Grade 6 Fine Arts SOL Standards

Music Literacy: Acquire the technical skills and artistic knowledge necessary for creative, expressive, and artistic performance. Demonstrate understanding of elements of music and ways they are used for artistic performance and creative expression

Technique and Application

Cultivate connections to other fine arts and fields of knowledge. Identify and cultivate connections between music and other fields of knowledge to develop problem-solving skills.

Understand and explore the impact of current and emerging technologies. Participate in a rapidly changing world of music and explore the impact of current and emerging technologies, media, and processes.

College, career, and the 21st Century Workplace. Connect music content and skills to career options, college opportunities, and the 21st Century workplace.

Innovation in the Arts

Ethical and legal considerations for music and intellectual property. Identify and understand ethical and legal considerations for engaging with music, resources, and source material as a responsible citizen.

Understand music as a form of community engagement. Identify and interact with music and develop a lifelong engagement as a performer, supporter, advocate, and audience member.

Understand cultural and historical influences of music. Demonstrate understanding of cultural and historical influences of music.

History, Culture, and Citizenship

Develop collaboration and communication skills for music rehearsal and performance. Identify and apply collaboration and communication skills for rehearsal and performance of music.

Formulate and justify personal responses and connections to music. Recognize, justify, and articulate personal responses, beliefs, and opinions regarding music and recognize the value in learning about diverse opinions and responses to music.

Analyze, interpret, and evaluate music. Develop critical thinking skills in the analysis, interpretation, and evaluation of the work of self and others.

Critical Thinking and Communication

Understand and apply a creative process to develop ideas for creating and performing music. Understand and apply a creative process to guide the development of ideas and original work.

Apply creative thinking to composing and improvising music. Apply creative thinking by employing originality, flexibility, experimentation, individual voice, and imagination to improvise and compose music.

Creative Process

The student will demonstrate creative thinking by composing and improvising original music.

Improvise four-measure melodic and rhythmic phrases.

Compose four-measure melodies and rhythms.

Arrange an existing musical phrase.

The student will identify ways in which culture and technology influence the development of music and musical styles, including the ways sound is manipulated.

The student will describe the connections of music to the other fine arts and other fields of knowledge.

The student will read and notate music.

Identify tonal, rhythmic, and melodic patterns containing steps, skips, and leaps.

Recognize diatonic intervals.

Identify and notate melodies on the musical staff.

Read and notate rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes, and corresponding rests.

Identify the meaning of the upper and lower numbers of time signatures.

The student will perform a variety of music.

Sing or play music in unison and simple harmony.

Follow dynamic and tempo markings.

Identifying appropriate performance practices.

The student will perform melodies and accompaniments.

Sing or play instruments with and without notation.

Perform music in a variety of ensembles.

The student will read, count, and perform rhythmic patterns.

Use a counting system.

Include patterns that suggest duple and triple meter

Use instruments, body percussion, and voice.

Include whole notes, half notes, quarter notes, eighth notes, and corresponding rests.

The student will respond to music with movement by performing non-choreographed and choreographed movements.

The student will apply a creative process for music.

Explore components of creative processes for music.

Define, organize, and share personal ideas, investigations, and research of music ideas and concepts.

The student will analyze, interpret, and evaluate music.

Describe expressive qualities of works of music using inquiry skills and music terminology.

Examine and apply personal and accepted criteria for evaluating works of music.

Describe performances of music using music terminology.

Apply accepted criteria for critiquing musical works and performances of self and others.

The student will formulate and justify personal responses to music.

Identify reasons for preferences among works of music using music terminology.

Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

The student will identify and demonstrate collaboration and communication skills for music, including active listening.

The student will explore historical and cultural influences of music.

Identify the cultural influences, musical styles, composers, and historical periods associated with the music literature being studied.

Describe ways in which culture influences the development of music and music styles.

The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.

The student will explain intellectual property as it relates to music.

The student will describe career options in music.

Advanced

Intermediate

Beginning

Choreography

Advanced

Intermediate

Beginning

Expression

Advanced

Intermediate

Beginning

Vocal Technique and Choral Skills

Advanced

Intermediate

Beginning

Aural Skills

Advanced

Intermediate

Beginning

Music Literacy: Acquire the technical skills and artistic knowledge necessary for creative, expressive, and artistic performance. Demonstrate understanding of elements of music and ways they are used for artistic performance and creative expression

Technique and Application

Advanced

Intermediate

Beginning

Cultivate connections to other fine arts and fields of knowledge. Identify and cultivate connections between music and other fields of knowledge to develop problem-solving skills.

