ICCSD Student Goals/Standards

---

STANDARDS and BENCHMARKS

MUSIC PERFORMANCE: BAND

Reads and interpret music notation

Perform music independently and with others

Describe, analyze and create music

Evaluate music by using critical thinking and listening skills

Demonstrate knowledge of music history and cultural heritage

Participate in the cultural/musical life of the community

Define and demonstrate the use of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression appropriate to grade level I and II music Define and demonstrate proper procedures for sight-reading simple melodies Demonstrate proper body posture and hand position Demonstrate proper care and assembly of the instrument Play with characteristic embouchure, characteristic tone, proper breathing techniques, and accurate articulation Perform simple unison and multiple part ensemble music while maintaining a steady tempo Demonstrate responsibility, self-discipline and proper rehearsal procedures in a large group rehearsal setting Perform legato, slur, accent, staccato, and tenuto articulations Perform three major scales and one octave chromatic scale Define and recognize the use of themes, counter melody, repetition and form as they occur in repertoire Identify types of compositions Identify key signatures and key changes in lesson material, solo materials and band literature Describe music using appropriate musical terminology Write and count rhythmic notations Visually identify articulation patterns Aurally identify correct performances of rhythmic notation and articulation Aurally evaluate individual tone quality Demonstrate an ability to match pitch Perform music in a variety of styles and periods of composition Demonstrate proper stage and concert etiquette Select and listen to recordings of quality music and standard composers Participate in solo, like-instrument and large group performances Participate in public performances at school Attend live and/or videotaped performances by professional players and/or composers

 

Define and demonstrate the use of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression appropriate to grade level II and III music Sight-read accurately and expressively, music which is appropriate to each student Define and demonstrate basic ensemble performance concepts such as balance and blend, expression, good intonation and technical accuracy Perform small ensemble literature for like and unlike instrumental groups and accompanied solo literature Demonstrate advanced performance techniques such as alternate fingerings, trills, grace notes, mordents, turns, and advanced rudiments Perform various articulation patterns with fluency Perform six major and six minor scales and two octave chromatic scales Listen to and describe specific music events in a given example, using appropriate terminology Define musical terminology and symbols as used in literature Identify simple musical forms and styles Identify and demonstrate knowledge of complex musical phrasing, meter, rhythm, tonality, intervals, chords in their analysis of music Name order of flats and sharps in key signatures Evaluate his/her individual and/or group performance Aurally identify poor intonation and demonstrate method for correction Visually identify and diagram conducting patterns that exist in the band literature Describe distinguishing characteristics of representative music genres and styles from several cultures 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 Participate in solo, like-instrument and large group performances Participate in public performances at school Attend live and/or videotaped performances by professional players and/or composers

Define and demonstrate the use of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression appropriate to grade level III, IV, and V music Define and demonstrate the use of non-standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression used in contemporary band literature. Sight-read accurately and expressively, music which is appropriate to each student Demonstrate vibrato, as it relates to tonal enrichment, for those instruments where vibrato is characteristic Demonstrate musical expression and sensitivity in all performances. Demonstrate fluency in performing scale studies and patterns in all major and minor keys and perform chromatic scale through complete range of instrument Tune instrument without assistance and identify effects of various conditions on intonation-temperature, use of mutes, etc. Identify sounds of various bands and instruments Identify simple musical devices, such as form, contrast and texture Spell major scales Describe the harmonic functions of tonic, subdominant and dominant chords Construct chords on any given note Aurally discriminate among various instrumental timbres Aurally evaluate his/her individual tone quality as it applies to particular passages or needs of music being performed Describe the type of composition performed on given recordings and/or live music examples Classify music by culture of historical period based on characteristic styles or genres and justify the classification Identify sources of American music genres, trace the evolution of the genres and name well-known musicians associated with them Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements Participate in solo, like-instrument and large group performances Participate in public performances at school Attend live and/or videotaped performances by professional players and/or composers

---

MUSIC PERFORMANCE: CHORAL

Develop appropriate singing technique

Develop listening and ensemble singing skills

Study music from a historical perspective and develop aesthetic connections to music

Develop musical literacy

Demonstrate appropriate rehearsal and performance behavior

Singing technique

• Demonstrate correct posture while singing
• Demonstrate proper breathing technique while singing
• Demonstrate proper, healthy tone production
• Execute proper diction

