This document contains the Westlake City Schools’ Music Course of Study completed at the end of the 2003-2004 school year. The Music Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 20, 2004.

Committee Members...................................................................	Page	2
District Beliefs, Vision and Mission..............................................	Page	3
Introduction................................................................................	Page	5
Philosophy and Goals...................................................................	Page	6
Music Standards.........................................................................	Page	7
Kindergarten...............................................................................	Page	8
Grade One..................................................................................	Page	11
Grade Two.................................................................................	Page	15
Grade Three...............................................................................	Page	19
Grade Four.................................................................................	Page	23
General Music – Grade 5 ............................................................	Page	27
General Music – Grade 6 ............................................................	Page	32
General Music – Grade 7 ............................................................	Page	27
Performing Groups – Grade 5......................................................	Page	42
Performing Groups – Grade 6......................................................	Page	47
Performing Groups – Grade 7......................................................	Page	52
Performing Groups – Grade 8......................................................	Page	57
9^th Grade Mixed Chorus..............................................................	Page	62
Treble Choir...............................................................................	Page	67
Show Choir.................................................................................	Page	73
Symphonic Choir.........................................................................	Page	80
Men’s Chorus.............................................................................	Page	87
Chorale......................................................................................	Page	93
Music History.............................................................................	Page	101
Music Theory.............................................................................	Page	106
Jazz Ensemble............................................................................	Page	111
Westlake High School Band.........................................................	Page	115
Chamber Orchestra.....................................................................	Page	119
High School Course Offerings.................................................................................................. Ecology Honors	Page	123
Assessment................................................................................	Page	126

Michael Allan

Todd Eichenauer

Kathryn Hale

Hillery Lenz

Gary Richards

Eric Richardson

Scott Rovniak

Jim Tinter

Ray Walczuk

Ray Conti – Director of Curriculum and Instruction

Susan Munch – Secretary, Curriculum and Instruction

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

Westlake Schools Music Course of Study serves as a basis for what all students should know and be able to do in music. These standards, benchmarks, and grade-level indicators are intended to provide Westlake educators with a set of common expectations on which to base music education curricula and instructional programs.

The following terms and definitions are used in this document:

Standard:	An overarching goal or theme in visual art. The standard statement describes, in broadest terms, what all students should know and be able to do as a result of the K-12 program. The standards will be enclosed with a border and will be shaded.
Benchmark:	A specific statement of what all students should know and be able to do at a specified time in their schooling. Benchmarks are used to measure a student’s progress toward meeting the standard. Visual Arts benchmarks are defined for grade bands K-2, 3-5, 6-8, 9-10, and 11-12. The benchmarks will be enclosed with a border.
Grade-level Indicator:	A specific statement of the knowledge and / or skills that a student is expected to demonstrate at each grade level. These indicators serve as checkpoints that monitor progress toward the benchmarks. The indicators will be in normal print following the benchmarks in this course of study.

Philosophy

Music is essential to be basic education of all students. Music:

· Represents the most telling imprint of any civilization and serves as a record of history, expressions and beliefs;

· Is a basic symbol system which people use to create, communicate, express and acquire understanding;

· Represents forms of thinking and ways of knowing by participation in the world through cognitive and sensory experiences;

· Embodies the deepest expression of humanity;

· Permeates all facets of daily life, education, community and work.

Therefore, a comprehensive and sequential music education means that students will:

· Understand the role of music in people’s lives and appreciate the artistic achievements of various cultures and societies, past and present;

· Communicate through music and develop capacity to perceive, perform, think creatively and critically, and problem solve;

· Respond to the aesthetic, expressive and emotional qualities of music;

· Understand why people value music and formulate their music philosophy;

· Understand the connections among music and other academic disciplines and life experiences.

Goals

· Set high expectations and provide strong support for achievement in the arts by all students;

· Represent strands of knowledge and skills, unique to the arts, that enable students to make a successful transition to post-secondary education, the work place and everyday life;

· Reflect the sound application of research in music education;

· Reflect national music standards documents;

· Balance knowledge, creative thinking, conceptual understanding and skill development;

· Focus on important music education goals, themes and topics that are clearly articulated through benchmarks and grade-level indicators;

· Represent the rigorous progression of learning across grades and in-depth study in each grade;

· Incorporate the use of technology in music study and production;

· Serve as a basis for classroom and district-wide assessments;

· Guide the development of local music education curricula and instructional programs.

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Kindergarten

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify and demonstrate basic music forms.

1.	Identify and demonstrate same and different.

Benchmark B: Identify and respond to music of historical and cultural origins.

2.	Sing songs representing the students’ cultures.
3.	Sing, listen and move to music from various historical periods.
4.	Identify, listen and respond to music of different composers.

Benchmark C: Recognize the interaction of people in music.

5.	Recognize how sounds and music are used in daily life.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play instruments, alone and with others, a variety of repertoire using proper technique, accurate rhythm and pitch, and appropriate expressive qualities.

1.	Sing, alone and with others, a varied repertoire of songs maintaining a steady beat.
2.	Use the head voice to produce a light, clear sound.
3.	Play, alone and with others, a variety of classroom instruments with proper technique.

Benchmark B: Read, write, improvise and compose melodies and accompaniments.

4.	Improvise movement to songs and recorded music.
5.	Use icons to represent the beat.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Identify and demonstrate elements of music using developmentally appropriate music vocabulary.

1.	Demonstrate contrasting elements of music (e.g., dynamics: loud/soft; rhythm: fast/slow; melody: high/low).
2.	Listen and respond to various music styles (e.g., march).

Benchmark B: Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

3.	Identify the sources of a wide variety of sounds.

Benchmark C: Discuss and evaluate individual and group performance.

4.	Recognize individual performance.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on one’s own performance and the performance of others.

1.	Participate in developmentally appropriate music activities.

Benchmark B: Demonstrate audience behavior appropriate for the context and style of music performed.

2.	Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed.

Benchmark C: Demonstrate how music communicates meaning of text, feelings, mood or images, and influences personal preferences.

3.	Identify, discuss and respond to music written for specific purposes (e.g., holiday, march, lullaby).
4.	Listen and respond to various music styles (e.g., march, lullaby)

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

1.	Use music and/or found sounds together with dance, drama and visual art.
2.	Observe connections between music experiences and another curricular subject (e.g., language arts).

Benchmark B: Describe how music is used in various cultures including the United States.

3.	Sing songs representing the students’ cultures.

Benchmark C: Identify and describe roles of musicians in various music settings.

4.	Identify a musician.

Grade 1

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify and demonstrate basic music forms.

1.	Identify and demonstrate echo and call/response.

Benchmark B: Identify and respond to music of historical and cultural origins.

2.	Sing songs representing the students’ cultures.
3.	Sing, listen and move to music from various historical periods.
4.	Identify, listen and respond to music of different composers.

Benchmark C: Recognize the interaction of people in music.

5.	Recognize and describe how songs are used for a variety of occasions (e.g., birthday, holiday).

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play instruments, alone and with others, a variety of repertoire using proper technique, accurate rhythm and pitch, and appropriate expressive qualities.

1.	Sing, alone and with others, a varied repertoire of songs with accurate rhythm and developing accurate pitch.
2.	Use the head voice to produce a light, clear sound.
3.	Play, alone and with others, a variety of classroom instruments with proper technique.

Benchmark B: Read, write, improvise and compose melodies and accompaniments.

4.	Improvise on selected lyrics (text) of known songs.
5.	Read, write and perform using eighth notes, quarter notes and quarter rests.
6.	Read, write and perform tritonic (la-sol-mi) melodies on the treble staff in G-do, F-do and C-do using solfege.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Identify and demonstrate elements of music using developmentally appropriate music vocabulary.

1.	Identify and demonstrate contrasting elements of music (e.g., dynamics: loud/soft; rhythm: fast/slow; melody: high/low).
2.	Identify and demonstrate elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables, solfege).
3.	Identify same and different.

Benchmark B: Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

4.	Identify classroom instruments visually and aurally (e.g., tambourine, maracas, rhythm sticks, triangle, woodblock, finger cymbals, drums).

Benchmark C: Discuss and evaluate individual and group performance.

5.	Recognize individual and group performance.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on one’s own performance and the performance of others.

1.	Participate in developmentally appropriate music activities.

Benchmark B: Demonstrate audience behavior appropriate for the context and style of music performed.

2.	Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed.

Benchmark C: Demonstrate how music communicates meaning of text, feelings, mood or images, and influences personal preferences.

3.	Respond physically to a variety of age appropriate music.
4.	Identify, discuss and respond to music written for specific purposes (e.g., holiday, march, lullaby).