Advanced

Intermediate

Beginning

Understand and explore the impact of current and emerging technologies. Participate in a rapidly changing world of music and explore the impact of current and emerging technologies, media, and processes.

Advanced

Intermediate

Beginning

College, career, and the 21st Century Workplace. Connect music content and skills to career options, college opportunities, and the 21st Century workplace.

Innovation in the Arts

Advanced

Intermediate

Beginning

Ethical and legal considerations for music and intellectual property. Identify and understand ethical and legal considerations for engaging with music, resources, and source material as a responsible citizen.

Advanced

Intermediate

Beginning

Understand music as a form of community engagement. Identify and interact with music and develop a lifelong engagement as a performer, supporter, advocate, and audience member.

Understand cultural and historical influences of music. Demonstrate understanding of cultural and historical influences of music.

Intermediate

Beginning

Understand cultural and historical influences of music Demonstrate understanding of cultural and historical influences of music.

History, Culture, and Citizenship

Advanced

Intermediate

Beginning

Develop collaboration and communication skills for music rehearsal and performance Identify and apply collaboration and communication skills for rehearsal and performance of music. (Beginning)

Advanced

Intermediate

Beginning

Formulate and justify personal responses and connections to music. Recognize, justify, and articulate personal responses, beliefs, and opinions regarding music and recognize the value in learning about diverse opinions and responses to music.

Advanced

Intermediate

Beginning

Analyze, interpret, and evaluate music Develop critical thinking skills in the analysis, interpretation, and evaluation of the work of self and others.

Critical Thinking and Communication

Advanced

Intermediate

Beginning

Understand and apply a creative process to develop ideas for creating and performing music. Understand and apply a creative process to guide the development of ideas and original work.

Advanced

Intermediate

Beginning

Apply creative thinking to composing and improvising music. Apply creative thinking by employing originality, flexibility, experimentation, individual voice, and imagination to improvise and compose music.

Creative Process

The student will create music as a means of individual expression.

Compose an eight-measure rhythmic-melodic variation.

Improvise increasingly complex rhythmic and melodic examples in call-and-response styles.

Write and perform rhythmic-melodic variations of four- to eight-measure selections taken from songs, exercises, or etudes incorporating a variety of expressive elements.

The student will identify and demonstrate ways in which new media and technology can influence the development of music and musical styles.

The student will demonstrate cross-disciplinary connections with choral music.

The student will demonstrate music literacy

Apply standard notation for pitch, rhythm, meter, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Echo, read, count, and notate rhythmic patterns.

Sight-sing eight-measure, stepwise melodic patterns from two-part scores using the major scale and maintaining a steady beat.

Identify components of a three-part choral score.

Compose and perform basic rhythmic patterns.

Identify key signatures.

The student will demonstrate aural skills.

Identify all diatonic intervals.

Distinguish descending half-step and whole-step intervals.

Identify simple musical forms.

Recognize monophonic and homophonic textures.

Recognize a cappella vs. accompanied singing, descants, and ostinatos.

Write complex melodic and rhythmic phrases from dictation.

The student will demonstrate vocal techniques and choral skills.

Maintain proper posture and breathing techniques that support vocal production.

Identify the effect of physiological changes on the voice.

Increase breath control through strength and endurance exercises.

Integrate principles of vocal health in singing.

Enhance vocal agility and range by singing developmentally appropriate vocal exercises, including use of head and chest voices.

Blend with other singers on the same vocal part and across sections using correct intonation.

Sing an assigned vocal part in music written in three or more parts.

Apply proper diction (e.g., pure vowel sounds, diphthongs, voiced and unvoiced consonants).

Sing music literature with and without instrumental accompaniment in at least one language other than English.

Follow and maintain indicated tempos while singing.

Perform rhythmic patterns that include eighth-note, half-note, and quarter-note triplets.

Consistently apply dynamic markings while maintaining correct intonation.

Interpret expressive phrasing techniques.

Respond to advanced conducting patterns and interpretive gestures.

Consistently use facial and physical expressions that reflect the mood and style of the music.

The student will identify and demonstrate expressive qualities of choral music.

The student will respond to music with movement.

Create movement individually or collaboratively to interpret a musical composition.

Apply choreography as a form of expression and communication (e.g., sign language, riser choreography).

The student will apply a creative process for music.

Apply steps of a creative process in a variety of contexts in choral music.

Identify and examine inquiry-based questions related to choral music.

Refine choral music ideas and skills collaboratively with peers and the teacher through ongoing feedback.

The student will analyze, interpret, and evaluate choral music.

Compare and contrast works of music using music terminology.

Evaluate works of music using accepted criteria.

