Maryland Fine Arts Music Voluntary State Curriculum

Grade-by-Grade Fine Arts Content Standards MUSIC

1.0 Perceiving, Performing, and Responding: Aesthetic Education – Students will demonstrate the ability to perceive, perform, and respond to music. Grade PreK Grade K Grade 1 Grade 2 Grade 3

1. Develop awareness of the 1. Develop awareness of the 1. Develop awareness of the 1. Develop awareness of the 1. Develop awareness of the characteristics of musical characteristics of musical characteristics of musical characteristics of musical characteristics of musical sounds and silence, and the sounds and silence, and the sounds and silence, and the sounds and silence, and the sounds and silence, and the diversity of sounds in the diversity of sounds in the diversity of sounds in the diversity of sounds in the diversity of sounds in the environment environment environment environment environment a. Explore a range of a. Experiment with a range of a. Classify classroom a. Classify band and orchestra a. Categorize band and classroom instruments such as classroom instruments such as instruments by sight and sound instruments by sight according orchestra instruments by sight wood blocks, triangles, rhythm wood blocks, triangles, rhythm such as wood blocks, triangles, to methods of sound production and sound according to the sticks, maracas, guiros, jingle sticks, maracas, guiros, jingle rhythm sticks, maracas, guiros, such as blow, pluck and bow, string, woodwind, brass, or bells, sand blocks, cymbals, and bells, sand blocks, cymbals, jingle bells, sand blocks, strike, and shake percussion family tambourines tambourines, and hand drums cymbals, tambourines, and hand drums b. Respond to repeated patterns b. Identify repeated patterns b. Identify same and different b. Identify call-and-response b. Identify ABA and call-and- heard in music heard in music patterns heard in music and verse-and-refrain when response musical forms, when presented aurally presented aurally c. Respond to changes heard in c. Identify sounds as fast/slow, c. Compare musical sounds: c. Listen to, perform, and c. Read music notation music: fast/slow, loud/soft loud/soft (quiet), long/short, fast/slow, loud/soft (quiet), describe music that illustrates including dynamics (p, f), (quiet), long/short, high/low high/low long/short, high/low fast/slow, loud/soft (quiet), tempo (allegro, adagio), and long/short, high/low meter (2/2, 2/4, 4/4, 3/4, and 6/8) d. Explore sounds in selected d. Explore and discuss sounds d. Use and simulate d. Identify and describe d. Describe environmental environments such as heard in selected environments environmental sounds environmental sounds sounds heard, with attention to classroom, playground, field such as classroom, playground, tempo, dynamics, and pitch trip, cafeteria field trip, cafeteria e. Listen to and perform music e. Listen to, perform, and e. Distinguish between major in major and minor modes describe music in major and and minor modes presented minor modes aurally

of 26 August 6, 2008 Grade-by-Grade Fine Arts Content Standards MUSIC

2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance through singing, playing through singing, playing through singing, playing through singing, playing through singing, playing instruments, and listening to instruments, and listening to instruments, and listening to instruments, and listening to instruments in general, vocal, performances of others performances of others performances of others performances of others and instrumental settings, and listening to performances of others a. Sing songs that use the voice a. Experiment with vocal a. Demonstrate vocal qualities, a. Use the head voice to sing a a. Perform accurately simple in a variety of ways sounds that use a variety of such as head voice and chest varied repertoire of songs, rhythms at sight from standard pitches: singing in an age- voice and sing with high and singing games, and songs with notation: whole notes and appropriate range, speaking, low vocal sounds, matching instrumental accompaniment, whole rests, half notes and half whispering, and calling pitches within an age- matching pitches within an age- rests, quarter notes and quarter appropriate vocal range appropriate vocal range rests, two eighth notes connected b. Listen to examples of adult b. Listen to examples of adult b. Distinguish among adult b. Describe the differences b. Sing and play a variety of male voices, adult female male voices, adult female male voices, female voices, and among adult male voices, adult music at a given tempo, using voices, and children’s voices voices, and children’s voices children’s voices in aural female voices, and children’s correct posture and clear diction examples voices or articulation c. Wait and listen before c. Wait and listen before c. Demonstrate ability to echo c. Echo a variety of short c. Sing two- and three-part imitating rhythmic and melodic imitating rhythmic and melodic short rhythmic and melodic rhythmic and melodic patterns rounds accurately patterns patterns patterns (quarter note, two (quarter note, two eighths eighths, and quarter rest) connected, half note, whole note, and quarter rest) d. Explore steady beat through d. Explore steady beat through d. Practice steady beat through d. Demonstrate the ability to d. Perform ostinatos to support singing, speaking, and playing singing, speaking, and playing singing, speaking, and playing maintain a steady beat through given melodies classroom instruments classroom instruments classroom instruments singing, speaking, and playing classroom instruments

2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance through singing, playing through singing, playing through singing, playing through singing, playing through singing, playing instruments, and listening to instruments, and listening to instruments, and listening to instruments, and listening to instruments in general, vocal, performances of others performances of others performances of others performances of others and instrumental settings, and listening to performances of others e. Explore beat groupings e. Demonstrate meter through e. Perform and identify simple e. Explain appropriate (meter) through singing, chanting, and playing and compound meters performance behavior speaking, and playing classroom instruments classroom instruments

f. Explore use of simple 2- or f. Perform simple 2- or 4-beat f. Sing one part of a 2-part 4-beat rhythmic ostinatos rhythmic ostinatos round while the teacher sings the other part

g. Sing or play in groups, g. Sing a variety of songs with g. Perform an ostinato while matching tempo (fast and slow) the class or individually, other students perform a independent of the teacher’s or contrasting ostinato recorded voice(s)

h. Experience as an audience h. Sing or play in groups, h. Use good singing and member a variety of concerts, matching dynamic levels (soft playing posture as plays, and other age-appropriate and loud) demonstrated by the teacher programming

i. Demonstrate appropriate i. Sing from memory a varied audience behavior repertoire of songs representing genres and styles from diverse world cultures

