1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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a. Identify traditional sources of musical sound, world instruments, and non-traditional sources, such as modified instruments, new instruments, and environmental sounds
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a. Categorize sources of musical sound according to the Western Traditional Instrument Classification System (families of instruments) and the Hornbostel-Sachs Instrument Classification System
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a. Compare traditional sources of musical sound with non-traditional sources such as modified instruments, new instruments, and environmental sounds
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b. Identify and define standard music notation symbols for pitch and rhythm
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b. Identify and define standard music notation symbols for dynamics and tempo
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b. Identify and define standard music notation symbols for articulation and expression
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c. Listen to and describe music, with attention to form, genre, cultural influences, performance media, and other prominent elements of music
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c. Listen to and distinguish among forms of music, including ABA, call-and-response, theme and variation, rondo, and fugue
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c. Identify and describe musical form using aural examples
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d. Categorize aural music examples representing diverse genres and world cultures, using musical terms
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d. Describe aural musical examples representing diverse genres and world cultures, using musical terms
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d. Analyze aural music examples representing diverse genres and world cultures, using musical terms
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e. Listen to and categorize music representing diverse genres and world cultures
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e. Listen to music representing diverse genres and world cultures and analyze its elements and structure
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e. Compare motivic or thematic development in aural examples of musical styles and diverse genres representative of world cultures
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f. Listen to and describe instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and compare instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and demonstrate characteristic sounds on instruments of various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (8 measures)
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a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (16 measures)
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a. Demonstrate accuracy and independence in playing solos and ensembles on a variety of classroom instruments
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b. Perform accurately vocal or instrumental music representing diverse genres and world cultures
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b. Perform vocal or instrumental music representing diverse genres and world cultures with tone color and blend characteristic of the work being performed
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b. Perform vocal and instrumental music representing diverse genres and world cultures with expression characteristic of the work being performed
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs from memory (for students enrolled in vocal performance ensembles)
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 1, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 2, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 3, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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e. Sight-read, accurately and expressively, beginning ensemble literature for students enrolled in instrumental performance ensembles. For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 1, on a scale of 1 to 6
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e. Sight-read, accurately and expressively, music with a level of difficulty of sub-1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 2, on a scale of 1 to 6
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e. Sight-read, accurately and expressively, music with a level of difficulty of 1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 3, on a scale of 1 to 6
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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a. Communicate rhythmic and expressive intent through movement to music in simple and compound meters
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a. Respond to music expressively through improvised movement
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a. Describe musical structure using original movement patterns while preserving rhythmic and expressive intent.
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4. Read standard notation and apply it to the performance of music
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4. Read standard notation and apply it to the performance of music
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4. Read standard notation and apply it to the performance of music
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a. Read and perform music that includes whole, half, quarter notes and rests and two connected eighth notes grouped in duple, triple, quadruple, and mixed meters
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a. Read and perform music that includes four sixteenth notes grouped, in duple, triple, quadruple, and mixed meters
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a. Read and perform music that includes sixteenth notes and rests in duple, triple, and mixed meters including four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests
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b. Read and perform a variety of polyphonic music, including rounds and partner songs, through singing or on classroom instruments
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b. Read and perform a variety of homophonic music, including music in two or three parts and some with descants, sung or played on classroom instruments
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b. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than two measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, and two connected eighth notes)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than four measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, two connected eighth notes, and four sixteenth notes grouped)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than eight measures in duple, triple, or quadruple meters: not more than a one-octave diatonic range; rhythms no more complex than four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests)
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d. Identify occurrences of transposition in music by sight
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d. Define transposition in music
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d. Identify and describe the uses of transposition in music
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e. Identify contrasting musical ideas in aural and notated examples
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e. Identify similar musical ideas in aural and notated examples
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e. Describe similar and contrasting musical ideas in aural and notated examples
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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g. Play simple melodies in treble clef at sight on classroom instruments (4 measures)
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g. Play simple melodies in treble and bass clefs at sight on classroom instruments (4 measures)
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g. Sight-read on classroom instruments simple melodies in treble and bass clef (8 measures)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 2, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 3, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected eight-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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