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.