2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance 2. Experience performance through singing, playing through singing, playing through singing, playing through singing, playing through singing, playing instruments, and listening to instruments, and listening to instruments, and listening to instruments, and listening to instruments in general, vocal, performances of others performances of others performances of others performances of others and instrumental settings, and listening to performances of others j. Listen to a group of voices singing and differentiate between blending voices and voices which are not blending

k. Describe and demonstrate appropriate audience behavior

3. Respond to music through 3. Respond to music through 3. Respond to music through 3. Respond to music through 3. Respond to music through movement movement movement movement movement a. Express music through a. Demonstrate understanding a. Demonstrate musical a. Create movement patterns a. Create movement patterns to movement, developing the of personal space while moving characteristics through for music and describe the communicate meaning or concept of personal space to music movement to music relationships of movement to feeling in music and describe (“bubble space”) music the relationships of movement to music b. Respond to steady beat b. Explore and recognize b. Demonstrate steady beat b. Demonstrate ability to b. Conduct music in two meter through locomotor and non- steady beat through locomotor through locomotor and non- maintain steady beat through locomotor movement and non-locomotor movement locomotor movement locomotor and non-locomotor movement c. Listen for simple directions c. Follow simple directions or c. Follow musical cues to c. Demonstrate sequences of c. Create movement patterns to or verbal cues in singing games verbal cues in singing games sequence movement in singing movement in singing games demonstrate aspects of music, games such as melodic contour, form, and dynamics d. Explore a variety of d. Use a variety of locomotor d. Respond to meter with a d. Identify meter in aural locomotor and non-locomotor and non-locomotor movements variety of locomotor and non- music examples and convey the movements to show meter to show meter locomotor movements meter through movement

4. Experiment with standard 4. Experiment with standard 4. Experiment with standard 4. Experiment with standard 4. Experiment with standard and individually created and individually created and individually created and individually created and individually created symbols to represent sounds symbols to represent sounds symbols to represent sounds symbols to represent sounds symbols to represent sounds a. Interpret picture symbols a. Use stem notation to read a. Identify and apply 2, 3, 4, a. Indicate occurrences of representing musical and write rhythm patterns and 6 as representing meter in chord changes presented aurally characteristics including quarter note, quarter aural and visual examples (I and V chords) rest, and two eighth notes connected b. Interpret stem notation used b. Relate melodic contour to b. Experiment with standard b. Write simple rhythm to represent rhythms standard and non-standard and non-standard notation to patterns from dictation using notation represent simple melodies or quarter notes, two connected melodic patterns eighth notes, half notes, and corresponding rests in 4/4 time (2 measures)

c. Create and notate short melodies using non-standard symbols such as icons, dashes and dots, or any system created by and meaningful to the student (2 measures)

2.0 Historical, Cultural, and Social Context: Students will demonstrate an understanding of music as an essential aspect of history and human experience. Grade PreK Grade K Grade 1 Grade 2 Grade 3

1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Develop the ability to recognize music as a form of recognize music as a form of recognize music as a form of recognize music as a form of recognize music as a form of individual and cultural individual and cultural individual and cultural individual and cultural individual and cultural expression through expression through expression through expression through expression through experiencing music as both experiencing music as both experiencing music as both experiencing music as both experiencing music as both personal and societal personal and societal personal and societal personal and societal personal and societal expression expression expression expression expression a. Explore music used in daily a. Explore music used in the a. Describe how music is used a. Describe characteristics that a. Describe how music reflects living home, school, and community in the home, school, and make certain music suitable for daily experience in the local community different uses, such as community children’s games, celebrations, and parades b. Sing songs representative of b. Sing and listen to music b. Sing, listen to, and describe b. Sing, listen to, and examine b. Listen to and perform folk different activities, holidays, representative of different music representative of music representative of and composed music that is and seasons in a variety of activities, holidays, and seasons different activities, holidays, different activities, holidays, used to celebrate holidays in world cultures in a variety of world cultures and seasons in a variety of and seasons in a variety of various world cultures world cultures world cultures c. Listen to music examples from various world cultures and describe how tempo, dynamics, and pitch are used

d. Identify and describe roles of musicians in the local community e. Use movement to describe aural musical examples

1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Develop the ability to recognize music as a form of recognize music as a form of recognize music as a form of recognize music as a form of recognize music as a form of individual and cultural individual and cultural individual and cultural individual and cultural individual and cultural expression through expression through expression through expression through expression through experiencing music as both experiencing music as both experiencing music as both experiencing music as both experiencing music as both personal and societal personal and societal personal and societal personal and societal personal and societal expression expression expression expression expression

f. Discuss ways in which creating and performing music bring personal satisfaction

g. Demonstrate audience behaviors that are respectful of the performer(s)

2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Become acquainted with the roles of music in the lives the roles of music in the lives the roles of music in the lives the roles of music in the lives the roles of music in the lives of people of people of people of people of people a. Explore a rich repertoire of a. Explore a rich repertoire of a. Listen to and perform a rich a. Listen to and perform a rich a. Listen to and describe a music representing its roles in children’s music that includes repertoire of music representing repertoire of music that reflects variety of musical works and the lives of people, such as singing games and finger play its roles in the lives of people, different roles music plays in relate them to specific historical lullabies such as work songs the lives of people, such as events patriotic songs, spirituals, and songs of celebration

