Submitted by drupaladmin on Fri, 05/30/2014 - 08:59
a. With substantial guidance, explore and demonstrate awareness of musical contrasts.
a.With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
a.With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
b.When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
a.Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
b.When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
a.Demonstrate understanding of the structure in music selected for performance.
b.When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
c. Describe how context (such as personal and social) can inform a performance.
a.Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
b. When analyzing selected music, read and perform using iconic and/or standard notation.
c.Explain how context (such as social and cultural) informs a performance.
a.Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
b.When analyzing selected music, read and perform using standard notation.
c.Explain how context (such as social, cultural, and historical) informs performances.
a.Explain how understanding the structure and the elements of music are used in music selected for performance.
b.When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.
c.Identify how cultural and historical context inform performances.
a.Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.
b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
c.Identify how cultural and historical context inform performances and result in different music interpretations.
a.Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
b. When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.
c. Identity how cultural and historical context inform performances and result in different musical effects.