Compare and contrast music performances.

Critique music performances using critical thinking skills.

The student will formulate and justify personal responses to music.

Analyze personal responses to works of music using music terminology.

Analyze personal criteria used for evaluating works of music or critiquing musical performances.

The student will explain and apply collaboration and communication skills for music rehearsal and performance.

Demonstrate concert etiquette.

Cooperate and collaborate as a singer during rehearsal.

Consistently demonstrate active listening in rehearsal, performance, and as an audience member.

Advanced

Analyze the cultural and historical influences of musical styles and composers associated with the music literature being studied.

Compare and contrast cultural and historical influences of a variety of musical styles using music terminology.

The student will investigate opportunities for music performance and advocacy within the community.

The student will explain and apply digital citizenship skills related to intellectual property in music research, performance, and sharing.

The student will investigate connections between music skills and college, career, and workplace skills.

The student will create music as a means of individual expression.

Compose a four-measure rhythmic-melodic variation.

Improvise simple rhythmic and melodic examples in call-and-response styles.

Play and write rhythmic variations of four-measure selections taken from songs, exercises, or etudes.

The student will explore ways in which new media and technology influence the development and performance of music and musical styles.

The student will identify the relationship of choral music to the other fine arts.

The student will demonstrate music literacy.

Identify, define, and use basic standard notation for pitch, rhythm, meter, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Echo, read, count, and notate rhythmic patterns.

Sight-sing eight-measure melodic patterns while maintaining a steady beat.

Differentiate by sight call-and-response songs, canons, and partner songs.

The student will develop aural skills.

Identify diatonic intervals.

Distinguish major and minor tonalities.

Identify similar and contrasting musical phrases and sections.

Differentiate melodic and harmonic patterns.

The student will demonstrate vocal techniques and choral skills.

Use proper posture and breathing techniques that support vocal production.

Identify components of the vocal anatomy and vocal health.

Develop vocal agility and range through vocal exercises.

Use correct intonation.

Blend with other singers on the same vocal part.

Use proper diction (e.g., pure vowel sounds, diphthongs, and consonants with emphasis on beginning and ending consonants).

Sing an assigned vocal part in a small group.

The student will identify and demonstrate expressive qualities of choral music.

Interpret tempo markings (allegro, andante, adagio).

Perform, from musical scores and rhythmic exercises, rhythmic patterns that include whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, and corresponding rests.

Interpret dynamic markings (p, mp, mf, f, crescendo, decrescendo).

Demonstrate expressive phrasing techniques.

Respond to basic conducting patterns and interpretive gestures.

Use facial and physical expressions that reflect the mood and style of the music.

The student will respond to music with movement by performing non-choreographed and choreographed movements.

The student will apply a creative process for music.

Identify and apply steps of a creative process in a variety of contexts in choral music.

Refine choral music ideas and skills collaboratively with teacher feedback.

The student will analyze, interpret, and evaluate choral music.

Describe works of music using inquiry skills and music terminology.

Examine accepted criteria used for evaluating works of music.

Describe performances of music using music terminology.

Examine accepted criteria used for critiquing musical performances.

The student will formulate and justify personal responses to music.

Identify reasons for preferences among works of music using music terminology.

Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

The student will identify and apply collaboration and communication skills for music rehearsal and performance.

Identify concert etiquette.

Identify skills needed for cooperating and collaborating as a singer during rehearsal.

Identify active listening for rehearsal, performance, and as an audience member.

The student will explore historical and cultural influences of music.

Identify the cultural influences, musical styles, composers, and historical periods associated with the music literature being studied.

Identify ways in which culture and history influence the development of choral music and vocal music styles.

The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.

The student will identify ethical standards as applied to the use of intellectual property.

The student will examine career options in music.

The student will create music as a means of individual expression.

Compose a four-measure rhythmic-melodic variation.

Improvise simple rhythmic and melodic examples in call-and-response styles.

Write and perform rhythmic-melodic variations of fourto eight-measure selections taken from songs, exercises, or etudes.

The student will identify and explore ways that new media is used to create and edit music.

The student will examine the relationship of choral music to the other fine arts.

The student will demonstrate music literacy.

Identify, define, and use standard notation for pitch, rhythm, meter, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Echo, read, count, and notate rhythmic patterns.

Sight-sing eight-measure, stepwise melodic patterns from unison examples using the major scale.

Identify components of a vocal score.

Identify key signatures.

The student will demonstrate aural skills.

Identify diatonic intervals.

Distinguish ascending half-step and whole-step intervals.

Identify same and different melodic patterns.

Write melodic phrases from dictation.

The student will demonstrate vocal techniques and choral skills.