2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Become acquainted with the roles of music in the lives the roles of music in the lives the roles of music in the lives the roles of music in the lives the roles of music in the lives of people of people of people of people of people

b. Perform songs and dances b. Perform songs and dances b. Perform songs and dances b. Perform songs and dances from a variety of historical from a variety of historical from a variety of historical from a variety of historical periods and world cultures, periods and world cultures, periods and world cultures, periods and world cultures, including some connected to including some connected to including some connected to including some connected to general classroom studies general classroom studies general classroom studies general classroom studies

c. Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures

3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the visual arts and other visual arts and other visual arts and other visual arts and other visual arts and other disciplines disciplines disciplines disciplines disciplines a. Explore creative expression a. Explore creative expression a. Experiment with creative a. Experiment with individual a. Experiment with individual through music as it relates to through music as it relates to expression through music as it creative expression through creative expression through dance, creative dramatics, and dance, creative dramatics, and relates to dance, creative music as it relates to dance, music as it relates to dance, the visual arts the visual arts dramatics, and the visual arts creative dramatics, and the creative dramatics, and the visual arts visual arts

3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the visual arts, and other visual arts, and other visual arts, and other visual arts, and other visual arts and other disciplines disciplines disciplines disciplines disciplines

b. Participate in music b. Participate in music b. Connect music content to b. Participate in music b. Demonstrate ways that activities that emphasize activities that emphasize that of other subject areas, such activities that relate music relate music content, processes, alphabet recognition, spatial rhyming words and “all about as science, mathematics, or content, processes, and skills and skills with those of other relationships, and counting me” themes literature with those in other subjects subjects taught in the school taught in the school, such as cumulative songs for mathematics and regions of the world for social studies

4. Develop knowledge of a 4. Develop knowledge of a 4. Develop knowledge of a 4. Develop knowledge of a 4. Develop knowledge of a wide variety of styles and wide variety of styles and wide variety of styles and wide variety of styles and wide variety of styles and genres through the study of genres through the study of genres through the study of genres through the study of genres through the study of music history music history music history music history music history

a. Listen to two versions of the a. Listen to music a. Listen to music a. Listen to and describe a. Demonstrate an awareness same piece and identify them as representative of a variety of representative of a variety of similarities and differences in of music history by performing same or different, such as a styles and genres and discuss styles and genres and use more than one version of the songs, games, and dances vocal version and a strictly the differences between them criteria for “old” or “new” same piece, including examples representing a variety of instrumental version music to explain why each representative of a variety of composers, styles, genres, and example is classified as “old” styles and genres, both world cultures or “new” historical and contemporary

3.0 Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Grade PreK Grade K Grade 1 Grade 2 Grade 3

1. Develop confidence in the 1. Develop confidence in the 1. Develop confidence in the 1. Develop confidence in the 1. Demonstrate the ability to ability to improvise music ability to improvise music ability to improvise music ability to improvise music improvise music through through experimentation with through experimentation with through experimentation with through experimentation with experimentation with sound sound sound sound sound a. Experiment with sound a. Sort classroom instruments a. Improvise sounds to enhance a. Improvise instrumental a. Use selected classroom patterns through exploration of by sound and playing technique stories and songs sounds to enhance songs and instruments or voices to classroom instruments stories improvise short melodies that answer in the same style to given rhythmic and melodic phrases (Q & A) b. Use the voice to improvise b. Improvise simple text (one b. Improvise alternate texts for b. Use the voice to improvise b. Improvise vocal or animal and environmental or two words) by filling in the phrases in familiar songs simple melodic phrases, such as instrumental music using sounds blanks of familiar songs with scat singing, street calls, and nontraditional sounds other selected words to create blues (e.g., environmental, standard new meaning instrument being used in nontraditional ways) 2. Investigate composing 2. Investigate composing 2. Investigate composing 2. Develop the ability to 2. Develop the ability to music through music through music through compose and arrange music compose and arrange music experimentation with sound experimentation with sound experimentation with sound by experimenting with sound by experimenting with sound and the tools of composition and the tools of composition and the tools of composition and the tools of composition and the tools of composition a. Explore the use of pictorial a. Create a sound piece by a. Create pictorial a. Interpret iconic a. Use environmental sounds to representations for sound interpreting visual representations of sounds to representation for sound in enhance the mood and /or representations of sound, using form a sound piece sound pieces and song words of a musical composition a variety of modalities, such as accompaniments classroom instruments, environmental sounds, the voice, body percussion, and found objects b. Use body percussion to b. Create rhythmic sound b. Use the voice and classroom b. Create simple rhythmic and b. Create simple rhythm create sound patterns patterns using body percussion instruments to create simple melodic patterns, using the patterns which show contrast: rhythmic and melodic patterns voice or classroom instruments whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected (2 measures) c. Create short ostinato patterns c. Compose and use non- c. Compose and use traditional to enhance given melodies traditional notation to preserve notation to preserve ostinatos ostinatos which enhance given that enhance given melodies melodies

4.0 Aesthetics and Criticism: Students will demonstrate the ability to make aesthetic judgments. Grade PreK Grade K Grade 1 Grade 2 Grade 3

1. Express preferences about 1. Express preferences about 1. Apply criteria to express 1. Apply established criteria 1. Evaluate selected musical selected musical compositions selected musical compositions preferences about selected to express preferences about compositions using musical compositions selected musical compositions established criteria a. Verbalize or use visual a. Verbalize or use visual a. Verbalize or use visual a. Create a hierarchy of a. Discuss musical representation for at least one representation to express representation to express musical preference based on characteristics as they relate to reason for musical preference musical preferences (e.g., how musical preferences (e.g., how teacher-identified criteria the listener’s feelings and it makes me feel, what it makes it makes me feel, what it makes preferences me think about, what it reminds me think about, what it reminds me of) me of) 2. Develop and apply 2. Develop and apply 2. Develop and apply 2. Develop and apply personal aesthetic criteria for personal aesthetic criteria for personal aesthetic criteria for personal aesthetic criteria for evaluating musical evaluating musical evaluating musical evaluating musical performances performances performances performances a. Use teacher and student a. Discuss teacher-identified a. Apply teacher-identified a. Discuss characteristics of a identified words to develop a criteria for the evaluation of criteria for evaluation of good performance, such as vocabulary bank for evaluating performance and apply to classroom performances singing or playing in tune, musical performances classroom performances proper tempo, and effective expression

