Standards, Learning Expectations, and Performance Indicators
Course Description:
General music is a course that seeks to give students in grades 9-12 an understanding
of the elements, history, and role of music in today’s society. The course
will encourage active participation in performing and creating music through
a balanced comprehensive and sequential program of study. In addition, a correlation
between music, the other arts, and academic disciplines will be included.
Content Standard 1.0: Singing
Students will sing, alone and with others, a varied repertoire of music.
Learning Expectations:
The student will
1.1 Demonstrate the ability to sing alone with expression and technical
accuracy.
1.2 Demonstrate the ability to sing in an ensemble with expression and
technical accuracy.
Performance Indicators:
At Level 1, the student is able to
- sing a solo melody with expression;
- sing in an ensemble with expression.
At Level 2, the student is able to
- sing a solo melody with expression and technical accuracy;
- sing in an ensemble with expression and technical accuracy.
At Level 3, the student is able to
- sing melodies from two or more musical styles with expression and technical
accuracy;
- sing in an ensemble with expression and technical accuracy examples from
two or more musical styles.
Sample Performance Task:
Students will sing an expressive melody in an ensemble. The teacher will assess
the expressiveness of the performance.
Integration/Linkages:
Music Theory, Music History, Vocal-Choral Music, Language Arts, Social Studies,
National Standards for Arts Education.
Content Standard 2.0: Playing Instruments
Students will perform on instruments, alone and with others, a varied repertoire
of music.
Learning Expectations:
The student will
2.1 Demonstrate the ability to perform instrumental music alone with expression
and technical accuracy.
2.2 Demonstrate the ability to perform an appropriate instrumental part
in an ensemble.
Performance Indicators:
At Level 1, the student is able to
- play a solo melody with expression;
- play in an instrumental ensemble with expression.
At Level 2, the student is able to
- play a solo melody with expression and technical accuracy;
- play in an instrumental ensemble with expression and technical accuracy
At Level 3, the student is able to
- play with expression and technical accuracy melodies from two or more
musical styles;
- play in an instrumental ensemble with expression and technical accuracy
examples from two or more musical styles
Sample Performance Task:
Students will perform a three part instrumental canon with technical accuracy.
The teacher will assess the accuracy of the performance.
Integration/Linkages:
Music History, Music Theory, Instrumental Music, Social Studies, National
Standards for Arts Education.
Content Standard 3.0: Improvising
Students will improvise melodies, variations, and accompaniments.
Learning Expectations:
The student will
3.1 Demonstrate the ability to improvise melodies.
3.2 Demonstrate the ability to improvise variations.
3.3 Demonstrate the ability to improvise accompaniments.
Performance Indicators:
At Level 1, the student is able to
- explore improvising short melodic passages;
- use rhythmic skills to improvise a variation on a well-known melody;
- use rhythmic skills to improvise an accompaniment for a well-known melody.
At Level 2, the student is able to
- create a non-notated melody within specified guidelines;
- use melodic skills to improvise a variation on a well-known melody;
- experiment with placing tonic, subdominant and dominant chords as an
accompaniment for a well-known melody.
At Level 3, the student is able to
- improvise a melody in a stylistically appropriate manner;
- use harmonic skills to improvise a variation on a well-known melody;
- use harmonic skills to improvise an accompaniment for a well-known melody.
Sample Performance Task:
Students will improvise a chordal accompaniment on the piano for a simple
melody. The teacher will assess the appropriateness of the accompaniment.
Integration/Linkages:
Music Theory, Music History, Vocal/Choral Music, Instrumental Music, National
Standards for Arts Education.
Content Standard 4.0: Composing
Students will compose and arrange music within specified guidelines.
Learning Expectations:
The student will
4.1 Demonstrate how the elements of music are used to achieve unity and
variety in composition.
4.2 Demonstrate how the elements of music are used to achieve unity and
variety in arranging music
Performance Indicators:
At Level 1, the student is able to
- compose in groups, pieces effectively demonstrating the use of the elements
of music to achieve unity and variety;
- arrange in groups, pieces effectively demonstrating the use of the elements
of music to achieve unity and variety.