Maintain proper posture and breathing techniques that support vocal production.

Identify the difference between head voice and chest voice.

Strengthen vocal agility and range by singing developmentally appropriate vocal exercises.

Use correct intonation.

Blend with other singers on the same vocal part.

Apply proper diction (e.g., pure vowel sounds, diphthongs, voiced and unvoiced consonants).

Sing an assigned vocal part in music written in two or three parts.

Sing a cappella and with accompaniment.

Sing in at least one language other than English.

The student will identify and demonstrate expressive qualities of choral music.

Interpret tempo markings (presto, allegro, andante, adagio, ritardando, accelerando).

Perform rhythmic patterns that include dotted-half-quarter, dotted-quarter-eighth, dotted-eighth-sixteenth, and corresponding rests.

Apply dynamic markings (pp, p, mp, mf, f, ff, crescendo, decrescendo).

Apply phrasing techniques.

Respond to a wide range of conducting patterns and interpretative gestures.

Consistently use facial and physical expressions that reflect the mood and style of the music.

The student will respond to music with movement by performing choreography associated with various styles of music.

The student will apply a creative process for music.

Apply steps of a creative process in a variety of contexts in choral music.

The student will collaboratively identify and examine inquiry-based questions related to choral music.

Refine choral music ideas and skills collaboratively with peers and the teacher through ongoing feedback.

The student will analyze, interpret, and evaluate choral music.

Interpret works of music using inquiry skills and music terminology.

Apply accepted criteria for evaluating works of music.

Apply accepted criteria for critiquing music performances.

The student will formulate and justify personal responses to music.

Describe personal responses to music using music terminology.

Analyze ways in which music can evoke emotion and be persuasive.

The student will describe and apply collaboration and communication skills for music rehearsal and performance.

Demonstrate concert etiquette.

Cooperate and collaborate as a singer during rehearsal.

Demonstrate active listening in rehearsal, performance, and as an audience member.

The student will explore historical and cultural influences of music.

Describe the cultural influences, musical styles, composers, and historical periods associated with the music literature being studied.

Explain how the factors of time and place influence the characteristics that give meaning and value to a work of music.

The student will describe how musicians, consumers of music, and music advocates impact the community.

The student will identify and apply digital citizenship skills related to intellectual property in music research, performance, and sharing.

The student will compare and contrast career options in music in relation to career preparation.

Advanced

Intermediate

Beginning

Musicianship and Ensemble Skills

Advanced

Intermediate

Beginning

Instrumental Technique

Advanced

Intermediate

Beginning

Instrumental Procedures

Advanced

Intermediate

Beginning

Scales

Advanced

Intermediate

Beginning

Music Literacy: Acquire the technical skills and artistic knowledge necessary for creative, expressive, and artistic performance. Demonstrate understanding of elements of music and ways they are used for artistic performance and creative expression

Technique and Application

Advanced

Intermediate

Beginning

Cultivate connections to other fine arts and fields of knowledge. Identify and cultivate connections between music and other fields of knowledge to develop problem-solving skills.

Advanced

Intermediate

Beginning

Understand and explore the impact of current and emerging technologies. Participate in a rapidly changing world of music and explore the impact of current and emerging technologies, media, and processes.

Advanced

Intermediate

Beginning

College, career, and the 21st Century Workplace. Connect music content and skills to career options, college opportunities, and the 21st Century workplace.

Innovation in the Arts

Advanced

Intermediate

Beginning

Ethical and legal considerations for music and intellectual property. Identify and understand ethical and legal considerations for engaging with music, resources, and source material as a responsible citizen.

Advanced

Intermediate

Beginning

Understand music as a form of community engagement. Identify and interact with music and develop a lifelong engagement as a performer, supporter, advocate, and audience member.

Advanced

Intermediate

Beginning

Understand cultural and historical influences of music. Demonstrate understanding of cultural and historical influences of music.

History, Culture, and Citizenship

Advanced

Intermediate

Beginning

Develop collaboration and communication skills for music rehearsal and performance. Identify and apply collaboration and communication skills for rehearsal and performance of music.

Advanced

Intermediate

Beginning

Formulate and justify personal responses and connections to music. Recognize, justify, and articulate personal responses, beliefs, and opinions regarding music and recognize the value in learning about diverse opinions and responses to music.

Advanced

Intermediate

Beginning

Analyze, interpret, and evaluate music. Develop critical thinking skills in the analysis, interpretation, and evaluation of the work of self and others.

Critical Thinking and Communication

Advanced

Intermediate

Beginning

Understand and apply a creative process to develop ideas for creating and performing music. Understand and apply a creative process to guide the development of ideas and original work.