1.0 Perceiving and Responding: Aesthetic Education – Students will demonstrate the ability to perceive, perform, and respond to music. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1. Develop awareness of the 1. Develop awareness of the 1. Develop awareness of the 1. Evaluate application of the 1. Evaluate application of the 1. Evaluate application of the characteristics of musical characteristics of musical characteristics of musical elements of music and elements of music and elements of music and sounds and the diversity of sounds and the diversity of sounds and the diversity of characteristics of musical characteristics of musical characteristics of musical sounds in the environment sounds in the environment sounds in the environment sounds as they are used in a sounds as they are used in a sounds as they are used in a variety of genres and styles variety of genres and styles variety of genres and styles representative of world representative of world representative of world cultures cultures cultures a. Categorize band and a. Explain characteristics of a. Identify a variety of a. Identify traditional sources a. Categorize sources of a. Compare traditional sources orchestra instruments by sight band and orchestra instruments instruments by sight and sound, of musical sound, world musical sound according to the of musical sound with non- and sound according to the to support their belonging to the including the flute, clarinet, instruments, and non-traditional Western Traditional Instrument traditional sources such as string, woodwind, brass, or string, woodwind, brass, or saxophone, trumpet, trombone, sources, such as modified Classification System (families modified instruments, new percussion family percussion family tuba, violin, cello, tympani, instruments, new instruments, of instruments) and the instruments, and environmental bass drum, snare drum, and environmental sounds Hornbostel-Sachs Instrument sounds cymbals, and xylophone Classification System b. Identify ABA and call-and- b. Identify theme and variation b. Identify rondo form in b. Identify and define standard b. Identify and define standard b. Identify and define standard response musical forms when form in music when presented music when presented aurally music notation symbols for music notation symbols for music notation symbols for presented aurally aurally pitch and rhythm dynamics and tempo articulation and expression c. Read music notation c. Read music notation c. Read music notation c. Listen to and describe music, c. Listen to and distinguish c. Identify and describe including dynamics (p, f), including dynamics (p, f, mp, including dynamics (p, f, mp, with attention to form, genre, among forms of music, musical form using aural tempo (allegro, adagio), and and mf), tempo (allegro, mf, pp, and ff), tempo (allegro, cultural influences, including ABA, call-and- examples meter (2/2, 2/4, 4/4, 3/4, and adagio, and moderato), and adagio, moderato, and andante), performance media, and other response, theme and variation, 6/8) meter (2/2, 2/4, 4/4, 3/4, 6/8, and meter (2/2, 2/4, 4/4, 3/4, prominent elements of music rondo, and fugue and 5/4) 6/8, 5/4, and 12/8)

1. Develop awareness of the 1. Develop awareness of the 1. Develop awareness of the 1. Evaluate application of the 1. Evaluate application of the 1. Evaluate application of the characteristics of musical characteristics of musical characteristics of musical elements of music and elements of music and elements of music and sounds and the diversity of sounds and the diversity of sounds and the diversity of characteristics of musical characteristics of musical characteristics of musical sounds in the environment sounds in the environment sounds in the environment sounds as they are used in a sounds as they are used in a sounds as they are used in a variety of genres and styles variety of genres and styles variety of genres and styles representative of world representative of world representative of world cultures cultures cultures d. Describe environmental d. Describe environmental d. Describe environmental d. Categorize aural music d. Describe aural musical d. Analyze aural music sounds heard, with attention to sounds heard, with attention to sounds heard, with attention to examples representing diverse examples representing diverse examples representing diverse tempo, dynamics, and pitch rhythm tone color and intervals (same, genres and world cultures, genres and world cultures, genres and world cultures, step, skip) using musical terms using musical terms using musical terms e. Distinguish between major e. Listen to and distinguish e. Listen to and identify adult e. Listen to and categorize e. Listen to music representing e. Compare motivic or thematic and minor modes presented among voices as children’s, voices as soprano, alto, tenor, music representing diverse diverse genres and world development in aural examples aurally adult male, and adult female or bass genres and world cultures cultures and analyze its of musical styles and diverse elements and structure genres representative of world cultures f. Listen to and identify f. Listen to and describe f. Listen to and compare f. Listen to and demonstrate instruments from various world instruments from various world instruments from various world characteristic sounds on cultures, such as the steel drum, cultures, such as the steel drum, cultures, such as the steel drum, instruments of various world pan pipes, conga drum, gong, pan pipes, conga drum, gong, pan pipes, conga drum, gong, cultures, such as the steel drum, tabla, sitar, and guitar tabla, sitar, and guitar tabla, sitar, and guitar pan pipes, conga drum, gong, tabla, sitar, and guitar

