Music Standards K - 12
| MUSIC PERFORMANCE A: SINGING Content Standard: Students in Wisconsin will sing, alone and with others, a varied repertoire of music. PERFORMANCE STANDARDS: A.4.1. Sing independently, on pitch, and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo A.4.2 Sing expressively with appropriate dynamics, phrasing, and interpretation A.4.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures A.4.4 Sing ostinati,* partner songs, and rounds A.4.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor Students in instrumental classes will: A.4.6 Sing on pitch using neutral syllables, note names, or solfege** A.4.7 Sing with rhythmic accuracy By the end of grade 8 Students in general music classes will: A.8.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles A.8.2 Sing expressively and with technical accuracy a repertoire of vocal literature with a level of difficulty of two on a scale of one to six,* including some songs performed from memory A.8.3 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed A.8.4 Sing music written in two and three parts Students in choral classes will: A.8.5 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles A.8.6 Sing expressively and with technical accuracy a varied repertoire of vocal literature, with a level of difficulty of three on a scale of one to six,* including some songs performed from memory A.8.7 Sing music written in two, three, and four parts A.8.8 Sing music representing diverse genres and cultures, with expression appropriate for the music Students in instrumental classes will: A.8.9 Sing accurately and with good breath control, alone and/or in small and large ensembles A.8.10 Sing with expression and technical accuracy A.8.11 Sing music written in two and three parts By the end of grade 12 Students in general music classes will: A.12.1 Sing expressively, with technical and stylistic accuracy, a varied repertoire of music A.12.2 Demonstrate effective use of ensemble skills such as balance, intonation, rhythmic unity, and part singing when performing as part of a group Students in choral classes who have completed one year of study will: A.12.3 Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of four on a scale of one to six,* including some songs performed from memory A.12.4 Sing music written for four parts, with and without accompaniment A.12.5 Demonstrate well-developed ensemble skills Students in choral classes who have completed more than one year of study will: A.12.6 Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of five on a scale of one to six* A.12.7 Sing music written in more than four parts A.12.8 Sing in small ensembles with one student on a part Students in instrumental classes will: A.12.9 Demonstrate well-developed ensemble skills B. INSTRUMENTAL Content Standard: Students in Wisconsin will play, alone and with others, a varied repertoire of music on instruments. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: B.4.1 Play on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo B.4.2 Play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments B.4.3 Play expressively a varied repertoire of music representing diverse genres and styles B.4.4 Echo short rhythmic and melodic patterns B.4.5 Play in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor B.4.6 Play independent instrumental parts while other students sing or play contrasting parts Students in instrumental classes will: B.4.7 Perform on at least one instrument, alone and in small groups and large ensembles, with correct posture and playing position B.4.8 Perform a repertoire of instrumental literature with a level of difficulty of one on a scale of one to six,* using dynamic control and demonstrating a basic understanding of key and time signatures B.4.9 Perform independently against contrasting parts B.4.10 Demonstrate basic characteristic tone on their instrument By the end of grade 8 Students in general music classes will: B.8.1 Perform on at least one classroom instrument accurately and independently, alone and in small and large ensembles, and with good posture, good playing position, and good breath, bow, or stick control B.8.2 Perform, with expression and technical accuracy on at least one classroom instrument, a repertoire of instrumental literature with a level of difficulty of two on a scale of one to six* B.8.3 Perform music representing diverse genres and cultures, with appropriate expression B.8.4 Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument Students in choral classes will: B.8.5 Play accurately and independently on a classroom instrument, alone and in small and large ensembles B.8.6 Play music representing diverse genres and cultures, with expression appropriate for the music B.8.7 Play simple melodies and accompaniments on an instrument Students in instrumental classes will: B.8.8 Perform on at least one instrument accurately and independently, alone and in small and large ensembles, and with good posture, good playing position, and good breath, bow, or stick control B.8.9 Perform, with expression and technical accuracy on a band or orchestral instrument, a repertoire of instrumental literature with a level of difficulty of three on a scale of one to six* B.8.10 Perform music representing diverse genres and cultures, with appropriate expression and style* B.8.11 Play by ear simple melodies on a band or orchestral instrument By the end of grade 12 Students in general music classes will: B.12.1 Play a varied repertoire of music expressively and with technical and stylistic accuracy on a classroom instrument B.12.2 Play on a classroom instrument, using ensemble skills such as balance, intonation, rhythmic unity, and independence when performing in a group B.12.3 Play by ear accompaniments on a harmonic instrument while singing or playing the melody Students in choral classes will: B.12.4 Play their voice part on a melodic instrument B.12.5 Play accompaniments on melodic, rhythmic, or harmonic instruments Students in instrumental classes who have completed one year of study will: B.12.6 Perform, with expression and technical accuracy, a large and varied repertoire of instrumental literature with a level of difficulty of four on a scale of one to six* B.12.7 Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills B.12.8 Perform in small ensembles Students in instrumental classes who have completed more than one year of study will: B.12.9 Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of five, on a scale of one to six* MUSIC CREATIVITY C: IMPROVISATION Content Standard: Students in Wisconsin will improvise music. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: C.4.1 Improvise in the same style answers to given rhythmic and melodic questions C.4.2 Improvise simple rhythmic and melodic ostinato* accompaniments C.4.3 Improvise simple rhythmic variations and melodic embellishments on given pentatonic** melodies C.4.4 Improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, sounds available in the classroom, body sounds, and sounds produced by electronic means Students in instrumental classes will: C.4.5 Echo simple rhythmic and melodic patterns C.4.6 Play and embellish simple melodies by ear By the end of grade 8 students in general music classes will: C.8.1 Improvise simple harmonic accompaniments C.8.2 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic* melodies and melodies in major keys C.8.3 Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality Students in choral classes will: C.8.4 Improvise simple harmonic accompaniments C.8.5 Improvise simple rhythmic variations and simple melodic embellishments on given pentatonic* melodies and melodies in major keys C.8.6 Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality Students in instrumental classes will: C.8.7 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic* melodies, blues melodies, and melodies in major and/or minor keys C.8.8 Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality By the end of grade 12 Students in general music classes will: C.12.1 Improvise stylistically appropriate harmonizing parts C.12.2 Improvise rhythmic and melodic variations on given pentatonic* melodies and melodies in major and minor keys C.12.3 Improvise original melodies over given chord progressions, each in a variety of styles (such as classical, blues, standard pop songs, folk, gospel), meter (such as duple or triple), and tonality Students in choral classes who have completed one year of study will: C.12.4 Improvise stylistically appropriate harmonizing parts C.12.5 Improvise rhythmic and melodic variations on given pentatonic* melodies and melodies in major and minor keys C.12.6 Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality Students in choral classes who have completed more than one year of study will: C.12.7 Improvise stylistically appropriate harmonizing parts in a variety of styles C.12.8 Improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality Students in instrumental classes who have completed one year of study will: C.12.9 Improvise rhythmic and melodic variations on given pentatonic* melodies and melodies in major and minor keys C.12.10 Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality Students in instrumental classes who have completed more than one year of study will: C.12.11 Improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality D: COMPOSITION Content Standard Students in Wisconsin will compose and arrange music. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: D.4.1 Create and arrange music to accompany readings and dramatizations D.4.2 Create and arrange short songs and instrumental pieces within specified guidelines D.4.3 Use a variety of sound sources when composing and arranging Students in instrumental classes will: D.4.4 Explore, in large group settings, compositional devices using sound effects D.4.5 Compose simple melodies for their own instrument By the end of grade 8 Students in general music classes will: D.8.1 Compose short pieces within specified guidelines, demonstrating the use of the elements of music D.8.2 Arrange simple pieces for voices or instruments other than those for which the pieces were written D.8.3 Use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging Students in choral classes will: D.8.4 Compose short pieces within specified guidelines, demonstrating the use of the elements of music D.8.5 Arrange simple pieces for voices and instruments other than those for which the pieces were written D.8.6 Use traditional or nontraditional notation to represent compositions or arrangements D.8.7 Use a variety of sound sources and electronic media when composing and arranging Students in instrumental classes will: D.8.8 Compose short pieces within specific guidelines, demonstrating use of the elements of music D.8.9 Arrange simple pieces for two or more instruments from a concert key, demonstrating spacing of voices and balance D.8.10 Use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging By the end of grade 12 Students in general music classes will: D.12.1 Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect D.12.2 Arrange simple pieces for acoustic or electronic instruments D.12.3 Use computer and electronic technology in composing and arranging music Students in choral classes who have completed one year of study will: D.12.4 Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect D.12.5 Arrange pieces for voices in ways that preserve or enhance the expressive effect of the music D.12.6 Compose and arrange music for voices and various accompaniment instruments, demonstrating knowledge of the ranges and traditional usage of the sound sources Students in choral classes who have completed more than one year of study will: D.12.7 Compose music, demonstrating imagination and technical skill in applying the principles of composition D.12.8 Demonstrate proficiency in the use of computer technologyÐnotation and sequencing programsÐto compose and arrange music for various vocal and instrumental ensembles and solos Students in instrumental classes who have completed one year of study will: D.12.9 Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect D.12.10 Arrange pieces for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music D.12.11 Compose and arrange music for instruments other than their own, demonstrating knowledge of the ranges and traditional uses of the sound sources Students in instrumental classes who have completed more than one year of study will: D.12.12 Compose music, demonstrating imagination and technical skill in applying the principles of composition D.12.13 Demonstrate proficiency in the use of computer technology notation and sequencing programs to compose and arrange music for instruments MUSIC LITERACY E: READING AND NOTATING Content Standard: Students in Wisconsin will read and notate music. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: E.4.1 Read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures E.4.2 Use a system (syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys E.4.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing E.4.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in pattern and/or song Students in instrumental classes will: E.4.5 Invent a system of nontraditional music notation E.4.6 Read whole, half, quarter, and eighth notes in 2/4, 3/4, 4/4 meter signatures E.4.7 Recognize standard musical symbols of pitch, rhythm, dynamics, and articulation By the end of grade 8 Students in general music classes will: E.8.1 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve (2/2) meter signatures E.8.2 Sight-read simple melodies in both the treble and bass clefs E.8.3 Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression E.8.4 Use standard notation and nontraditional notation to record their musical ideas and the musical ideas of others Students in choral classes will: E.8.5 Read notation sufficiently to perform simple melodies or rhythms accurately after practice E.8.6 Use a system (syllables, numbers, or letters) to sight-read simple melodies in both the treble and bass clefs, accurately and expressively, with a level of difficulty of two on a scale of one to six* E.8.7 Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression E.8.8 Use standard notation to record musical ideas Students in instrumental classes will: E.8.9 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 3/8, and alla breve (2/2) meter signatures E.8.10 Sight-read simple melodies in the treble and/or bass clefs E.8.11 Identify and define standard notation symbols for pitch, rhythm, dynamic, tempo, articulation, and expression E.8.12 Use standard notation to record their musical ideas and the musical ideas of others E.8.13 Sight-read, accurately and expressively, music with a level of difficulty of two on a scale of one to six* By the end of grade 12 Students in general music classes will: E.12.1 Continue to use standard and nontraditional notation to record their musical ideas and the musical ideas of others E.12.2 Read and notate chord symbols on harmonic classroom instruments E.12.3 Read an instrumental or vocal score of up to four staves Students in choral classes who have completed one year of study will: E.12.4 Demonstrate the ability to read a vocal score of up to four staves by describing how the elements of music are used E.12.5 Sight-read, accurately and expressively, music with a level of difficulty of three on a scale of one to six* E.12.6 Interpret nonstandard notation symbols used by some 20th century composers Students in choral classes who have completed more than one year of study will: E.12.7 Demonstrate the ability to read a full vocal score by describing how the elements of music are used and explaining all transpositions and clefs E.12.8 Sight-read, accurately and expressively, music with a level of difficulty of four on a scale of one to six* Students in instrumental classes who have completed one year of study will: E.12.9 Demonstrate the ability to read an instrumental score of up to four staves by describing how the elements of music are used E.12.10 Sight-read, accurately and expressively, music with a level of difficulty of three on a scale of one to six* E.12.11 Interpret nonstandard notation symbols used by some 20th century composers Students in instrumental classes who have completed more than one year of study will: E.12.12 Demonstrate the ability to read a full instrumental score by describing how the elements of music are used and explaining all transpositions and clefs E.12.13 Sight-read, accurately and expressively, music with a level of difficulty of four on a scale of one to six* MUSIC RESPONSE F: ANALYSIS Content Standard Students in Wisconsin will analyze and describe music. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: F.4.1 Identify phrases and sections of music that are the same, similar, and/or different F.4.2 Identify simple music forms upon listening to a given example F.4.3 Demonstrate perceptual skills by listening to, answering questions about, and describing music of various styles representing diverse cultures F.4.4 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances F.4.5 Identify the sounds of a variety of instruments, including many orchestra and band instruments and instruments from various cultures, as well as male and female adult voices F.4.6 Respond through purposeful physical movement to selected prominent music characteristics or to specific music events while listening to music Students in instrumental classes will: F.4.7 Identify sounds of various band and orchestra instruments F.4.8 Identify simple musical devices, such as form, contrast, and texture By the end of grade 8 Students in general music classes will: F.8.1 Describe specific musical events upon listening to a given example, using appropriate terminology F.8.2 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions and their application in analyzing written and/or aural examples of music F.8.3 Analyze and compare the use of the elements of music upon listening to examples representing diverse genres and