Advanced

Intermediate

Beginning

Apply creative thinking to composing and improvising music. Apply creative thinking by employing originality, flexibility, experimentation, individual voice, and imagination to improvise and compose music.

Creative Process

The student will create music as a means of expression.

Compose an eight-measure rhythmic-melodic variation.

Improvise increasingly complex rhythmic and melodic examples in call-and-response styles.

Write and perform rhythmic-melodic variations of selections taken from existing melodies, exercises, or etudes, incorporating a variety of expressive elements.

The student will explore and investigate technology and new media to create, edit, and present music.

The student will analyze cross-disciplinary connections with music.

The student will demonstrate music literacy.

Identify, define, and use advanced standard and instrument specific notation for pitch, rhythm, meter, articulation, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Sing assigned parts in combination with other parts from the music being studied.

Read, count (using a counting system), perform, and compose rhythms and rhythmic patterns that include quarter-note triplets and corresponding rests.

Identify, read, and perform music in complex meters, including compound and asymmetrical meters.

Identify and perform music written in theme-and-variations form.

Define and consistently apply music terminology found in the music literature being studied.

Read and interpret standard music notation while performing music of varying styles and levels of difficulty.

Sight-read music of varying styles and levels of difficulty.

Guitar student— read and create chord diagrams; read basic rhythm guitar using first position chords; read and correctly interpret guitar tablature.

The student will identify and demonstrate half-step and whole-step patterns in order to read, notate, understand, and perform scales, key signatures, and/or chords.

Wind/ percussion student— concert C, F, Bflat, E-flat, A-flat, D-flat, G, and D major scales; g, d, and c minor scales; an extended chromatic scale.

Orchestral string student—one-octave F and B-flat major scales; two-octave C, G, and D, and major scales a, e, b, d, and g minor scales.

Guitar student— ascending and descending scales; major, natural minor, and harmonic minor scales of at least two octaves up to five sharps/three flats; chromatic scales up to the 12th fret; two forms of the movable blues scales. First position, barre chords, and movable jazz chords. A ii7-V7-I7 chord progression in a variety of keys. A 12-bar blues progression in a variety of keys.

The student will independently demonstrate preparatory playing procedures.

Procedures for care and maintenance of the instrument.

Consistent use of proper playing posture, instrument position, and hand positions.

Basic tuning of the instrument, with and without an external source.

The student will demonstrate proper instrumental techniques.

Consistently adjust and control intonation while playing.

Produce tones that are clear, free of tension, sustained, and centered in pitch.

Wind student—proper breathing techniques and embouchure; various articulations (tenuto, sforzando).

Orchestral string student—proper bow placement, weight, angle, speed, and pressure; various articulations (brush stroke, tremolo); a beginning vibrato motion; shifting to higher positions as needed.

Percussion student—stick control, appropriate grip, and continued performance of roll, diddle, flam, and drag rudiments with increasing difficulty; tuning timpani while playing; playing techniques on mallet and auxiliary instruments.

Guitar student—right-hand techniques (finger style and pick style) and left-hand techniques (vibrato, slurs, string-bending, and barre techniques).

The student will demonstrate musicianship and ensemble skills at an advanced level.

Make adjustments to facilitate correct intonation.

Produce the characteristic sound of the instrument being studied.

Blend and balance instrumental timbres.

Match dynamic levels, playing style, and intonation.

Respond to conducting patterns and gestures.

Maintain a steady beat at various tempos and perform tempo changes in the music literature being studied.

Use articulations, dynamic contrasts, and phrasing as means of expression.

The student will apply a creative process for music.

Apply steps of a creative process in a variety of contexts in music.

Develop individual solutions to creative challenges through independent research, investigation, and inquiry of music idea and concepts.

Monitor individual practice and progress toward goals.

The student will analyze, interpret, and evaluate music.

Compare and contrast the style, cultural influences, and historical contexts of music literature being studied.

Examine ways in which personal experiences influence critical judgment about works of music and musical performances.

Apply accepted criteria for analyzing, evaluating, and critiquing works of music.

The student will formulate and justify personal responses to music.

Analyze personal responses to works of music using music terminology.

Identify personal criteria used for evaluating works of music.

Apply criteria for determining the quality of a work of music or importance of a musical style.

The student will explain and apply collaboration and communication skills for music.

Participate in curricular and co-curricular performances, and in local, district, or regional events as appropriate to level, ability, and interest.

Apply rehearsal and concert etiquette as a performer (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest position).

Consistently demonstrate exemplary concert etiquette as an active listener.