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

1.	Use music and/or found sounds together with dance, drama and visual art.
2.	Identify similar terms in the arts (e.g., patterns, texture).
3.	Recognize connections between music experiences and another curricular subject (e.g., language arts).

Benchmark B: Describe how music is used in various cultures including the United States.

4	Identify various uses of music in students’ cultures.

Benchmark C: Identify and describe roles of musicians in various music settings.

5.	Recognize a musician.

Grade 2

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify and demonstrate basic music forms.

1.	Identify and demonstrate AB form and verse/refrain form.

Benchmark B: Identify and respond to music of historical and cultural origins.

2.	Identify and describe contrasting music styles (e.g. marches and lullabies).
3.	Sing, listen and move to music from various historical periods.
4.	Identify, listen and respond to music of different composers.

Benchmark C: Recognize the interaction of people in music.

5.	Recognize and describe how songs are used for a variety of occasions (e.g., birthday, holiday).

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play instruments, alone and with others, a variety of repertoire using proper technique, accurate rhythm and pitch, and appropriate expressive qualities.

1.	Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch.
2.	Use appropriate techniques to produce a light, clear head voice.
3.	Play, alone and with others, a variety of classroom instruments with proper technique.

Benchmark B: Read, write, improvise and compose melodies and accompaniments.

4.	Improvise and compose simple rhythmic and melodic phrases.
5.	Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter.
6.	Read, write and perform using pentatonic (la-sol-mi-re-do) melodies on the treble staff in G-do, F-do, C-do using solfege.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Identify and demonstrate elements of music using developmentally appropriate music vocabulary.

1.	Identify and demonstrate elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables, solfege).
2.	Identify and respond to the patterns of same and different phrases in simple poems and songs.

Benchmark B: Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

3.	Identify selected music instruments (e.g., flute, trumpet, guitar, violin, sitar, congas, bagpipes, synthesizer).

Benchmark C: Discuss and evaluate individual and group performance.

4.	Discuss individual and group performance.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on one’s own performance and the performance of others.

1.	Participate in developmentally appropriate music activities.

Benchmark B: Demonstrate audience behavior appropriate for the context and style of music performed.

2.	Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed.

Benchmark C: Demonstrate how music communicates meaning of text, feelings, mood or images, and influences personal preferences.

3.	Respond physically to a variety of age-appropriate music.
4.	Demonstrate how music communicates meaning of text, feelings and moods or images.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

1.	Respond to music using dance, drama and visual art.
2.	Recognize similarities and differences among the arts: music, dance, drama and visual art.
3.	Identify and describe connections between music experiences and other curricular subjects (e.g., language arts, math and social studies).

Benchmark B: Describe how music is used in various cultures including the United States.

4.	Identify various uses of music in various cultures, including the United States.

Benchmark C: Identify and describe roles of musicians in various music settings.

5	Identify the role of a musician.

Grade 3

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify and demonstrate basic music forms.

1.	Identify and demonstrate rounds/canons.

Benchmark B: Identify and respond to music of historical and cultural origins.

2.	Sing, listen and move to music from world cultures.
3.	Discuss the purpose of music from selected historical periods.
4.	Identify, listen and respond to music of different composers.

Benchmark C: Recognize the interaction of people in music.

5.	Recognize and describe ways that music serves as an expression in various cultures.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play instruments, alone and with others, a variety of repertoire using proper technique, accurate rhythm and pitch, and appropriate expressive qualities.

1.	Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch and appropriate expressive qualities.
2.	Use appropriate techniques to produce a light, clear head voice.
3.	Play, alone and with others, a variety of classroom instruments with proper technique.

Benchmark B: Read, write, improvise and compose melodies and accompaniments.

4.	Improvise and compose simple rhythmic and melodic phrases and ostinati (e.g., compose a melody for a poem, question/answer).
5.	Read, write and perform using sixteenth notes, eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter.
6.	Read, write and perform extended pentatonic melodies with high do (do’-la-sol-mi-re-do) on the treble staff in G-do, F-do and C-do using solfege.
7.	Read, write and perform melodies in treble clef.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Identify and demonstrate elements of music using developmentally appropriate music vocabulary.

1.	Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms (e.g., quarter note, piano, forte).
2.	Identify how elements of music communicate ideas or moods.
3.	Identify and respond to simple music forms (e.g., rondo, AB).

Benchmark B: Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

4.	Identify the four families of instruments visually and aurally, in relationship to the orchestra, band and other instrumental ensembles.

Benchmark C: Discuss and evaluate individual and group performance.

5.	Discuss and evaluate individual performance.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on one’s own performance and the performance of others.

1.	Participate in developmentally appropriate music activities.
2.	Develop criteria for reflecting on their performance.

Benchmark B: Demonstrate audience behavior appropriate for the context and style of music performed.

3	Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed.

Benchmark C: Demonstrate how music communicates meaning of text, feelings, mood or images, and influences personal preferences.

4.	Respond physically, emotionally and/or intellectually to a variety of age-appropriate music (e.g., movement, written/oral description).
5.	Demonstrate how music communicates meaning of text, feelings and moods or images.
6.	Identify personal preferences for specific music selections.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

1.	Interpret music through dance, drama and visual art.

2.	Identify the use of similar elements in music and other art forms (e.g., form, rhythm).
3.	Explain ways that the basic principles and subject matter of music are interrelated with disciplines outside the arts.

Benchmark B: Describe how music is used in various cultures including the United States.

4.	Identify similarities and differences in music of various cultures and of the United States.

Benchmark C: Identify and describe roles of musicians in various music settings.

5.	Recognize that some people write music, direct music and/or perform music as a job.

Grade 4

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify and demonstrate basic music forms.

1.	Identify and demonstrate partner songs and rondo form.

Benchmark B: Identify and respond to music of historical and cultural origins.

2.	Sing and respond to music from other world cultures.
3.	Discuss the life and times of composers from various historical periods.
4.	Identify, listen and respond to music of different composers.

Benchmark C: Recognize the interaction of people in music.

5.	Recognize and describe ways that music serves as an expression in regional cultures.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play instruments, alone and with others, a variety of repertoire using proper technique, accurate rhythm and pitch, and appropriate expressive qualities.

1.	Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch and appropriate expressive qualities.

2.	Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
3.	Play, alone and with others, a variety of classroom instruments with proper technique.

Benchmark B: Read, write, improvise and compose melodies and accompaniments.

4.	Improvise and compose short compositions using a variety of classroom instruments and sound sources.
5.	Read, write and perform using sixteenth through whole note values including a syncopated rhythm of eighth-quarter-eighth in 2/4, 3/4 and 4/4 meter.
6.	Read, write and perform extended pentatonic melodies with high do, low la and low sol (do’-la-sol-mi-re-do-la-sol’) on the treble staff in G-do, F-do and C-do using solfege.
7.	Read, write and perform melodies in bass clef.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Identify and demonstrate elements of music using developmentally appropriate music vocabulary.

1.	Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms (e.g., quarter note, piano, forte).
2.	Identify how elements of music communicate ideas or moods.
3.	Identify and respond to music forms (e.g., round, canon, partner songs, call-response).

Benchmark B: Identify the sounds of a variety of instruments including orchestra, band and classroom instruments.

4.	Classify the four families of instruments visually and aurally, in relationship to the orchestra, band and other instrumental ensembles.

5.	Describe the way sound is produced on various instruments and with the human voice.

Benchmark C: Discuss and evaluate individual and group performance.

6.	Discuss and evaluate individual and group performance.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on one’s own performance and the performance of others.

1.	Participate in developmentally appropriate music activities.
2.	Develop criteria for reflecting on their performance and the performance of others.

Benchmark B: Demonstrate audience behavior appropriate for the context and style of music performed.

3.	Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed.

Benchmark C: Demonstrate how music communicates meaning of text, feelings, mood or images, and influences personal preferences.

4.	Respond physically, emotionally and/or intellectually to a variety of age appropriate music (e.g., movement, written/oral description).
5.	Demonstrate how music communicates meaning of text, feelings and moods or images.
6.	Identify and describe personal preferences for specific music selections.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

1.	Interpret music through dance, drama and visual art.
2.	Identify the use of similar elements in music and other art forms (e.g., form, rhythm).
3.	Explain ways that the basic principles and subject matter of music are interrelated with disciplines outside the arts.

Benchmark B: Describe how music is used in various cultures including the United States.

4.	Identify similarities and differences in music of the United States and various cultures.

Benchmark C: Identify and describe roles of musicians in various music settings.

5.	Describe roles of musicians in various music settings.

General Music – Grade 5

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Recognize, identify and demonstrate theme and variations in the music of various cultures and/or historical periods.
2.	Compare and contrast opera and American Music theatre.
3.	Research and identify music instruments from different historical periods and world cultures.
4.	Examine the major periods of western music history.