cultures Students in choral classes will: F.8.4 Identify and discuss commonly used musical forms (such as AB [binary] and ABA [ternary], rondo, theme and variations, and fugue) F.8.5 Listen to and describe specific music events in a given example, using appropriate terminology F.8.6 Analyze the uses of elements of music upon listening to given examples representing diverse genres and cultures F.8.7 Identify and describe stylistic elements heard in folk, popular, and nonwestern music Students in instrumental classes will: F.8.8 Listen to and describe specific music events in a given example, using appropriate terminology F.8.9 Listen to and analyze the uses of the elements of music in examples representing diverse genres and cultures F.8.10 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music By the end of grade 12 Students in general music classes will: F.12.1 Analyze the elements of music and expressive devices used in music from diverse genres and cultures upon listening to a given musical example F.12.2 Understand the technical vocabulary of music (such as Italian terms, form, harmony, and tempo markings) F.12.3 Identify and explain compositional devices and techniques that are used to provide unity and variety and tension and release in a musical work F.12.4 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive Students in choral classes who have completed one year of study will: F.12.5 Listen to and analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of the elements of music and expressive devices F.12.6 Demonstrate extensive knowledge of the technical vocabulary of music F.12.7 Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques Students in choral classes who have completed more than one year of study will: F.12.8 Demonstrate the ability to perceive and remember music events by listening to and describing in detail significant events in a given example F.12.9 Compare how musical materials are used in a given example relative to how they are used in other works of the same genre or style F.12.10 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive Students in instrumental classes who have completed one year of study will: F.12.11 Listen to and analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of the elements of music and expressive devices F.12.12 Demonstrate extensive knowledge of the technical vocabulary of music F.12.13 Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques Students in instrumental classes who have completed more than one year of study will: F.12.14 Demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given example F.12.15 Compare how musical materials are used in a given example relative to how they are used in other works of the same genre or style F.12.16 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive G: EVALUATION Content Standard Students in Wisconsin will evaluate music and music performances. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: G.4.1 Devise criteria for evaluating performances and compositions G.4.2 Explain, using appropriate music terminology, personal preferences for specific musical works and styles G.4.3 Evaluate the quality of their own and others performances and offer constructive suggestions for improvement Students in instrumental classes will: G.4.4 Evaluate the quality of their own performance and the performance of others G.4.5 Contribute constructive suggestions for improvement By the end of grade 8 Students in general music classes will: G.8.1 Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to their personal listening, composing, and performing G.8.2 Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and will offer constructive suggestions for improvement Students in choral classes will: G.8.3 Know specific criteria that affect the quality and effectiveness of musical performances and compositions G.8.4 Evaluate the quality and effectiveness of their own and others performances and offer constructive suggestions for improvement Students in instrumental classes will: G.8.5 Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their listening, composing, and performing G.8.6 Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement By the end of grade 12 Students in general music classes will: G.12.1 Apply and refine specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music G.12.2 Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models G.12.3 Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means used to evoke feelings and emotions Students in choral classes who have completed one year of study will: G.12.4 Apply and refine specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their participation in music G.12.5 Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary model Students in choral classes who have completed more than one year of study will: G.12.6 Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions Students in instrumental classes who have completed one year of study will: G.12.7 Apply and refine specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their participation in music G.12.8 Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models Students in instrumental classes who have completed more than one year of study will: G.12.9 Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions MUSIC CONNECTIONS H: THE ARTS Content Standard Students in Wisconsin will relate music to the other arts and disciplines outside the arts. PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: H.4.1 Identify similarities and differences in the meanings of common terms used in the various arts H.4.2 Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music Students in instrumental classes will: H.4.3 Identify terms common in the arts, such as texture, color, form, and movement H.4.4 Recognize the relationship of music to principles in other disciplines By the end of grade 8 Students in general music classes will: H.8.1 Compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art H.8.2 Compare the terminology and