The student will explore historical and cultural influences of music.

Analyze the cultural influences, musical styles, composers, and historical periods associated with the music literature through listening, performing, and studying.

Compare and contrast a variety of musical periods and styles using music terminology.

Analyze the characteristics of instrumental music from a variety of cultures.

The student will describe opportunities for music performance and advocacy within the community.

The student will explain and apply digital citizenship skills related to intellectual property in music research, performance, and sharing.

The student will investigate connections between music skills and college, career, and workplace skills.

The student will create music as a means of individual expression.

Compose a four-measure rhythmic-melodic variation.

Improvise simple rhythmic and melodic examples in call-and-response styles.

Play and write rhythmic variations of four-measure selections taken from existing melodies, exercises, or etudes.

The student will identify ways in which culture and technology influence the development of music and musical styles, including the ways sound is manipulated.

The student will describe the connections of instrumental music to the other fine arts and other fields of knowledge.

The student will demonstrate music literacy.

Identify, define, and use basic standard and instrument specific notation for pitch, rhythm, meter, articulation, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Sing selected lines from music being studied.

Echo, read, count (using a counting system), and perform simple rhythms and rhythmic patterns, including whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, and corresponding rests.

Identify, read, and perform music in simple meters ( 2 4 , 3 4 , 4 4 , C ).

Define and apply music terminology found in the music literature being studied.

Read and interpret standard music notation while performing music of varying styles and levels of difficulty.

Sight-read music of varying styles and levels of difficulty.

Guitar student— read and create chord diagrams; read and perform basic rhythm guitar using G, G7, B7, C, D, D7, Dm, A, A7, Am, E, E7, Em, and F chords in first position.

The student will identify and demonstrate half-step and whole-step patterns in order to read, notate, understand and perform scales, key signatures, and/or chords.

Wind/percussion student—one-octave concert F, B-flat, and E-flat major scales and chromatic patterns.

Orchestral string student—one-octave G, D, and C major scales and introduce the concept of minor scales.

Guitar student—one-octave ascending and descending major, natural and harmonic scales up to three sharps/one flat; a chromatic scale; one form of the moveable, one-octave pentatonic scale; open position chords; power chords with roots on the sixth and fifth strings; a I-IV-V7 chord progression in the keys of C, G, D, and A major, and A and E minor; and 12-bar blues in a variety of keys.

The student will demonstrate preparatory instrumental basics and playing procedures.

Identify and select an appropriate instrument.

Identify parts of the instrument.

Identify procedures for care of the instrument.

Identify proper playing posture and instrument position.

Understand procedures for basic tuning of the instrument with a visual aid or electronic tuner.

The student will demonstrate proper instrumental techniques.

Identify correct hand positions, finger/slide placement, fingerings/positions, and finger/slide patterns.

Match pitches and begin to make adjustments to facilitate correct intonation.

Produce tones that are clear, free of tension, and sustained.

Wind student—proper breathing techniques and embouchure; contrasting articulations (tonguing, slurring, staccato, accent).

Orchestral string student—proper bow placement, weight, angle, and speed; contrasting articulations (pizzicato, legato, staccato, two-note slurs).

Percussion student—stick control, appropriate grip, and performance of beginning roll, diddle, flam and drag rudiments; and multiple bounce roll; playing techniques on mallet and auxiliary instruments.

Guitar student—correct left hand position and finger placement, right hand position and techniques (finger style and pick style).

The student will demonstrate musicianship and ensemble skills at a beginning level.

Identify the characteristic sound of the instrument being studied.

Blend and balance instrumental timbres.

Make adjustments to facilitate correct intonation.

Match dynamic levels and playing style.

Respond to conducting patterns and gestures.

Maintain a steady beat at various tempos in the music literature being studied.

Use articulations, dynamic contrasts, and phrasing as means of expression.

The student will apply a creative process for music.

Identify and apply steps of a creative process in a variety of contexts in music.

Collaboratively identify and examine inquiry-based questions related to music.

Monitor individual practice and progress toward goals.

The student will analyze, interpret, and evaluate music.

Describe and interpret diverse works of music using inquiry skills and music terminology.

Describe accepted criteria used for evaluating works of music.

Describe performances of music using music terminology.

The student will formulate and justify personal responses to music.

Identify reasons for preferences among works of music using music terminology.

Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

Describe aesthetic criteria used for determining the quality of a work of music or importance of a musical style.

The student will identify and demonstrate collaboration and communication skills for music.

Participate in school performances, and in local, district, or regional events as appropriate to level, ability, and interest.

Describe and demonstrate rehearsal and concert etiquette as a performer (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest position).