Benchmark B: Identify composers and classify them according to chronological historical periods.

5.	Identify, listen and respond to music of different composers.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

6.	Recognize and discuss the influence of American history on the development of folk music.
7.	Describe conditions under which music is created and performed in various cultures.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, using good posture and breath control, a variety repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed.
2.	Play a variety of instruments independently and with other contrasting parts.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create short melodies using traditional notation.
5.	Improvise melodies in a call-and-response setting.
6.	Read, write and perform rhythm patterns (in 2/4, 3/4, and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms.
7.	Read, write and perform diatronic melodies with fa and ti and the major scale on the treble staff in G-do using a system (e.g., solfege, numbers or letters).
8.	Read and notate the Grand Staff (bass and treble clef).

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

9.	Identify key signatures.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Identify dynamics, tempo, meter and tonality in various pieces of music aurally.
2.	Identify terms related to form (e.g., DC al Fine; DC dal Segno: DS al Coda: repeat signs, first and second ending), visually.
3.	Identify selected electronic and world music instruments.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

4.	Analyze a piece of music using music vocabulary.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

5.	Evaluate and describe individual and group performance.
6.	Differentiate between melody and harmony.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Describe audience etiquette associated with various music performances and settings.

Benchmark B: Reflect on why others may have different music preferences.

2.	Identify and discuss aesthetic qualities in one’s performance and in the performance of others.
3.	Demonstrate how music communicates meaning through text, feelings, moods or images.
4.	Identify elements of music that contribute to aesthetic qualities in a specific music work.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

5.	Explain how expressive music elements determine the quality of a composition.
6.	Develop and apply criteria to support personal preferences for specific music works.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Interpret music through dance, drama and visual art.
2.	Identify the use of similar elements in music and other art forms and compare how ideas and emotions are expressed in each art form using the same elements.
3.	Define basic art terms (e.g., texture, color, form, movement) associated with various art forms and use them to describe music events.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

4.	Describe how knowledge of music connects to learning in other subject areas.

Benchmark C: Identify various ways music affects their life.

5.	Discuss how culture influences music.

Benchmark D: Identify various careers in music.

6.	Identify the specific skills needed to be a musician.

General Music – Grade 6

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Describe distinguishing characteristics of music forms (i.e., verse-refrain, AB, ABA, rondo, canon, theme and variations) from various cultures and/or historical periods.
2.	Examine the chronological development of various music styles.
3.	Identify the major periods of western music history: Renaissance, Baroque, Classical, Romantic, Impressionistic and Contemporary.

Benchmark B: Identify composers and classify them according to chronological historical periods.

4.	Identify selected composers and their works and place them in the appropriate historical period.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

5.	Recognize and identify contextual elements that shape the development of music (e.g., time, location, current events, culture, social and political climate).

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, using good posture and breath control throughout the student’s range, a varied repertoire of music representing diverse cultures with appropriate dynamic expression and tempo for the work being performed.
2.	Play a variety of instruments, alone and with others, with increasingly complex rhythms and melodic phrases.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create and notate music compositions using one or more parts..
5.	Improvise melodies over a given bass line.
6.	Read, write and perform rhythm patterns in 2/4, 3/4, and 4/4, and 6/8 meter.
7.	Identify whole steps and half steps in the major scales.
8.	Read, notate and perform bass clef chording.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

9.	Recognize key signatures.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Distinguish the use of dynamics, meter, tempo and tonality in various pieces of music.
2.	Describe the principles of breathing techniques, good posture and tone production.
3.	Describe instruments used in western traditional instrumental ensembles and in world music ensembles.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

4.	Analyze a piece of music with more than one movements using elements of music.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

5.	Develop criteria for evaluating quality and effectiveness of music performances and compositions.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Practice audience etiquette in selected music settings.
2.	Attend and reflect on a variety of live music performances.

Benchmark B: Reflect on why others may have different music preferences.

3.	Communicate ideas about the importance of music in everyday life.
4.	Describe the emotional connection to the musical experience.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

5.	Critique a variety of music performances.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Describe ways that music relates to other art forms using appropriate terminology.
2.	Compare in music and other art forms how the characteristic materials of each art (e.g., sound in music, movement in dance) can be used to transform similar events, scenes, emotions or ideas into work of art.
3.	Integrate art forms into a well-organized music presentation.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

4.	Compare and contrast subject matter common to music and other subject areas.

Benchmark C: Identify various ways music affects their life.

5.	Identify different functions and uses of music in their own and other cultures.

Benchmark D: Identify various careers in music.

6.	Describe roles musicians assume in various cultures and music settings, and identify skills needed for each role.
7.	Identify various careers for musicians (e.g., in education, in entertainment and to provide technical support).

General Music – Grade 7

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Recognize, identify and demonstrate form in western music, world music and popular music.
2.	Demonstrate how elements of music are used to create various music styles.
3.	Identify representative music examples from music literature and respond to the style of the historical period of music.
4.	Examine 20^th century contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
5.	Compare representative music examples from different historical time periods.

Benchmark B: Identify composers and classify them according to chronological historical periods.

6.	Classify by composer and historical period a varied body of exemplary music works.
7.	Compare and contrast selected composers and their works.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

8.	Recognize and identify historical and cultural contexts that have influenced music (e.g., time and place of a music event).
9.	Discuss how current developments in music reflect society in reference to themselves, their community and the world around them.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, varied repertoire of music representing diverse genres and cultures showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.
2.	Perform accurately and independently, alone and in small and large groups, with good posture producing an appropriate tone quality.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create music compositions using one or more parts in duple, triple and mixed meters.
5.	Improvise melodies using major scales.
6.	Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
7.	Identify whole steps, half steps and intervals in major scales.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

8.	Identify and use key signatures.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Apply music vocabulary to describe a varied repertoire of music.
2.	Describe use of meter and rhythm in music of various cultures.
3.	Compare and contrast a varied repertoire of music on the basis of how elements of music are used to make the works unique and expressive.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

4.	Analyze form identifying distinct sections of a larger music work.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

5.	Apply detailed criteria for evaluating quality and effectiveness of music performance and composition.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Practice audience etiquette in selected music settings.
2.	Participate in and reflect on a variety of live music performances and activities.

Benchmark B: Reflect on why others may have different music preferences.

3.	Discuss how music reflects the values of different cultures.
4.	Explain how and why people use and respond to music found in cultures within the United States.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

5.	Evaluate music performances and compositions based on elements of music.
6.	Develop and apply criteria based on elements of music to support personal preferences for specific music works.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Identify similarities and differences in the meanings of common terms used in the various arts.
2.	Integrate art forms into a well-organized music presentation.
3.	Identify involvement in the arts as a listener, creator, performer.
4.	Compare in two or more art forms the common terms and contrasting definitions used for various artistic elements.
5.	Describe how roles of creators, performers and others involved in music are similar to or different from other arts forms.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

6.	Describe ways that technology is used in creating, performing and listening to music.
7.	Identify problem-solving and creative thinking skills used in music.
8.	Use technology in creating, performing and/or researching music.
9.	Use problem-solving and creative thinking skills experienced in other disciplines in music.

Benchmark C: Identify various ways music affects their life.

10.	Using elements of music, describe distinguishing characteristics of music from a variety of cultures.
11.	Identify various uses of music in their daily experiences.
12.	Describe characteristics that make their music of choice applicable to their daily experiences.

Benchmark D: Identify various careers in music.

13.	Describe varied roles of musicians, identify exemplary role models by name, and describe their activities and achievements in the music field.
14.	Identify non-performing careers in music.

Performing Groups – Grade 5

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Recognize, identify or demonstrate theme and variations in the music of various cultures and/or historical periods.
2.	Compare and contrast opera and American music theatre.
3.	Research and identify music instruments from different historical periods and world cultures.

Benchmark B: Identify composers and classify them according to chronological historical periods.

Grade Five

4.	Identify, listen and respond to music of different composers.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

5.	Recognize and discuss the influence of American history on the development of folk music.
6.	Describe conditions under which music is created and performed in various cultures.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, using good posture and breath control, a variety repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed.
2.	Play a variety of instruments independently and with other contrasting parts.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create short melodies using traditional notation.
5.	Recognize improvised melodies in a call-and-response setting.
6.	Read, write and perform rhythm patterns (in 2/4, 3/4, and 4/4 meter) using eighth through whole notes including dotted half-note and syncopated rhythms.
7.	Read, write or perform diatonic melodies.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

Grade Five

8.	Identify a key signature, a clef sign, and note values.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Identify dynamics and tempo in various pieces of music aurally.
2.	Identify terms related to form (e.g., repeat signs, first and second ending), visually.
3.	Identify selected electronic and world music instruments.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

4.	Analyze a piece of music using music vocabulary.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

5.	Evaluate and describe individual and group performance.
6.	Differentiate between melody and harmony.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Describe audience etiquette associated with various music performances and settings.