2. Experience performance 2. Experience performance 2. Experience performance 2. Develop the skills needed 2. Develop the skills needed 2. Develop the skills needed through singing and playing through singing and playing through singing and playing in the performance of music in the performance of music in the performance of music instruments in general, vocal, instruments in general, vocal, instruments in general, vocal, in general, vocal, and in general, vocal, and in general, vocal, and and instrumental settings, and instrumental settings, and instrumental settings, instrumental settings instrumental settings instrumental settings and listening to performances and listening to performances and listening to performances of others of others of others a. Perform accurately simple a. Perform accurately simple a. Perform accurately simple a. Demonstrate accuracy and a. Demonstrate accuracy and a. Demonstrate accuracy and rhythms at sight from standard rhythms at sight from standard rhythms at sight from standard independence in playing in independence in playing in independence in playing solos notation: whole notes and notation: tied notes (whole, notation: four sixteenth notes, ensembles on a variety of ensembles on a variety of and ensembles on a variety of whole rests, half notes and half half, and quarter combinations) eighth rests classroom instruments (8 classroom instruments (16 classroom instruments rests, quarter notes and quarter measures) measures) rests, two eighth notes connected b. Sing and play a variety of b. Sing and play a variety of b. Sing and play a varied b. Perform accurately vocal or b. Perform vocal or b. Perform vocal and music at a given tempo, using music with accurate intonation repertoire of music representing instrumental music representing instrumental music representing instrumental music representing correct posture and clear diction and characteristic timbre diverse genres, styles, and diverse genres and world diverse genres and world diverse genres and world or articulation world cultures, adhering to cultures cultures with tone color and cultures with expression given expression markings blend characteristic of the work characteristic of the work being being performed performed c. Sing two- and three-part c. Sing partner songs and songs c. Sing songs accurately in c. Sing with expression and c. Sing with expression and c. Sing with expression and rounds accurately with descants accurately simple two-part harmony using technical accuracy a technical accuracy a technical accuracy a two-staff systems stylistically varied repertoire of stylistically varied repertoire of stylistically varied repertoire of vocal literature with a level of vocal literature with a level of vocal literature with a level of difficulty of 1, on a scale of 1 to difficulty of 2, on a scale of 1 to difficulty of 3, on a scale of 1 to 6, including some songs 6, including some songs 6, including some songs from performed from memory (for performed from memory (for memory (for students enrolled students enrolled in vocal students enrolled in vocal in vocal performance performance ensembles) performance ensembles) ensembles)

2. Experience performance 2. Experience performance 2. Experience performance 2. Develop the skills needed 2. Develop the skills needed 2. Develop the skills needed through singing, playing through singing, playing through singing, playing in the performance of music in the performance of music in the performance of music instruments in general, vocal, instruments in general, vocal, instruments in general, vocal, in general, vocal, and in general, vocal, and in general, vocal, and and instrumental settings, and instrumental settings, and instrumental settings, instrumental settings instrumental settings instrumental settings and listening to performances and listening to performances and listening to performances of others of others of others d. Perform ostinatos to support d. Perform rhythmically and d. Perform accurately and d. Play with expression and d. Play with expression and d. Play with expression and given melodies melodically correct ostinatos or independently instrumental technical accuracy a technical accuracy a technical accuracy a chordal accompaniment parts while other students sing stylistically varied repertoire of stylistically varied repertoire of stylistically varied repertoire of patterns while other students or play contrasting parts instrumental literature with a instrumental literature with a instrumental literature with a sing or play contrasting parts difficulty of 1, on a scale of 1 to difficulty of 2, on a scale of 1 to difficulty of 3, on a scale of 1 to 6, including some solos 6, including some solos 6, including some solos performed from memory (for performed from memory (for performed from memory (for students enrolled in students enrolled in students enrolled in instrumental performance instrumental performance instrumental performance ensembles) ensembles) ensembles) e. Explain appropriate e. Exhibit appropriate e. Sing or play in groups, e. Sight-read, accurately and e. Sight-read, accurately and e. Sight-read, accurately and performance behavior performance behavior blending timbres, matching expressively, beginning expressively, music with a level expressively, music with a level dynamic levels, and responding ensemble literature for students of difficulty of sub-1, on a scale of difficulty of 1, on a scale of 1 to the conducting cues of the enrolled in instrumental of 1 to 6 (for students enrolled to 6 (for students enrolled in teacher performance ensembles. For in instrumental performance instrumental performance students enrolled in vocal ensembles). For students ensembles). For students performance ensembles, sight- enrolled in vocal performance enrolled in vocal performance read music with a level of ensembles, sight-read music ensembles, sight-read music difficulty of 1, on a scale of 1 to with a level of difficulty of 2, with a level of difficulty of 3, 6 on a scale of 1 to 6 on a scale of 1 to 6

3. Respond to music through 3. Respond to music through 3. Respond to music through 3. Respond to music through 3. Respond to music through 3. Respond to music through movement movement movement movement movement movement a. Create movement patterns to a. Perform singing games and a. Perform improvised a. Communicate rhythmic and a. Respond to music a. Describe musical structure communicate meaning or traditional dances from a movement to communicate expressive intent through expressively through using original movement feeling in music and describe variety of world cultures meaning or feeling in music movement to music in simple improvised movement patterns while preserving the relationships of movement and compound meters rhythmic and expressive intent. to music b. Conduct music in two meter b. Conduct music in four b. Conduct music in three meter meter c. Create movement patterns to demonstrate aspects of music, such as melodic contour, form, and dynamics 4. Experiment with standard 4. Experiment with standard 4. Experiment with standard 4. Read standard notation 4. Read standard notation 4. Read standard notation and individually created and individually created and individually created and apply it to the and apply it to the and apply it to the symbols to represent sounds symbols to represent sounds symbols to represent sounds performance of music performance of music performance of music

a. Indicate occurrences of a. Read standard chord a. Read standard chord a. Read and perform music that a. Read and perform music that a. Read and perform music that chord changes presented aurally symbols and play the symbols and play the includes whole, half, quarter includes four sixteenth notes includes sixteenth notes and (I and V chords) represented chords on represented chords on notes and rests and two grouped, in duple, triple, rests in duple, triple, and mixed classroom instruments (I and V classroom instruments (I, IV, connected eighth notes grouped quadruple, and mixed meters meters including four sixteenth chords) and V chords) in duple, triple, quadruple, and notes grouped, dotted half notes mixed meters and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests b. Write simple rhythm b. Write simple rhythm b. Write simple melodic b. Read and perform a variety b. Read and perform a variety b. Read and perform a variety patterns from dictation using patterns from dictation using patterns from dictation using of polyphonic music, including of homophonic music, of polyphonic and homophonic quarter notes, two connected quarter, notes, two connected quarter, eighth, half, whole, rounds and partner songs, including music in two or three music on classroom instruments eighth notes, half notes, and eighth notes, half notes, whole dotted half, four sixteenth notes, through singing or on parts and some with descants, corresponding rests in 4/4 time notes and corresponding rests and corresponding rests classroom instruments sung or played on classroom (2 measures) in 2/4 and 3/4 time (melodic range of five notes, 2 instruments measures)