Describe and demonstrate active listening in rehearsal and as an audience member.

The student will explore historical and cultural influences of music.

Identify the cultural influences, musical styles, composers, and historical periods associated with the music literature through listening, performing, and studying.

Describe ways in which culture influences the development of instruments, instrumental music, and instrumental music styles.

The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.

The student will examine and apply digital citizenship skills related to intellectual property as it relates to music.

The student will describe career options in music.

The student will create music as a means of individual expression.

Compose a four-measure rhythmic-melodic variation.

Improvise simple rhythmic and melodic examples in call-and-response styles.

Write and perform melodic variations of four- to-eight-measure selections taken from existing melodies, exercises, or etudes.

The student will identify and explore ways that new media is used to create and edit music.

The student will examine the relationship of instrumental music to the other fine arts.

The student will demonstrate music literacy.

Identify, define, and use standard notation for pitch, rhythm, meter, articulation, dynamics, and other elements of music.

Notate student-created compositions using standard notation.

Sing independent parts selected from the music being studied.

Echo, read, count (using a counting system), and perform rhythms and rhythmic patterns, including sixteenth notes, eighth-note triplets, dotted eighth notes, corresponding rests, and syncopations.

Identify, read, and perform music in 2 2 (alla breve or cut time) and 6 8 meters.

Identify and perform music written in rondo and ternary forms.

Define and apply music terminology found in the music literature being studied.

Sight-read music of varying styles and levels of difficulty.

Guitar student—identify and perform music written in ABA and strophic forms.

The student will identify and demonstrate half-step and whole-step patterns in order to read, notate, understand and perform scales, key signatures, and/or chords.

Wind/percussion student— concert C, F, Bflat, E-flat, A-flat, and G major scales; g and d minor scales; chromatic scale.

Orchestral string student—one-octave C, G, D, F, and B-flat major scales and a, e, g, and d minor scales (double bass dropping to lower string as needed).

Guitar student—scales and chords in root position and in inversions. One-octave major, natural minor, and harmonic minor scales up to four sharps/two flats. Chromatic scales up to the 12th fret. One form of the movable, two-octave blues scale. First position and barre chords using eight basic forms: E, E7, Em, Em7, A, A7, Am, Am7. Power chords with roots on the sixth and fifth strings through 10th position. A I-IV-V7 chord progression in the keys of C, G, D, A, E and F major and A and E minor. A 12-bar blues progression in the keys of A and E.

The student will identify, describe, and demonstrate preparatory playing procedures.

Care and basic maintenance of the instrument.

Consistent use of proper playing posture, instrument position, and hand positions.

Basic tuning of the instrument, with and without an electronic tuner.

The student will demonstrate proper instrumental techniques.

Adjust intonation while playing.

Produce tones that are clear, free of tension, sustained, and unwavering in pitch.

Wind student—proper breathing techniques and embouchure; contrasting articulations (legato, marcato).

Orchestral string student—proper bow placement, weight, angle, speed, and pressure; contrasting articulations (détaché, accents, hooked bowing, multiple-note slurs, slurred staccato, sforzando).

Percussion student—stick control, appropriate grip, and continued performance of roll, diddle, flam, and drag rudiments with increasing difficulty; playing techniques on mallet and auxiliary instruments.

Guitar student—right-hand techniques (finger style and pick style), and left-hand-techniques (vibrato, slurs, string-bending and barre techniques).

The student will demonstrate musicianship and ensemble skills at an intermediate level.

Identify and produce the characteristic sound of the instrument being studied.

Blend and balance instrumental timbres.

Make adjustments to facilitate correct intonation.

Match dynamic levels and playing style.

Respond to conducting patterns and gestures.

Maintain a steady beat at various tempos in the music literature being studied.

Use articulations, dynamic contrasts, and phrasing as means of expression.

The student will apply a creative process for music.

Apply steps of a creative process in a variety of contexts in music.

Collaboratively identify and examine inquiry-based questions related to music.

Monitor individual practice and progress toward goals.

The student will analyze, interpret, and evaluate music.

Interpret diverse works of music using inquiry skills and music terminology.

Apply accepted criteria for analyzing, critiquing, and evaluating works of music.

Describe performances of music using music terminology.

The student will formulate and justify personal responses to music.

Explain how the factors of time and place influence the characteristics that give meaning and value to a work of music.

Describe personal responses to works of music using music terminology.

Analyze ways in which music can evoke emotion and be persuasive.

Apply aesthetic criteria for determining the quality of a work of music or importance of a musical style.

The student will describe and demonstrate collaboration and communication skills for music.