Benchmark B: Reflect on why others may have different music preferences.

2.	Identify and discuss aesthetic qualities in one’s performance and in the performance of others.
3.	Demonstrate how music communicates meaning through text, feelings, moods or images.
4.	Identify elements of music that contribute to aesthetic qualities in a specific music work.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

5.	Explain how expressive music elements determine the quality of a composition.
6.	Develop and apply criteria to support personal preferences for specific music works.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Interpret music through dance, drama and visual art.
2.	Identify the use of similar elements in music and other art forms and compare how ideas and emotions are expressed in each art form using the same elements.
3.	Define basic art terms (e.g., texture, color, form, movement) associated with various art forms and use them to describe music events.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

4.	Describe how knowledge of music connects to learning in other subject areas.

Benchmark C: Identify various ways music affects their life.

5.	Discuss how culture influences music.

Benchmark D: Identify various careers in music.

6.	Identify the specific skills needed to be a musician.

Performing Groups – Grade 6

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Describe distinguishing characteristics of music forms (i.e., verse-refrain, AB, ABA, rondo, canon, theme and variations) from various cultures and/or historical periods.
2.	Examine the chronological development of various music styles.
3.	Identify the major periods of western music history: Renaissance, Baroque, Classical, Romantic, Impressionistic and Contemporary.

Benchmark B: Identify composers and classify them according to chronological historical periods.

4.	Identify selected composers and their works and place them in the appropriate historical period.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

5.	Recognize and identify contextual elements that shape the development of music (e.g., time, location, current events, culture, social and political climate).

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, using good posture and breath control throughout the student’s range, a varied repertoire of music representing diverse cultures with appropriate dynamic expression, intonation and tempo for the work being performed.
2.	Play a variety of instruments, alone and with others, with increasingly complex rhythms and melodic phrases.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create and notate music compositions using one or more parts.
5.	Improvise melodies in a call-and-response setting.
6.	Read, write and perform rhythm patterns in 2/4, 3/4 and 4/4 meter.
7.	Identify whole steps and half steps in the major scales.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

8.	Recognize key signatures, clef signs, meter signatures, dynamic markings and note values.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Identify the use of dynamics, meter, tempo and tonality in various pieces of music.
2.	Describe the principles of breathing techniques, intonation, good posture and tone production.
3.	Describe instruments used in western traditional instrumental ensembles and in world music ensembles.
4.	Identify terms related to form (e.g., DC al Fine, DC dal Segno: DS al Coda: repeat sign, first and second endings).

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

5.	Analyze a piece of music with more than one movement using elements of music.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

6.	Develop criteria for evaluating quality and effectiveness of music performances and compositions.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Practice audience etiquette in selected music settings.
2.	Attend and reflect on a variety of live music performances.

Benchmark B: Reflect on why others may have different music preferences.

3.	Communicate ideas about the importance of music in everyday life.
4.	Describe the emotional connection to the musical experience.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

5.	Critique a variety of music performances.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Describe ways that music relates to other art forms using appropriate terminology.
2.	Compare in music and other art forms how the characteristic materials of each art (e.g., sound in music, movement in dance) can be used to transform similar events, scenes, emotions or ideas into work of art.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

3.	Compare and contrast subject matter common to music and other subject areas.

Benchmark C: Identify various ways music affects their life.

4.	Identify different functions and uses of music in their own and other cultures.

Benchmark D: Identify various careers in music.

5.	Describe roles musicians assume in various cultures and music settings.
6.	Identify various careers for musicians (e.g., in education, in entertainment and to provide technical support).

Performing Groups – Grade 7

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Recognize, identify and demonstrate form in western music, world music and popular music.
2.	Demonstrate how elements of music are used to create various music styles.
3.	Identify representative music examples from music literature and respond to the style of the historical period of music.

Benchmark B: Identify composers and classify them according to chronological historical periods.

4.	Classify by composer and historical period a varied body of exemplary music works.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

5.	Recognize and identify historical and cultural contexts that have influenced music (e.g., time and place of a music event).

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, varied repertoire of music representing diverse genres and cultures showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.
2.	Perform accurately and independently, alone and in small and large groups, with good posture and intonation, producing an appropriate tone quality.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create music compositions using one or more parts in duple, triple and mixed meters.
5.	Improvise melodies using major scales.
6.	Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
7.	Identify whole steps, half steps and intervals in major scales.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

8.	Identify and use key signatures, tempo markings, clef signs, meter signatures, dynamic markings and note values.
9.	Identify and/or notate the following concert major scales (i.e., Band: C, F, Bb, Eb, Ab, Strings: A, D, G, C, F, Bb.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Apply music vocabulary to describe a varied repertoire of music.
2.	Describe use of meter and rhythm in music of various cultures.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

3.	Analyze form identifying distinct sections of a larger music work.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

4.	Apply detailed criteria for evaluating quality and effectiveness of music performance and composition.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Practice audience etiquette in selected music settings.
2.	Participate in and reflect on a variety of live music performances and activities.

Benchmark B: Reflect on why others may have different music preferences.

3.	Discuss how music reflects the values of different cultures.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

4.	Evaluate music performances and compositions based on elements of music.
5.	Develop and apply criteria based on elements of music to support personal preferences for specific music works.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Identify similarities and differences in the meanings of common terms used in the various arts.
2.	Identify involvement in the arts as a listener, creator, performer.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

3.	Describe ways that technology is used in creating, performing and listening to music.
4.	Identify problem-solving and creative thinking skills used in music.

Benchmark C: Identify various ways music affects their life.

5.	Using elements of music, describe distinguishing characteristics of music from a variety of cultures.

Benchmark D: Identify various careers in music.

6.	Describe varied roles of musicians, identify exemplary role models by name, and describe their activities and achievements in the music field.

Performing Groups – Grade 8

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Compare and contrast styles and forms of music from various historical periods.

1.	Recognize, identify and demonstrate form in western music, world music and popular music.
2.	Examine 20^th century contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
3.	Compare representative music examples from different historical time periods.

Benchmark B: Identify composers and classify them according to chronological historical periods.

4.	Compare and contrast selected composers and their works.

Benchmark C: Describe how events during various historical periods have influenced the development of music.

5.	Discuss how current developments in music reflect society in reference to themselves, their community and the world around them.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Perform a piece of music independently or in a group with technical accuracy and expression.

1.	Sing and/or play, alone and with others, varied repertoire of music representing diverse genres and cultures showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.
2.	Perform accurately and independently, alone and in small and large groups, with good posture and intonation, producing an appropriate tone quality.
3.	Respond appropriately to the cues of a conductor.

Benchmark B: Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef.

4.	Create music compositions using one or more parts in duple, triple and mixed meters.
5.	Improvise melodies using major and minor scales.
6.	Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
7.	Identify whole steps, half steps and intervals in major scales.

Benchmark C: Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values.

8.	Identify and/or notate the following concert major scales (i.e., Band: C, F, Bb, Eb, Ab, Db, Strings: A, D, G, C, F, Bb.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary.

1.	Compare and contrast a varied repertoire of music on the basis of how elements of music are used to make the works unique and expressive.

Benchmark B: Analyze the structure of larger music works and the sections comprised within.

2.	Identify components of larger music works (e.g., symphony, mass, concerto).
3.	Identify distinct sections in a larger music work aurally.

Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance.

4.	Use appropriate criteria to support personal preferences for specific music works.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Reflect on and describe, how music performance and settings affect audience response.

1.	Practice audience etiquette in selected music settings.
2.	Participate in and reflect on a variety of live music performances and activities.

Benchmark B: Reflect on why others may have different music preferences.

3.	Explain how and why people use and respond to music found in cultures within the United States.

Benchmark C: Justify one’s personal preference of music choice using music vocabulary.

4.	Evaluate music performances and compositions based on elements of music.
5.	Develop and apply criteria based on elements of music to support personal preferences for specific music works.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Compare and contrast common terms used in and for the interpretation of music and other arts disciplines.

1.	Compare in two or more art forms the common terms and contrasting definitions used for various artistic elements.
2.	Describe how roles of creators, performers and others involved in music are similar to or different from other arts forms.

Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music.

3.	Use technology in creating, performing and/or researching music.
4.	Use problem-solving and creative thinking skills experienced in other disciplines in music.

Benchmark C: Identify various ways music affects their life.