4. Experiment with standard 4. Experiment with standard 4. Experiment with standard 4. Read standard notation 4. Read standard notation 4. Read standard notation and individually created and individually created and individually created and apply it to the and apply it to the and apply it to the symbols to represent sounds symbols to represent sounds symbols to represent sounds performance of music performance of music performance of music c. Create and notate short c. Create and notate short c. Create and notate melodies c. Use standard notation to c. Use standard notation to c. Use standard notation to melodies using non-standard melodies on the treble staff, on the treble staff using record short dictated melodic record short dictated melodic record short dictated melodic symbols such as icons, dashes using standard notation (2 standard notation (4 measures) phrases and rhythmic patterns phrases and rhythmic patterns phrases and rhythmic patterns and dots, or any system created measures) (not more than two measures in (not more than four measures in (not more than eight measures by and meaningful to the duple, triple, or quadruple duple, triple, or quadruple in duple, triple, or quadruple student (2 measures) meters; not more than a one- meters; not more than a one- meters: not more than a one- octave diatonic range; rhythms octave diatonic range; rhythms octave diatonic range; rhythms no more complex than whole, no more complex than whole, no more complex than four half, and quarter notes and half, and quarter notes and sixteenth notes grouped, dotted rests, and two connected eighth rests, two connected eighth half notes and rests followed by notes) notes, and four sixteenth notes quarter notes and rests, dotted grouped) quarter notes and rests followed by eighth notes and rests) d. Read and perform simple d. Read and perform simple d. Identify occurrences of d. Define transposition in d. Identify and describe the pitch and rhythm notation on pitch and rhythm notation on transposition in music by sight music uses of transposition in music the treble staff in the key of C the treble staff in the keys of F major, using solfeggio or a and G major, using solfeggio or comparable system a comparable system

4. Experiment with standard 4. Experiment with standard 4. Experiment with standard 4. Read standard notation 4. Read standard notation 4. Read standard notation and individually created and individually created and individually created and apply it to the and apply it to the and apply it to the symbols to represent sounds symbols to represent sounds symbols to represent sounds performance of music performance of music performance of music e. Identify contrasting musical e. Identify similar musical e. Describe similar and ideas in aural and notated ideas in aural and notated contrasting musical ideas in examples examples aural and notated examples

f. Read and perform a variety f. Read and perform a variety f. Read and perform a variety of polyphonic and homophonic of polyphonic and homophonic of polyphonic and homophonic music on classroom instruments music on classroom instruments music on classroom instruments

g. Play simple melodies in g. Play simple melodies in g. Sight-read on classroom treble clef at sight on classroom treble and bass clefs at sight on instruments simple melodies in instruments (4 measures) classroom instruments (4 treble and bass clef (8 measures) measures)

h. Read and perform a variety h. Read and perform a variety h. Read and perform a variety of polyphonic and homophonic of polyphonic and homophonic of polyphonic and homophonic music at a difficulty level of 1, music at a difficulty level of 2, music at a difficulty level of 3, on a scale of 1 to 6 (for students on a scale of 1 to 6 (for students on a scale of 1 to 6 (for students in vocal and instrumental in vocal and instrumental in vocal and instrumental ensembles) ensembles) ensembles)

i. Sight-read individually the i. Sight-read individually the i. Sight-read individually the melody and rhythm of selected melody and rhythm of selected melody and rhythm of selected four-measure passages from four-measure passages from eight-measure passages from music at a difficulty level of 1, music at a difficulty level of 1, music at a difficulty level of 1, on a scale of 1 to 6 (for students on a scale of 1 to 6 (for students on a scale of 1 to 6 (for students enrolled in vocal and enrolled in vocal and enrolled in vocal and instrumental ensembles) instrumental ensembles) instrumental ensembles)

2.0 Historical, Cultural, and Social Context: Students will demonstrate an understanding of music as an essential aspect of history and human experience. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Describe how musical 1. Describe how musical 1. Describe how musical recognize music as a form of recognize music as a form of recognize music as a form of expression reflects social, expression reflects social, expression reflects social, individual and cultural individual and cultural individual and cultural political, and ethical issues political, and ethical issues political, and ethical issues expression through expression through expression through experiencing music as both experiencing music as both experiencing music as both personal and societal personal and societal personal and societal expression expression expression a. Describe how music reflects a. Describe how music reflects a. Describe how music reflects a. Identify ways that people a. Identify uses of music in a. Describe how music is used daily experience in the local daily experience in Maryland daily experience in North interact with music in their cultural expression for individual and cultural community America individual lives expression b. Listen to and perform folk b. Listen to, perform, and b. Listen to, perform, and b. Compare functions of music b. Compare roles of musicians b. Compare and explain and composed music that is discuss how music is used to compare how music is used to and conditions under which in various world cultures functions of music, roles of used to celebrate holidays in celebrate holidays in various celebrate holidays in various music is performed in various musicians, and conditions under various world cultures world cultures world cultures world cultures which music is performed in various world cultures c. Listen to music examples c. Listen to music examples c. Listen to music examples c. Describe the characteristics c. Perform, listen to, and c. Describe the influence of from various world cultures and from various world cultures and from various world cultures and of indigenous music from a describe folk music of various folk music on compositions for describe how tempo, dynamics, describe how rhythm is used describe how form is used variety of world cultures world cultures other genres and pitch are used d. Identify and describe roles d. Identify and describe roles d. Identify and describe roles d. Describe audience behavior d. Explain how context and d. Explain audience behaviors of musicians in the local of musicians in Maryland of musicians in North America appropriate for the context and style of music performed appropriate for a variety of community style of music performed determines appropriate performance contexts audience behavior