contrasting definitions used for various artistic elements in each of two or more arts H.8.3 Describe how the principles and subject matter of other school disciplines interrelate with those of music Students in choral classes will: H.8.4 Compare how the characteristic materials of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art H.8.5 Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music H.8.6 Compare the terminology and contrasting definitions of various elements in each of two or more arts Students in instrumental classes will: H.8.7 Compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art H.8.8 Compare the terminology and contrasting definitions of various elements in each of two or more arts H.8.9 Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music By the end of grade 12 Students in general music classes will: H.12.1 Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures H.12.2 Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music H.12.3 Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another H.12.4 Compare the uses of characteristic elements and organizational principles among the various arts Students in choral classes who have completed one year of study will: H.12.5 Explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples H.12.6 Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures H.12.7 Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music Students in choral classes who have completed more than one year of study will: H.12.8 Compare the characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and cultures H.12.9 Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another Students in instrumental classes who have completed one year of study will: H.12.10 Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts H.12.11 Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures H.12.12 Explain ways in which the principles and subject matter of various disciplines outside the arts interrelate with those of music Students in instrumental classes who have completed more than one year of study will: H.12.13 Compare the characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and cultures H.12.14 Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another I: HISTORY AND CULTURE Content Standard Students in Wisconsin will relate music to history and culture.
PERFORMANCE STANDARDS By the end of grade 4 Students in general music classes will: I.4.1 Demonstrate audience behavior appropriate for the context and style of music performed I.4.2 Listen to and identify, by genre or style, examples of music from various historical periods and world cultures I.4.3 Describe in simple terms how elements of music are used in music examples from various cultures of the world I.4.4 Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use I.4.5 Identify and describe roles of musicians in various music settings and world cultures Students in instrumental classes will: I.4.6 Perform a varied repertoire of music from other cultures I.4.7 Perform music from various historical periods By the end of grade 8 Students in general music classes will: I.8.1 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures I.8.2 Classify by genre and style (and if applicable, by historical periods, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be considered exemplary I.8.3 Compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed Students in choral classes will: I.8.4 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures I.8.5 Compare and classify exemplary musical works by genre, style, historical period composer, and title I.8.6 Compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically created and performed Students in instrumental classes will: I.8.7 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures I.8.8 Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high-quality and characteristic musical works and explain the characteristics that cause each work to be exemplary I.8.9 Compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed By the end of grade 12 Students in general music classes will: I.12.1 Classify music by culture or historical period based on characteristic styles or genres and justify their classification I.12.2 Identify sources of American music genres, trace the evolution of those genres, and name well-known musicians associated with them I.12.3 Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements Students in choral classes who have completed one year of study will:
I.12.4 Classify music by culture or historical period based on characteristic styles or genres and justify their classification I.12.5 Identify sources of American music genres, trace the evolution of those genres, and name well-known musicians associated with them I.12.6 Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements Students in choral classes who have completed more than one year of study will: I.12.7 Identify and explain the stylistic features of a given musical work that define its aesthetic tradition and its historical or cultural context I.12.8 Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences Students in instrumental classes who have completed one year of study will: I.12.9 Classify music by culture and historical period based on characteristic styles or genres and justify their classification I.12.10 Identify sources of American music genres, trace the evolution of those genres, and name well-known musicians associated with them I.12.11 Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements Students in instrumental classes who have completed more than one year of study will: I.12.12 Identify and explain the stylistic features of a given musical work that define its aesthetic tradition and its historical or cultural context I.12.13 Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical connections that produced the synthesis of influences |
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| River Valley High School | 660 Varsity Blvd. | Spring Green, WI 53588 | 608-588-2554 |