At Level 2, the student is able to
- compose individually pieces effectively demonstrating the use of the
elements of music to achieve unity and variety;
- arrange individually pieces effectively demonstrating the use of the
elements of music to achieve unity and variety.
At Level 3, the student is able to
- compose individually pieces effectively demonstrating the use of the
elements of music to achieve unity and variety, tension and release, and
balance;
- arrange individually pieces effectively demonstrating the use of the
elements of music to achieve unity and variety, tension and release, and
balance
Sample Performance Task:
Students will create an arrangement of specified folk songs through the use
of electronic media. The teacher will assess the effectiveness of the arrangement.
Integration/Linkages:
Music Theory, Technology, National Standards for Arts Education, Computer
Science, Sound Engineer.
Content Standard 5.0: Reading and Notating
Students will read and notate music.
Learning Expectations:
The student will
5.1 Demonstrate skills in interpreting notated musical examples that include
rhythm, pitch, melody, harmony, and symbols of musical expression.
5.2 Demonstrate skills in notating musical examples using standard notation
that include rhythm, pitch, melody, harmony and symbols of musical expression.
Performance Indicators:
At Level 1, the student is able to
- accurately interpret notated musical examples that include rhythm, pitch,
melody, harmony, and symbols of musical expression at a level of difficulty
of 2, on a scale of 1 to 6;
- using standard notation, notate rhythm, melody (treble and bass clef)
and symbols of expression in musical examples..
At Level 2, the student is able to
- accurately interpret notated musical examples that include rhythm, pitch,
melody, harmony, and symbols of musical expression at a level of difficulty
of 3, on a scale of 1 to 6;
- using standard notation, notate musical examples in two parts.
At Level 3, the student is able to
- accurately interpret notated musical examples that include rhythm, pitch,
melody, harmony, and symbols of musical expression at a level of difficulty
of 4, on a scale of 1 to 6;
- using standard notation, notate musical examples including two or more
parts.
Sample Performance Task:
Students will use notation software to notate an original composition for
performance by a student ensemble. The teacher will assess the accuracy of
the notation.
Integration/Linkages:
Math, Language Arts, Technology, Music Theory, Music History, National Standards
for Arts Education, Composer
Content Standard 6.0: Listening and Analyzing
Students will listen to, analyze, and describe music.
Learning Expectations:
The student will
6.1 Demonstrate knowledge of the technical vocabulary of music.
6.2 Analyze aural examples of a varied repertoire of music representing diverse
genres and cultures.
6.3 Compare compositional devices and techniques used to provide unity and
variety and tension and release between two similar musical works.
Performance Indicators:
At Level 1, the student is able to
- listen to and, using the technical vocabulary of music, describe a piece
of music;
- analyze two musical examples of different styles and describe the devices
that make them unique;
- compare and contrast the compositional devices that provide unity and
variety in two similar musical examples.
At Level 2, the student is able to
- listen to and, using the technical vocabulary of music, analyze a piece
of music;
- analyze three or more musical examples of different styles and describe
the devices that make them unique;
- compare and contrast the compositional devices that provide tension and
release in two similar musical examples.
At Level 3, the student is able to
- listen to and, using the technical vocabulary of music, compare two or
more pieces of music;
- analyze two or more musical examples of different cultures and describe
the devices that make them unique;
- compare and contrast the compositional devices that provide unity and
variety, and tension and release in two or more similar musical examples.
Sample Performance Task:
Students will write an essay in standard format analyzing the use of melody
in a Japanese musical example. The teacher will assess the accurate use of
vocabulary and the writing format.
Integration/Linkages:
Language Arts, Math (Statistics), Social Studies, Technology, Music History,
Music Theory, Vocal/Choral Music, Instrumental Music, National Standards for
Arts Education.
Content Standard 7.0: Evaluating
Students will evaluate music and music performances.
Learning Expectations:
The student will
7.1 Evaluate the quality and effectiveness of music compositions.
7.2 Evaluate the quality and effectiveness of performances.
Performance Indicators:
At Level 1, the student is able to
- identify appropriate criteria for evaluating the quality and effectiveness
of music compositions;
- identify appropriate criteria for evaluating the quality and effectiveness
of music performances.