1. Develop the ability to 1. Develop the ability to 1. Develop the ability to 1. Describe and interpret 1. Describe and interpret 1. Describe and interpret how recognize music as a form of recognize music as a form of recognize music as a form of how musical expression how musical expression musical expression reflects individual and cultural individual and cultural individual and cultural reflects social, political, and reflects social, political, and social, political, and ethical expression through expression through expression through ethical issues ethical issues issues experiencing music as both experiencing music as both experiencing music as both personal and societal personal and societal personal and societal expression expression expression e. Use movement to describe e. Use body movement to e. Use oral and written e. Use several non-traditional e. Create and apply non- e. Use at least three different aural musical examples describe aural musical language to describe aural symbol systems to describe traditional approaches to approaches, such as symbol examples musical examples as both musical examples from various describe musical examples systems, movement, or personal and societal world cultures from various world cultures answering questions, to expression, and convey what describe musical examples from those examples express various world cultures f. Discuss ways in which f. Compare ways in which f. Describe various careers in creating and performing music creating and performing music music and ways that they may bring personal satisfaction bring satisfaction provide personal satisfaction g. Demonstrate audience behaviors which are respectful of the performer(s)

2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Determine factors that 2. Determine factors that 2. Determine factors that the roles of music in the lives the roles of music in the lives the roles of music in the lives influence musicians in specific influence musicians in specific influence musicians in specific of people of people of people historical eras and places historical eras and places historical eras and places a. Listen to and describe a a. Listen to and discuss how a. Listen to, explain, and a. Listen to and identify a. Listen to and perform at a. Describe at least three variety of musical works and selected works from standard provide supporting evidence of various styles of music least two contrasting styles of different styles of music, relate them to specific historical music literature correspond to ways in which selected works music relating each selection to the events specific historical events from standard music literature social climate from which it correspond to specific historical emerged events

2. Become acquainted with 2. Become acquainted with 2. Become acquainted with 2. Determine factors that 2. Determine factors that 2. Determine factors that the roles of music in the lives the roles of music in the lives the roles of music in the lives influence musicians in specific influence musicians in specific influence musicians in specific of people of people of people historical eras and places historical eras and places historical eras and places b. Perform authentic songs and b. Perform authentic songs and b. Perform authentic songs and b. Cite examples of the impact b. Describe the impact of b. Describe the evolution of dances from a variety of dances from a variety of dances from a variety of of electronic technology on electronic technology on music electronic and other historical periods and world historical periods and world historical periods and world music technologies and their impact cultures, including some cultures, including some cultures, including some on the world of music connected to general classroom connected to general classroom connected to general classroom studies studies studies c. Listen to and label musical c. Listen to and describe c. Listen to and compare c. Describe the uses of c. Categorize the uses of c. Analyze the uses of elements examples that represent styles musical examples that represent musical examples that represent elements of music in aural elements of music in aural of music in aural examples and traditions from various styles and traditions from styles and traditions from examples representing examples representing representing traditions from historical periods and world various historical periods and various historical periods and traditions from various style traditions from various style various style periods cultures world cultures world cultures periods periods

3. Explore the relationship of 3. Explore the relationship of 3. Explore the relationship of 3. Identify and explain the 3. Identify and explain the 3. Identify and explain the music to dance, theatre, the music to dance, theatre, the music to dance, theatre, the relationship of music to relationship of music to relationship of music to visual arts, and other visual arts, and other visual arts, and other dance, theatre, the visual arts, dance, theatre, the visual arts, dance, theatre, the visual arts, disciplines disciplines disciplines and other disciplines and other disciplines and other disciplines a. Experiment with individual a. Characterize music using a. Describe similarities and a. Identify and define a a. Describe elements that a. Compare elements that creative expression through techniques from dance, drama, differences in the meanings of vocabulary of elements that music, dance, poetry, theatre, music, dance, poetry, theatre, music as it relates to dance, and the visual arts terms that music, dance, drama, music, poetry, dance, theatre, and the visual arts have in and the visual arts have in creative dramatics, and the and the visual arts have in and the visual arts have in common common visual arts common common b. Demonstrate ways to relate b. Identify ways to relate b. Describe ways to relate b. Describe how music is a b. Explain how music can be b. Describe attributes of music music content, processes, and music content, processes, and music content, processes, and unique means of individual combined with one or more that distinguish it from other skills with those of other skills with those of other skills with those of other expression other artistic forms to express artistic forms in expressing subjects taught in the school subjects taught in the school subjects areas taught in the ideas personal and cultural ideas school c. Use nonverbal media to c. Research and describe ways c. Describe ways in which the characterize music in which composers were knowledge, skills, and inspired by other works of art processes of music relate to or other external stimuli other content areas taught in the school

4. Develop knowledge of a 4. Develop knowledge of a 4. Develop knowledge of a 4. Identify and distinguish 4. Identify and distinguish 4. Identify and distinguish wide variety of styles and wide variety of styles and wide variety of styles and between and among between and among between and among genres through the study of genres through the study of genres through the study of significant styles and genres significant styles and genres significant styles and genres music history music history music history in music history in music history in music history representative of world representative of world representative of world cultures cultures cultures a. Demonstrate an awareness a. Listen to and identify music a. Listen to and compare music a. Listen to and describe a. Identify and classify a. Compare representative of music history by performing from various periods in music from various periods in music representative selections of representative selections of selections of music from the songs, games, and dances history, world cultures, and history, world cultures, and music from the major stylistic music from the major stylistic major stylistic eras in Western representing a variety of works written by exemplary works written by exemplary eras in Western music eras in Western music music composers, styles, genres, and composers composers world cultures b. Identify specific musical b. Describe how specific b. Discuss or write about b. Compare musical examples b. Explain why selected instruments that are used in a instruments are used in a cross-cultural influences representative of various genres musical works are considered variety of musical styles and variety of musical styles and represented in a variety of and styles in Western and non- exemplary of various genres genres throughout history genres throughout history musical compositions Western cultures and styles in Western and non- Western cultures