5.	Identify various uses of music in their daily experiences.
6.	Describe characteristics that make their music of choice applicable to their daily experiences.

Benchmark D: Identify various careers in music.

7.	Identify non-performing careers in music.

9^th Grade Mixed Chorus

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

5.	Identify the social context from which music of various cultures evolved.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.

3.	Respond appropriately to the cues of a conductor or section leader.
4.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing as part of a group.
5.	Demonstrate sight-reading abilities.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

6.	Improvise over given chord progressions and symbols.
7.	Identify and/or notate the following concert major scales [Vocal/Choral: D, G, C, F, Bb].
8.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
9.	Read and perform music with dotted eighth and sixteenth notes and syncopation in duple, triple and compound meters.
10.	Define vocabulary in all rehearsed and performed music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.
2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.

4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

6.	Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
7.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

8.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
9.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

10.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

3.	Discuss how people from different backgrounds use and respond to music.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

4.	Select choices of music works and performances based on knowledge of music concepts.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.

2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

4.	Describe the role of music and musicians in various cultures.
5.	Use accurate music terminology to describe similarities and differences in music from various cultures.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

6.	Determine criteria to select music experiences that represent skills, abilities and accomplishments.
7.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Treble Choir

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Interpret various music styles from the United States, other cultures and historical periods.
7.	Discuss and evaluate the performance of music from different historical time periods.
8.	Examine music literature of various composers.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

9.	Identify the social context from which music of various cultures evolved.
10.	Explain how technology has influenced the development of music over time.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3.	Respond appropriately to the cues of a conductor or section leader.
4.	Demonstrate sight-reading abilities.
5.	Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.
6.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing in a group.
7.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

8.	Improvise over given chord progressions and symbols.
9.	Identify and/or notate the following concert major scales [Vocal/Choral: D, G, C, F, Bb].
10.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
11.	Define vocabulary in all rehearsed and performed music.
12.	Incorporate expressive symbols and terms when sight-reading.
13.	Identify articulations, expressive symbols and terms.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.
2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.
4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

6.	Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
7.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

8.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
9.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

10.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
11.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.
3.	Critique their performances or compositions in terms of emotion.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

4.	Discuss how people from different backgrounds use and respond to music.
5.	Explain how people from different backgrounds use and respond to music and cite specific examples.
6.	Discuss how the purpose, meaning and value of music works change because of the impact of life experiences.
7.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

8.	Select choices of music works and performances based on knowledge of music concepts.
9.	Defend choices of music works and performances based on knowledge of music concepts.
10.	Evaluate music works and performances using criteria for aesthetic qualities.
11.	Adjust music works, performances or composition presentations to enhance the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.
2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.
4.	Explain how the creative process is used in similar and different ways in the arts.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

5.	Describe the role of music and musicians in various cultures.
6.	Use accurate music terminology to describe similarities and differences in music from various cultures.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

7.	Determine criteria to select music experiences that represent skills, abilities and accomplishments.
8.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Show Choir

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Examine music literature of various composers.
7.	Identify and trace the development of music forms across historical periods.
8.	Analyze various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
9.	Compare and contrast the performance practices of music from various historical periods.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

10.	Identify the social context from which music of various cultures evolved.
11.	Explain how technology has influenced the development of music over time.

12.	Explain how music reflects the political events of history.
13.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3.	Respond appropriately to the cues of a conductor or section leader.
4.	Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.
5.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing in a group.
6.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.
7.	Prepare and perform accurately a varied repertoire of music incorporating complex meters and rhythms in major and minor keys.
8.	Perform an appropriate part in an ensemble and demonstrate well-developed ensemble skills.
9.	Demonstrate advanced tonal concepts in singing or playing an instrument.
10.	Sing or play music compositions incorporating elements of music and demonstrating an understanding of music style and form.

11.	Sing or play, alone and/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
12.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

13.	Improvise over given chord progressions and symbols.
14.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
15.	Read and perform music with dotted eighth and sixteenth notes and syncopation in duple, triple and compound meters.
16.	Define vocabulary in all rehearsed and performed music.
17.	Improvise over given chord progressions and symbols.
18.	Read and perform literature using the key signatures in A, D, G, C, F, Bb, Eb.
19.	Incorporate expressive symbols and terms when sight-reading.
20.	Identify articulations, expressive symbols and terms.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.

2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.
4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.
6.	Demonstrate extensive knowledge of the technical vocabulary of music.
7.	Analyze a given work on the basis of how elements of music are used in the selection to make it unique.
8.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

9.	Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
10.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.
11.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

12.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
13.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.

14.	Identify traditional harmonic progressions (e.g., I-vi-IV-V-I) in selected repertoire aurally.
15.	Identify traditional harmonic progressions (e.g., I, vi, IV, ii, V⒎, I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

16.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
17.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.
18.	Evaluate a selected performance of a specific music work based on selected criteria and musical interpretation.
19.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.
3.	Critique their performances or compositions in terms of emotional qualities.
4.	Respond to aesthetic qualities of a performance intellectually using music terminology.
5.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

6.	Explain how people from different backgrounds use and respond to music and cite specific examples.
7.	Discuss how the purpose, meaning and value of music works change because of the impact of life experiences.
8.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

9.	Select choices of music works and performances based on knowledge of music concepts.
10.	Defend choices of music works and performances based on knowledge of music concepts.
11.	Evaluate music works and performances using criteria for aesthetic qualities.
12.	Adjust music works, performances or composition presentations to enhance the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.

2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.
4.	Explain how the creative process is used in similar and different ways in the arts.
5.	Explain how the roles of creators, performers and others involved in the production and presentation of the arts are similar and different.
6.	Recognize aesthetic characteristics common to all art forms.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

7.	Describe the role of music and musicians in various cultures.
8.	Use accurate music terminology to describe similarities and differences in music from various cultures.
9.	Compare a music work with another work of art (e.g., dance, drama, visual art) from the same culture on the basis of similar non-arts influences.
10.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

11.	Determine and use criteria to select music experiences that represent skills, abilities and accomplishments (e.g., developing a portfolio, college audition/admission, studio musician application).
12.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Symphonic Choir

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Interpret various music styles from the United States, other cultures and historical periods.
7.	Discuss and evaluate the performance of music from different historical time periods.
8.	Examine music literature of various composers.
9.	Identify and trace the development of music forms across historical periods.
10.	Analyze various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
11.	Compare and contrast the performance practices of music from various historical periods.
12.	Compare and contrast music selections from various composers and describe the distinguishing characteristics of their works.
13.	Evaluate how music forms are influenced by history.

14.	Critique various music styles from the United States, other cultures and historical periods.
15.	Describe and demonstrate authentic performance practice representing the stylistic periods of music history.
16.	Demonstrate through performance, the stylistic differences of various composers and their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

17.	Identify the social context from which music of various cultures evolved.
18.	Explain how technology has influenced the development of music over time.
19.	Explain how music reflects the political events of history.
20.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3.	Respond appropriately to the cues of a conductor or section leader.
4.	Demonstrate sight-reading abilities.
5.	Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.

6.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing in a group.
7.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.
8.	Prepare and perform accurately a varied repertoire of music incorporating complex meters and rhythms in major and minor keys.
9.	Perform an appropriate part in an ensemble and demonstrate well-developed ensemble skills.
10.	Demonstrate advanced tonal concepts in singing or playing an instrument.
11.	Sing or play music compositions incorporating elements of music and demonstrating an understanding of music style and form.
12.	Sing or play, alone and/or in ensembles, advances music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
13.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

14.	Improvise over given chord progressions and symbols.
15.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
16.	Read and perform music with dotted eighth and sixteenth notes and syncopation in duple, triple and compound meters.
17.	Define vocabulary in all rehearsed and performed music.
18.	Identify and/or notate all concert major scales and their relative minor forms.
19.	Read and perform music literature in a wide variety of concert major and minor keys.
20.	Read complex rhythms in mixed meter.

21.	Incorporate expressive symbols and terms when sight-reading.
22.	Identify articulations, expressive symbols and terms.
23.	Read and perform music literature that incorporates modal scales.
24.	Identify homophonic and polyphonic texture.
25.	Interpret articulations, expressive symbols and terms when performing.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.
2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.
4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.
6.	Demonstrate extensive knowledge of the technical vocabulary of music.

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

7.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.

8.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

9.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
10.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

11.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
12.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.
13.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.
3.	Critique their performances or compositions in terms of emotional qualities.