At Level 2, the student is able to
- develop appropriate criteria for evaluating the quality and effectiveness
of music compositions;
- develop appropriate criteria for evaluating the quality and effectiveness
of music performances.
At Level 3, the student is able to
- assess the quality and effectiveness of music compositions using student-developed
criteria;
- assess the quality and effectiveness of music performances using student-developed
criteria.
Sample Performance Task:
Students will attend a formal performance of choral or instrumental music
and write a performance evaluation paper. The teacher will assess the appropriateness
of the evaluation and the writing style.
Integration/Linkages:
Language Arts, Math, Technology, Music Theory, Music History, National Standards
for Arts Education, Music Critic
Content Standard 8.0: Interdisciplinary Connections
Students will understand relationships between music, the other arts, and
disciplines outside the arts.
Learning Expectations:
The student will
8.1 Compare characteristics of two or more arts within a particular historical
period, and style.
8.2 Demonstrate ways in which the principles and subject matter of other
disciplines are interrelated with those of music.
8.3 Demonstrate an understanding of the many presences and uses of music
in today's environment.
Performance Indicators:
At Level 1, the student is able to
- compare characteristics of music and those of another art discipline
within a particular historical period, and style;
- explore the commonalities of the principles and subject matter of an
academic discipline outside the arts and those of music;
- list presences and uses of music in today’s environment.
At Level 2, the student is able to
- compare characteristics of music and those of two other arts disciplines
within a particular historical period, and style;
- accurately differentiate how influences from the principles and subject
matter of one academic discipline outside the arts and those of music impact
each other;
- assess the presences and uses of music as to its beneficial, harmful,
or therapeutic effects.
At Level 3, the student is able to
- compare and contrast characteristics of music and those of another art
discipline within a particular historical period, style and culture;
- accurately differentiate how influences from the principles and subject
matter of two academic disciplines outside the arts and those of music
impact each other;
- propose possible means for neutralizing harmful presences and uses of
music.
Sample Performance Task:
Students will assess in writing the potential dangers of continuous exposure
to loud music during a rock concert and suggest ways to avoid those dangers.
The teacher will evaluate the effectiveness of the student’s arguments.
Integration/Linkages:
Science, Social Studies, Language Arts, Visual Arts, Theater, Dance, Music
History, Music Theory, Technology, National Standards for Arts Education, Critical
Thinking.
Content Standard 9.0: Historical and Cultural Relationships
Students will understand music in relation to history and culture.
Learning Expectations:
The student will
9.1 Distinguish characteristics of representative music genres and styles
from a variety of historical periods.
9.2 Distinguish characteristics of representative music genres and styles
from a variety of cultures.
9.3 Examine the evolution of American musical genres.
Performance Indicators:
At Level 1, the student is able to
- identify the characteristics of representative music genres and styles
from 2 or more historical periods.
- identify the characteristics of representative music genres and styles
from 2 or more cultures.
- explore the sources and development of at least one American music genre
and correlate well-known performers associated with that genre.
At Level 2, the student is able to
- correctly inventory a varied body of musical works of a particular historical
period based on genre and style;
- correctly inventory a varied body of musical works of a particular culture
based on genre and style;
- explore the sources and development of at least two American music genres
and correlate well-known performers associated with that genre
At Level 3, the student is able to
- correctly inventory a varied body of musical works of two or more historical
periods based on genre and style including reasons for placements chosen;
- correctly inventory a varied body of musical works of two or more cultures
based on genre and style including reasons for placements chosen;
- explore the sources and development of at least three American music
genres and correlate well-known performers associated with that genre.
Sample Performance Task:
Students will construct a tree diagram showing the various influences of specific
United States locales in the development of Jazz. This shall include titles
of specific musical pieces from each locale. The teacher will assess the accuracy
of the diagram.
Integration/Linkages:
Language Arts, Social Studies, Technology, Music History, Music Theory, National
Standards for Arts Education.
|