3.0 Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1. Demonstrate the ability to 1. Demonstrate the ability to 1. Demonstrate the ability to 1. Explore musical ideas 1. Explore musical ideas 1. Explore musical ideas improvise music through improvise music through improvise music through through simple through simple through simple experimentation with sound experimentation with sound experimentation with sound improvisations improvisations improvisations

a. Use selected classroom a. Use instruments or voices to a. Improvise countermelodies, a. Improvise simple rhythmic a. Improvise short melodies a. Improvise simple rhythmic instruments or voices to improvise simple rhythmic and using familiar repertoire and harmonic accompaniments over given rhythmic and melodic variations or improvise short melodies that melodic ostinato for given pentatonic melodies accompaniments, maintaining embellishments on given answer in the same style to accompaniments based on the major keys of C, consistent style, meter, and pentatonic melodies and given rhythmic and melodic F, and G tonality (8 measures) melodies in major keys phrases (Q & A) (pentatonic – black keys only on keyboard instruments; major – keys of C, F, and G for keyboard instruments and keys of G and D for guitar) b. Improvise vocal or b. Improvise vocal or b. Improvise vocal or b. Improvise vocal or b. Improvise vocal or b. Improvise music in at least instrumental music using instrumental music using at instrumental music, using instrumental music using instrumental music using one performance medium using nontraditional sounds (e.g., least three traditional sounds current technology current technology current technology acoustic or electronic sound environmental, standard sources (no more than 16 instrument being used in non- measures) traditional ways)

3.0 Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

2. Develop the ability to 2. Develop the ability to 2. Develop the ability to 2. Preserve musical ideas 2. Preserve musical ideas 2. Preserve musical ideas compose and arrange music compose and arrange music compose and arrange music through simple compositions through simple compositions through simple compositions by experimenting with sound by experimenting with sound by experimenting with sound and arrangements and arrangements and arrangements and the tools of composition and the tools of composition and the tools of composition a. Use environmental sounds to a. Compose and notate a. Compose, arrange, and a. Use traditional and non- a. Arrange pieces for voices or a. Use electronic technology to enhance the mood and/or words graphically a sound notate music to accompany traditional notation as a means instruments other than those for arrange pieces for voices or of a musical composition composition using readings or dramatizations of retaining musical ideas which the pieces were written instruments other than those for environmental sounds which the pieces were written (no more than 16 measures) b. Create simple rhythm b. Create simple melodic b. Create simple rhythmic and b. Create a sound composition b. Create a short original b. Create a composition using patterns that show contrast: patterns that show contrast: melodic patterns that show based on a literary work, a musical composition using formal, free form, serial, whole notes and whole rests, whole notes and whole rests, contrast: whole notes and whole place, a personal experience, or contemporary compositional chance, or original half notes and half rests, quarter half notes and half rests, quarter rests, half notes and half rests, other selected subject techniques or modern compositional techniques (at notes and quarter rests, two notes and quarter rests, two quarter notes and quarter rests, technologies (at least 16 least 60 seconds in length) eighth notes connected (2 eighth notes connected, tied two eighth notes connected, measures) measures) notes (2 measures) sixteenth notes, and tied notes (4 measures) c. Compose and use traditional c. Compose and use traditional c. Compose and use traditional notation to preserve ostinatos notation to preserve descants notation to preserve chordal that enhance given melodies that enhance given melodies patterns that enhance given melodies

4.0 Aesthetics and Criticism: Students will demonstrate the ability to make aesthetic judgments. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1. Evaluate selected musical 1. Evaluate selected musical 1. Evaluate selected musical 1. Evaluate selected musical 1. Evaluate selected musical 1. Evaluate selected musical compositions using compositions using compositions using compositions using compositions using compositions using established criteria established criteria established criteria established criteria established criteria established criteria a. Discuss musical a. Discuss how changes in a. Explain personal preferences a. Develop and apply a. Compare and evaluate a a. Use established criteria to characteristics as they relate to performance such as dynamics, for specific musical works and evaluative criteria based on the variety of musical analyze varying ways the listener’s feelings and tempo, and phrasing affect the styles, using music terminology elements of music compositions, using criteria composers use the elements and preferences listener’s reaction to musical based on elements and forms of forms of music and how their works music choices affect the reactions of the listener 2. Develop and apply 2. Develop and apply 2. Develop and apply 2. Formulate, apply, and 2. Formulate, apply, and 2. Formulate, apply, and personal aesthetic criteria for personal aesthetic criteria for personal aesthetic criteria for communicate criteria for communicate criteria for communicate criteria for evaluating musical evaluating musical evaluating musical evaluating personal evaluating personal evaluating personal performances performances performances performances and the performances and the performances and the performances of others performances of others performances of others a. Discuss characteristics of a a. Discuss self-established a. Devise and apply criteria to a. Compare the composer’s a. Listen to musical a. Formulate and apply criteria good performance, such as criteria and apply them to one’s evaluate class and individual intended dynamic levels, tempi, performances and evaluate to critique personal singing or playing in tune, own improvisations, performances phrasing, and other related them according to the use of performances, improvisations, proper tempo, and effective compositions, and characteristics with dynamic levels, tempi, and compositions and the expression performances interpretations in personal phrasing, and other related performances of others performances and performances characteristics of others b. Compare different performances of the same selection of music; analyze and communicate how interpretation affects the listener’s reactions and preferences

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