4.	Respond to aesthetic qualities of a performance intellectually using music terminology.
5.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

6.	Explain and discuss how people from different backgrounds use and respond to music and cite specific examples.
7.	Explain and discuss how the purpose, meaning and value of music works change because of the impact of life experiences.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

8.	Select choices of music works and performances based on knowledge of music concepts.
9.	Defend choices of music works and performances based on knowledge of music concepts.
10.	Evaluate music works and performances using criteria for aesthetic qualities.
11.	Adjust music works, performances or composition presentations to enhance the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.

2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.
4.	Explain how the creative process is used in similar and different ways in the arts.
5.	Explain how the roles of creators, performers and others involved in the production and presentation of the arts are similar and different.
6.	Recognize aesthetic characteristics common to all art forms.
7.	Apply creative thinking and problem-solving skills used in music to other content areas.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

8.	Describe the role of music and musicians in various cultures.
9.	Use accurate music terminology to describe similarities and differences in music from various cultures.
10.	Compare a music work with another work of art (e.g., dance, drama, visual art) from the same culture on the basis of similar non-arts influences.
11.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

12.	Determine and use criteria to select music experiences that represent skills, abilities and accomplishments.
13.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Men’s Chorus

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Interpret various music styles from the United States, other cultures and historical periods.
7.	Discuss and evaluate the performance of music from different historical time periods.
8.	Examine music literature of various composers.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

9.	Identify the social context from which music of various cultures evolved.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3.	Respond appropriately to the cues of a conductor or section leader.
4.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing as part of a group.
5.	Demonstrate sight-reading abilities.
6.	Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.
7.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.
8.	Perform an appropriate part in an ensemble and demonstrate well-developed ensemble skills.
9.	Demonstrate advanced tonal concepts in singing.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

10.	Improvise over given chord progressions and symbols.
11.	Define vocabulary in all rehearsed and performed music.
12.	Incorporate expressive symbols and terms when sight-reading.
13.	Identify articulations, expressive symbols and terms.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.
2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.
4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

6.	Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
7.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

8.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
9.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

10.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
11.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.
3.	Critique their performances or compositions in terms of emotion.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

4.	Discuss how people from different backgrounds use and respond to music.
5.	Explain how people from different backgrounds use and respond to music and cite specific examples.
6.	Discuss how the purpose, meaning and value of music works change because of the impact of life experiences.
7.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

8.	Select choices of music works and performances based on knowledge of music concepts.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.
2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.
4.	Explain how the creative process is used in similar and different ways in the arts.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

5.	Describe the role of music and musicians in various cultures.

6.	Use accurate music terminology to describe similarities and differences in music from various cultures.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

7.	Determine criteria to select music experiences that represent skills, abilities and accomplishments.
8.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Chorale

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Interpret various music styles from the united States, other cultures and historical periods.
7.	Discuss and evaluate the performance of music from different historical time periods.
8.	Examine music literature of various composers.
9.	Identify and trace the development of music forms across historical periods.
10.	Analyze various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
11.	Compare and contrast the performance practices of music from various historical periods.
12.	Compare and contrast music selections from various composers and describe the distinguishing characteristics of their works.
13.	Evaluate how music forms are influenced by history.

14.	Critique various music styles from the United States, other cultures and historical periods.
15.	Describe and demonstrate authentic performance practice representing the stylistic periods of music history.
16.	Demonstrate through performance, the stylistic differences of various composers and their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

17.	Identify the social context from which music of various cultures evolved.
18.	Explain how technology has influenced the development of music over time.
19.	Explain how music reflects the political events of history.
20.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2.	Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3.	Respond appropriately to the cues of a conductor or section leader.
4.	Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing as part of a group.
5.	Demonstrate sight-reading abilities.

6.	Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.
7.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.
8.	Prepare and perform accurately a varied repertoire of music incorporating complex meters and rhythms in major and minor keys.
9.	Perform an appropriate part in an ensemble and demonstrate well-developed ensemble skills.
10.	Demonstrate advanced tonal concepts in singing or playing an instrument.
11.	Sing or play, alone and/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
12.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

13.	Improvise over given chord progressions and symbols.
14.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
15.	Define vocabulary in all rehearsed and performed music.
16.	Identify and/or notate all concert major scales and their relative minor forms.
17.	Read complex rhythms in mixed meter.
18.	Incorporate expressive symbols and terms when sight-reading.
19.	Identify articulations, expressive symbols and terms.
20.	Read and perform music literature in a wide variety of concert major and minor keys.
21.	Read and perform music literature that incorporates modal scales.
22.	Identify homophonic and polyphonic texture.

23.	Interpret articulations, expressive symbols and terms when performing.
24.	Sight-read major, minor, modal and chromatic melodies.
25.	Read, perform and/or notate in all major and minor keys and modes incorporating the use of chromaticism.
26.	Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Respond to conducting patterns and gestures as they relate to music performance.
2.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement).
3.	Describe basic terminology and symbols used in a varied repertoire of music.
4.	Describe the use of elements of music as they relate to expression in a varied repertoire of music
5.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.
6.	Demonstrate extensive knowledge of the technical vocabulary of music.
7.	Analyze a given work on the basis of how elements of music are used in the selection to make it unique.
8.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

9.	Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
10.	Respond to conducting patterns and gestures as related to musical interpretation of selected pieces.
11.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

12.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
13.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.
14.	Identify traditional harmonic progressions (e.g., I-vi-IV-V-I) in selected repertoire aurally.
15.	Identify traditional harmonic progressions (e.g., I, vi, IV, ii, V7, I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

16.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
17.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.
18.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the emotional impact of a music selection.
3.	Critique their performances or compositions in terms of emotional qualities.
4.	Respond to aesthetic qualities of a performance intellectually using music terminology.
5.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

6.	Explain and discuss how people from different backgrounds use and respond to music and cite specific examples.
7.	Explain and discuss how the purpose, meaning and value of music works change because of the impact of life experiences.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

8.	Select choices of music works and performances based on knowledge of music concepts.
9.	Defend choices of music works and performances based on knowledge of music concepts.
10.	Evaluate music works and performances using criteria for aesthetic qualities.

11.	Adjust music works, performances or composition presentations to enhance the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Explain how basic arts elements are used in similar and different examples.
2.	Identify art forms that involve collaboration with multiple art forms (e.g., musical theater, opera).
3.	Apply problem-solving and creative thinking skills used in music to other content areas.
4.	Explain how the creative process is used in similar and different ways in the arts.
5.	Explain how the roles of creators, performers and others involved in the production and presentation of the arts are similar and different.
6.	Recognize aesthetic characteristics common to all art forms.

Benchmark B: Apply technology in creating, performing and/or researching music.

No indicators for this benchmark.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

7.	Describe the role of music and musicians in various cultures.
8.	Use accurate music terminology to describe similarities and differences in music from various cultures.
9.	Compare a music work with another work of art (e.g., dance, drama, visual art) from the same culture on the basis of similar non-arts influences.
10.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

11	Determine and use criteria to select music experiences that represent skills, abilities and accomplishments.
12.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).
13.	Use criteria to select music experiences that represent skills, abilities and accomplishments (e.g., developing a portfolio, college audition/admission, studio musician application).

Music History

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize form in music literature of various historical periods.
2.	Compare various music styles from the United States, other cultures and historical periods.
3.	Recognize and classify western music literature by historical periods.
4.	Recognize and identify music literature from various composers.
5.	Compare and contrast music forms used in vocal and instrumental genres from various historical periods.
6.	Interpret various music styles from the United States, other cultures and historical periods.
7.	Discuss and evaluate the performance of music from different historical time periods.
8.	Examine music literature of various composers.
9.	Identify and trace the development of music forms across historical periods.
10.	Analyze various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

11.	Identify the social context from which music of various cultures evolved.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

2.	Define vocabulary in all rehearsed and performed music.
3.	Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Describe the use of elements of music as they relate to expression in a varied repertoire of music.
2.	Demonstrate extensive knowledge of the technical vocabulary of music.
3.	Analyze a given work on the basis of how elements of music are used in the selection to make it unique.
4.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

No indicators for this benchmark.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

No indicators for this benchmark.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

No indicators for this benchmark.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the aesthetic impact of a music selection.
3.	Critique their performances or compositions in terms of aesthetic qualities.
4.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

5.	Discuss how people from different backgrounds use and respond to music.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

No indicators for this benchmark.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

No indicators for this benchmark.

Benchmark B: Apply technology in creating, performing and/or researching music.

1.	Explain the role of technology in creating, performing and listening to music.
2.	Incorporate subject matter common to music and other academic areas into a music presentation.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

3.	Compare a music work with another work of art (e.g., dance, drama, visual art) from the same culture on the basis of similar non-arts influences.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

4.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

5.	Use criteria to select music experiences that represent skills, abilities and accomplishments (e.g., developing a portfolio, college audition/admission, studio musician application).
6.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Music Theory

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Recognize and identify music literature from various composers.
2.	Examine music literature of various composers.
3.	Compare and contrast the performance practices of music from various historical periods.
4.	Compare and contrast music selections from various composers and describe the distinguishing characteristics of their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

5.	Identify the social context from which music of various cultures evolved.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, alone and /or in ensembles, a varied repertoire of music representing diverse genres and cultures
2.	Demonstrate sight-reading abilities.
3.	Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.