Listening and ensemble singing skills

• Sing with accurate intonation
• Sing with appropriate balance and bend
• Sing independent vocal lines within a multi-part texture
• Evaluate ensemble singing of their own and other ensembles

Aesthetic connection to and knowledge of the music

• Acquire historical knowledge of works studied
• Study the style and genre of musical selections
• Study aesthetic elements of each work

Music literacy

• Develop literacy in rhythm and meter
• Develop literacy in pitches and intervals
• Develop literacy in musical terms and score markings
• Develop a descriptive music vocabulary

Rehearsal and performance decorum and etiquette

• Demonstrate appropriate behavior in a rehearsal setting
• Demonstrate appropriate professional behavior while performing
• Demonstrate appropriate respectful behavior while listening to a performance

---

MUSIC PERFORMANCE: STRINGS

• Reads and interpret music notation

• Perform music independently and with others

• Describe, analyze and create music

• Evaluate music by using critical thinking and listening skills

• Demonstrate knowledge of music history and cultural heritage

• Participate in the cultural/musical life of the community

Demonstrate tone quality: Apply rosin to the bow adequately and demonstrate correct tension Draw the bow straight with Proper contact point Good bow speed Good arm weight Adequate left-hand and finger weight Demonstrate articulations: Detache bowing Two note slurs and ties Bow lifts Right hand pizzicato Demonstrate right hand technique Play open string scales and music with the following patterns Vln/Vla: 0 1 23 4 and 0 12 3 4 ‘cello: 0 134 and 0 12 4 bass: 0 12 4 Demonstrate aural skills and rote work Imitate simple rhythmic and melodic patterns Imitate bow motions Discriminate and demonstrate half steps and whole steps Demonstrate notation and vocabulary Identify notes and instructions as found in assigned music Identify parts of instrument and bow Identify and play the following note/rest values: quarter, half, dotted half, and whole Name lines and spaces Sight-read examples in common and 3/4 time

Demonstrate tone quality: Perform with correct relationship between contact point, bow speed, and weight for forte and piano Perform accents, crescendos and diminuendos Demonstrate basic vibrato action Perform proper bow speed for highest or lowest string Demonstrate articulations: Marcato bowing and accents Three and four note slurs Left hand pizzicato (open string) Detached slurs Demonstrate right hand technique Play two one-octave scales and music with the following patterns Vln/Vla: 01 2 3 4 and 0 1 2 34 ‘cello: open string extensions and shifts to 4th position bass: 0 1 2 4 and shifts to 3rd position Demonstrate aural skills and rote work Imitate more complex rhythmic and melodic patterns Perform from memory simple and familiar melodies Play octaves with open string in tune Distinguish major and minor triads Demonstrate notation and vocabulary Identify and play the following note/rest values: eighth, sixteenth, all dotted note values and simple syncopations Play notes on staff Sight-read examples in 2/4

Demonstrate tone quality: Demonstrate consistent use of vibrato Progressively refine tone production Demonstrate articulations: Basic off the string bowings Tremolo Hooked bowings Trills Double-stops Demonstrate right hand technique Play all major scales two octaves Perform music with the following: Vln/Vla: all finger patterns and shift into 3rd position ‘cello/ bass: shifts through fifth position and first harmonic Demonstrate aural skills and rote work Tune instrument to an A using fifths and harmonics Play simple double-stops in tune Distinguish consonance and dissonance Demonstrate notation and vocabulary Follow conducted patterns and simple gestures Identify and play the following: in compound meters, irregular rhythms, 8va

Demonstrate tone quality: Demonstrate the ability to vary vibrato speed and width Demonstrate a refined tone quality Demonstrate articulations: Sul tasto and sul ponticello Triple stops Demonstrate awareness of different bowing styles for different periods or styles Demonstrate right hand technique Play all major scales (except F# {Vln} and B {Vla}) three octaves (bass only two) Perform music with the following: Vln/Vla: through 5th position ‘cello/ bass: beginning thumb position Demonstrate aural skills and rote work Play double and triple stops in tune Identify by ear orchestral instruments Distinguish by ear elements of important musical styles and periods Demonstrate notation and vocabulary Follow all conducting gestures Read alternative clefs as directed Name major periods of Music History

Back to Student Goals and Standards

On to Physical Education Standards and Benchmarks