Participate in curricular and co-curricular school performances, and in local, district, or regional events as appropriate to level, ability, and interest.

Describe and demonstrate rehearsal and concert etiquette as a performer (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest position).

Demonstrate concert etiquette as an active listener.

The student will explore historical and cultural influences of music.

Describe the cultural influences, musical styles, composers, and historical periods associated with the music literature through listening, performing, and studying.

Compare and contrast a variety of musical styles using music terminology.

Compare and contrast the functions of instrumental music in a variety of cultures.

The student will describe how musicians, consumers of music, and music advocates impact the community.

The student will identify and apply digital citizenship skills related to intellectual property in music research, performance, and sharing.

The student will compare and contrast career options in music in relation to career preparation.

Technique and Application

Innovation in the Arts

History, Culture, and Citizenship

Critical Thinking and Communication

Creative Process

The student will apply creative thinking to theatre.

Improvise responses to creative prompts.

Portray invented characters.

The student will identify the use of contemporary technology in theatre production.

The student will analyze how theatre incorporates other art forms.

The student will demonstrate how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally (through vocal choices).

The student will identify techniques and skills for actor preparation, including memorization and warm ups for performance.

The student will demonstrate theatre as dramatized storytelling by preparing and presenting short scenes that include characters, setting, properties, conflict, and a progressive chain of events.

The student will identify functions of a theatre director.

The student will develop technical theatre and production skills.

Identify safety procedures in all rehearsal and performance spaces.

Describe physical performance spaces and stage positions.

Identify different types of performance spaces and productions.

Describe aspects of theatre design (e.g., lighting, sound, costumes, makeup, scenery).

Select and use available technical elements to enhance presentations.

The student will use a creative process to develop solo and collaborative presentations, using body, voice, and imagination.

The student will analyze, interpret, and evaluate theatrical works.

Describe connections between theatre and literature.

Explain how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally.

Define critique and develop criteria for critiquing performances.

Critique a short scene and/or evaluate a script, working collaboratively

The student will identify connections between personal experience and dramatizations.

The student will identify communication and collaboration skills for theatre experiences.

Identify the role of the audience as integral to the performance experience.

Build trust, cooperation, confidence, concentration, and listening skills through theatre exercises and team-building activities.

The student will explain influences of history, culture, and current events on the development of theatrical works.

The student will identify theatrical resources in the community.

The student will define intellectual property and describe issues of intellectual property related to theatre.

The student will describe various careers in theatre arts.

The student will apply creative thinking to communicate personal ideas, experiences, and narratives in works of art.

The student will investigate and explore how to create a narrative using time-based media.

The student will explore cross-curricular connections with art content.

The student will use elements of art and principles of design to express meaning in works of art.

Color—relationships.

Line—variation, implied.

Texture—visual, tactile

Value—gradation.

Proportion—realistic, distorted.

The student will use a variety of perspective techniques to create the illusion of space in works of art.

The student will apply a variety of techniques including gesture and continuous line in observational drawings.

The student will exercise increasing skill and control in the use of media and techniques.

The student will use modeling, assembling, or carving to create three-dimensional works of art.

The student will create artworks from a variety of subject matte

The student will apply steps of a creative process.

Use, and record in a digital or traditional sketchbook/journal, steps of the creative process, including brainstorming, preliminary sketching, planning, reflecting, peer critiquing, refining, and elaborating, to create works of art.

Explain the relationship between artmaking processes and finished products.

The student will analyze, interpret, and evaluate artwork.

Use critical thinking skills when describing, responding to, interpreting, and evaluating works of art.

Describe ideas and emotions expressed in works of art.

Identify how visual language communicates meaning.

Examine the components of an artist’s style, including materials, design, technique, subject matter, and purpose.

Apply personal criteria to evaluate artwork.

The student will formulate, justify, and examine personal responses to art.

Describe how the beliefs and values of a viewer may influence ideas and opinions about works of art.

Respond to questions about why artists create works of art.

Describe how works of art can evoke personal sensory, emotional, and aesthetic responses.

The student will develop communication and collaboration skills for a community of artists.

Contribute to class discussions.

Identify procedures for the safety and care of art materials and tools.

The student will explore and understand historical and cultural influences of art.

Explore how the ethnic heritage, culture, and personal identities of artists influence their work

Examine the roles of crafts in communities.

The student will describe ways artists contribute to their communities and society through their work.

The student will identify and apply digital citizenship skills related to intellectual property in art research, creation, use of source materials, and sharing.

The student will investigate various types of art careers.

Creative Process

Critical Thinking and Communication

History, Culture, and Citizenship

Innovation in the Arts

Technique and Application