4.	Sing or play music compositions incorporating elements of music and demonstrating an understanding of music style and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

5.	Introduce improvisation over given chord progressions and symbols in various ensembles.
6.	Identify and/or notate the following concert major scales [Band: G, C, F, Bb; Strings: A, D, G, C, F, Bb; Vocal/Choral: D, G, C, F, Bb].
7.	Read, perform and/or notate a one-octave chromatic scale, ascending and descending.
8.	Define vocabulary in all rehearsed and performed music.
9.	Identify and/or notate concert major scales and their relative minor forms [Band: A, D, G, C, F, Bb, Eb, Ab; Strings: A, D, G, C, F, Bb, Eb, Ab; Vocal/Choral: A, D, G, C, F, Bb, Eb].
10.	Read and perform literature using the key signatures in Indicator #9 above.
11.	Read complex rhythms in mixed meter.
12.	Incorporate expressive symbols and terms when sight-reading.
13.	Identify articulations, expressive symbols and terms.
14.	Develop improvisation over given chord progressions and symbols in various ensembles.
15.	Exposure to/or notate all concert major scales and their relative minor forms.
16.	Read and perform music literature in a wide variety of concert major and minor keys.
17.	Read and perform music literature that incorporates modal scale in various ensembles.
18.	Identify homophonic and polyphonic texture.
19.	Interpret articulations, expressive symbols and terms when performing.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Describe and imitate the correct technique required for proper tone production (e.g., posture, breath support, hand position, embouchure, vocal placement.)
2.	Describe basic terminology and symbols used in a varied repertoire of music.
3.	Identify the tonality of a given work in relation to intervals and scales both aurally and visually.
4.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

No indicators for this benchmark.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

5.	Identify traditional harmonic progressions (e.g., I-V-I) in selected repertoire aurally.
6.	Identify traditional harmonic progressions (e.g., I-IV-V-I) in selected repertoire aurally.
7.	Identify traditional harmonic progressions (e.g., I-vi-IV-V-I) in selected repertoire aurally.
8.	Identify traditional harmonic progressions (e.g., I-vi-IV-ii-V7-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

9.	Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
10.	Evaluate the use of elements of music in music examples of contrasting genres and/or cultures.
11.	Evaluate a selected performance of a specific music work based on selected criteria and musical interpretation.
12.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Assess how elements of music are used in a work to create images or evoke emotions.
2.	Describe how the use of elements of music affects the aesthetic impact of a music selection.
3.	Critique their performances or compositions in terms of aesthetic qualities.
4.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

No indicators for this benchmark.

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

No indicators for this benchmark.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

No indicators for this benchmark.

Benchmark B: Apply technology in creating, performing and/or researching music.

1.	Use technology to create and/or perform various forms of music.
2.	Incorporate subject matter common to music and other academic areas into a music presentation.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

1.	Use accurate music terminology to describe similarities and differences in music from various cultures.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

No indicators for this benchmark.

Jazz Ensemble

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Evaluate how music forms are influenced by history.
2.	Critique various music styles from the United States, other cultures and historical periods.
3.	Describe and demonstrate authentic performance practice representing the stylistic periods of music history.
4.	Demonstrate through performance, the stylistic differences of various composers and their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

5.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, along/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
2.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

3.	Improvise over given chord progressions and symbols in various ensembles.
4.	Sight-read major, minor, modal and chromatic melodies in various ensembles.
5.	Exposure to/or notate in various major and minor keys and modes incorporating the use of chromaticism.
6.	Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

2.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

3.	Identify traditional harmonic progressions (e.g., I-vi-IV-ii-V7-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

4.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Critique their performances or compositions in terms of aesthetic qualities.
2.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

3.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences..

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

4.	Enhance music works, performances or composition presentations to vary the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Recognize aesthetic characteristics common to all art forms.
2.	Apply problem-solving and creative thinking skills used in music to other content areas.

Benchmark B: Apply technology in creating, performing and/or researching music.

3.	Use technology to create and/or perform various forms of music.
4.	Incorporate subject matter common to music and other academic areas into a music presentation.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

5.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

6.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Westlake High School Band

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Evaluate how music forms are influenced by history.
2.	Critique various music styles from the United States, other cultures and historical periods.
3.	Describe and demonstrate authentic performance practice representing the stylistic periods of music history.
4.	Demonstrate through performance, the stylistic differences of various composers and their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

5.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, along/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
2.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

3.	Improvise over given chord progressions and symbols in various ensembles.
4.	Sight-read major, minor, modal and chromatic melodies in various ensembles.
5.	Exposure to/or notate in various major and minor keys and modes incorporating the use of chromaticism.
6.	Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

2.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

3.	Identify traditional harmonic progressions (e.g., I-vi-IV-ii-V7-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

4.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Critique their performances or compositions in terms of aesthetic qualities.
2.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

3.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences..

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

4.	Enhance music works, performances or composition presentations to vary the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Recognize aesthetic characteristics common to all art forms.
2.	Apply problem-solving and creative thinking skills used in music to other content areas.

Benchmark B: Apply technology in creating, performing and/or researching music.

3.	Use technology to create and/or perform various forms of music.
4.	Incorporate subject matter common to music and other academic areas into a music presentation.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

5.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

6.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Chamber Orchestra

Historical, Cultural and Social Contexts

Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Benchmark A: Identify music form from various cultures and historical periods and create or perform representative repertoire with stylistic accuracy.

1.	Evaluate how music forms are influenced by history.
2.	Critique various music styles from the United States, other cultures and historical periods.
3.	Describe and demonstrate authentic performance practice representing the stylistic periods of music history.
4.	Demonstrate through performance, the stylistic differences of various composers and their works.

Benchmark B: Recognize ways that music and composers both influence and are influenced by society and culture.

5.	Explain how music reflects the social events of history.

Creative Expression and Communication

Students sing, play instruments, improvise, compose, read and notate music.

Benchmark A: Sing and/or play, independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures.

1.	Sing and/or play, along/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advance technique and a high degree of musicality.
2.	Sing or play significant music compositions incorporating elements of music and demonstrating an understanding of music styles and form.

Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.

3.	Improvise over given chord progressions and symbols in various ensembles.
4.	Sight-read major, minor, modal and chromatic melodies in various ensembles.
5.	Exposure to/or notate in various major and minor keys and modes incorporating the use of chromaticism.
6.	Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding

Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.

Benchmark A: Evaluate and describe music selections based upon established criteria and incorporate findings into accurate performances.

1.	Describe compositional devices and techniques that are used to provide unity, variety and tension and release in a music work (e.g., motives, imitation, suspension, retrograde).

Benchmark B: Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.

2.	Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Benchmark C: Identify common harmonic progressions in selected repertoire aurally.

3.	Identify traditional harmonic progressions (e.g., I-vi-IV-ii-V7-I) in selected repertoire aurally.

Benchmark D: Apply appropriate established criteria to evaluate a variety of music performances.

4.	Evaluate multiple performances of a specific music work based on selected criteria and musical interpretation.

Valuing Music/Aesthetic Reflection

Students demonstrate an understanding of reasons why people value music in their lives and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.

Benchmark A: Develop and articulate a personal philosophy regarding music in their life and cite examples that contributed to this thinking.

1.	Critique their performances or compositions in terms of aesthetic qualities.
2.	Form a personal philosophy about the purpose of music.

Benchmark B: Explain how people differ in their music preferences based on their personal experiences.

3.	Explain how the purpose, meaning and value of selected music works change because of the impact of life experiences..

Benchmark C: Develop and apply specific criteria for making informed, critical judgments about quality and effectiveness of music works both written and performed.

4.	Enhance music works, performances or composition presentations to vary the quality of the music selection.

Connections, Relationships and Applications

Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Benchmark A: Articulate similarities and differences between music, other arts disciplines and disciplines outside the arts.

1.	Recognize aesthetic characteristics common to all art forms.
2.	Apply problem-solving and creative thinking skills used in music to other content areas.

Benchmark B: Apply technology in creating, performing and/or researching music.

3.	Use technology to create and/or perform various forms of music.
4.	Incorporate subject matter common to music and other academic areas into a music presentation.

Benchmark C: Compare and contrast several cultures’ music works based on the function music serves, role of the musicians and conditions under which the music is performed.

5.	Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed.

Benchmark D: Articulate music avocation and career opportunities found in various cultures and music settings, and experiences necessary for success.

6.	Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer).

Music The Westlake Music Department is organized to permit all students to participate in a program that evolves from elementary school through high school. The program helps the student gain an insight into a wide range of musical activities. Some phase of the music program is available to every student regardless of the musical talent.
9TH GRADE MIXED CHORUS (9) 36 weeks 1.00 Credit	Ninth Grade Mixed Chorus offers the students an introduction to three and four part singing. Special emphasis is placed on the development of basic singing fundamentals. Various performances for the chorus may include the Fall Concert, Winter Concert, Spring Concert, and Music a la Mode Festival. Students are encouraged to participate in the solo and ensemble contests. Fee.
TREBLE CHOIR (9-12) 36 weeks 1.00 Credit	Enrollment in Treble Choir is open to any soprano or alto voiced student who enjoys the art and fulfillment of singing as well as expanded choral experiences. A wide variety of music from serious to popular is explored and performed. Fee.
SHOW CHOIR Prerequisite: By audition only. (11-12) 36 weeks 1.00 Credit	The Show Choir is a small, select group of highly enthusiastic performers. Their repertoire includes popular and Broadway show music accented with choreography. The Show Choir represents the school at many civic and business programs as well as festivals and concerts. Attendance at all functions is required. Students must maintain a “C” or better average to be permitted to perform with this group. Fee.
SYMPHONIC CHOIR By audition or permission of instructor. Students interested in Symphonic Choir and have not been in another vocal ensemble must receive permission from instructor. (10-12) 36 weeks 1.00 Credit	Symphonic Choir performs a variety of musical literature with an emphasis on basic singing fundamentals. Various performances for the choir include the Winter Concert, Spring Concert, Music ala Mode, winter tour, district contest, and at least one other outside performance. Fee.
MEN’S CHORUS (10-12) 36 weeks 1.00 Credit	Enrollment in Men’s Chorus is open to any tenor or bass voiced student who enjoys the art and fulfillment of singing as well as expanded choral experiences. A wide variety of music including serious, popular, and barbershop is explored and performed.
CHORALE Prerequisite: Audition, Director’s approval (10-12) 36 weeks 1.00 Credit	This choral ensemble is for students who want to learn advanced choral techniques and choral literature. They will perform songs of an advanced nature, concentrating on a cappella literature, especially from the Renaissance and Twentieth Century, with some thought towards vocal jazz. Students need to exhibit advanced tonal placement, good sight-reading skills, and an excellent ear. They will need to purchase their performance outfits and attendance at all performances is mandatory. There is a $20 music and equipment fee.
MUSIC HISTORY (9-12) 18 weeks .50 Credit	Music History is open to all students who wish to study music as a fine art. It develops understanding listeners who respond fully to music. Music from the medieval period to the twentieth century, including music of non-western cultures, is studied. Students gain a broad understanding of music history through the study of various cultures.
MUSIC THEORY (9-12) 18 weeks .50 Credit	Music Theory is an introductory course presenting the fundamentals of music, essentials of music, and structure of music.
JAZZ ENSEMBLE Prerequisite: By audition only. (9-12) 36 weeks 1.00 Credit	This group rehearses and performs music from the following styles: jazz, big band, jazz-rock, popular music, ballads, and others. Performances include the Westlake Jazz Festival, jazz concerts, Westlake Elementary School Tour, school performances and other outside performances. The only exceptions would be the students who play piano, bass guitar, or rhythm guitar.
WESTLAKE HIGH SCHOOL BAND (9-12) 36 weeks 1.00 Credit	Membership in the Westlake High School Band is open to all senior high school students who display interest and a high level of proficiency on their band instruments. Performances include several school concerts, District and State Band Contest, Music ala Mode, and other outside performances. The Westlake High School Band is a full year course, which meets daily. The first quarter consists of Marching Band while the remainder of the year is a sit down concert setting. During the first quarter all students are auditioned and divided into the Symphonic and Concert Bands for the remainder of the school year. The Westlake High School Marching Band has performed all over the country in national holiday parades, bowl games, and area music festivals. Past performances have included the Florida Citrus Bowl Parade, the Hollywood Parade of the Stars, the Chicago Thanksgiving Day Parade, Disney World, and Disneyland. Football players and fall cheerleaders may elect not to earn credit for the first quarter. These students report to study hall during the marching band period and must complete scheduled arrangements with the band director and guidance department prior to the beginning of the school year. The following units—Demonettes, Majorettes, Debonairs—are part of the Marching Band and are open to all students at Westlake High School for the first quarter. These students MUST be scheduled as part of the Marching Band the first quarter and may take a second quarter study hall, second semester class, or a second semester study hall. We encourage Demonettes, Majorettes, and Debonairs to play an instrument in order to fully participate in Westlake High School’s music program. Because of scheduling conflicts students may have to make decisions about their own academic or auxiliary responsibilities. Please remember that a schedule must reflect BOTH academic and co-curricular responsibilities. Prerequisite: Students must try out for these positions and must attend all rehearsals and practices.
DEMONETTES (9-12) 9 weeks .25 Credit	Prerequisite: Students must try out for these positions and must attend all rehearsals and practices.
MAJORETTES (9-12) 9 weeks .25 Credit	Prerequisite: Students must try out for these positions and must attend all rehearsals and practices.
DEBONAIRS (9-12) 9 weeks .25 Credit	Prerequisite: Students must try out for these positions and must attend all rehearsals and practices.
CHAMBER ORCHESTRA (9-12) 36 weeks 1.00 Credit	Chamber Orchestra is designed for students who play stringed instruments. The orchestra rehearses daily and performs at school concerts, at the State Orchestra Contest, and at other community functions. Winds and percussions are added before performances to give the ensemble a full orchestral sound.

A comprehensive, effective and appropriate assessment system must include a multi-faceted approach, designed to provide useful feedback to classroom teachers, principals, and district administrators in order that decisions regarding instructional practice can be made.

To adequately measure the range of learning reflected in Music, assessment programs need to allow students to demonstrate:

· knowledge and skills in the composition of works of music

· exploration of a range of experiences within a music standard

· application of knowledge and understanding of music in a performance setting

· communication of understanding of music to a range of audiences

· understanding of concepts and skills through performance, composition or writing

Strategies for assessing this range of learning need to be built into a music course of study. Curriculum standards can assist planning as these indicate skills and processes and suggest contexts in which students are able to demonstrate these standards. The benchmarks and grade level indicators act as a mechanism for further refining and planning and assist teachers to make informed decisions about standards.

Classroom Assessment

One of the most important components in implementing an aligned standards-based system is ongoing classroom assessment. Good teaching practice embraces assessing student performance and providing constructive feedback to students. Classroom assessment uses both informal and formal methods. Observing student actions and listening to student responses to reflective questions are ways classroom assessment may be conducted, as are students critiquing their performances and monitoring inquiry thinking and skills.

Classroom assessment can be used not only to evaluate student performance and progress, but also to inform instructional planning so that it better meets the needs of students. The use of a variety of assessment opportunities, such as participating in class, writing answers for test questions and presenting a demonstration can provide a multi-faceted picture of student performance. An important benefit of classroom assessment is that the feedback can be frequent and immediate. The information gleaned from assessments can then be used to determine if further instruction is needed. It can also shape the form that instruction will take, such as remediation activities, conceptual reinforcement with the use of different techniques, extension projects for enrichment, and other appropriate strategies based upon the results of the assessments.

Classroom assessments can be used to determine student readiness for new content and skills, monitor student progress in achieving new expectations and summarize student accomplishments. Teachers can then plan where to begin the instructional activities, decide how to pace the instruction and determine the degree of success brought about by the instructional strategies used with the students.

Sample Classroom Assessment Tasks/Tools:

· Performance evaluations, both videotaped and live

· Written notation tests

· Playing tests

· Written tests and quizzes

· Projects, investigations and multi-media presentations

· Research reports and position papers

· Oral presentations and portfolios

· Student self-assessments and reflections

· Observations and checklists

The Best Preparation for All Types of Assessment

In the Westlake City Schools’ and Ohio’s aligned system, educators will collaborate to design, refine and enact instructional plans and classroom assessment strategies based upon the benchmarks and grade-level indicators that are contained as part of the academic content standards. The Westlake staff will know:

· That they will not have to set aside good classroom instruction to prepare students for assessment experiences;

· That they are evaluating students against common reference points shared by not only Westlake, but all Ohio educators;

· That they are preparing student for the statewide diagnostic and achievement tests.

In this way, this aligned system will help ensure that all students are prepared to meet the rigorous demands of the new century.