General Music K-5 | GM

Considering the appropriate standards for K-5 music, it is clear that these years provide
the best opportunities for artistic growth in the lives of children. The core arts standards
serve as an opportunity to dive deeper into the domains that have traditionally been less
emphasized, such as Connecting, Responding, and even Creating. While performance
will continue to have a profound influence in our classrooms, the revised standards
provide a more comprehensive experience that will empower students to excel in many
musical roles. These standards allow opportunities for culturally responsive teaching
that provides students with choices, thus facilitating a cooperative and collaborative
musical process. Furthermore, these standards will help facilitate a powerful music
education that will provide students with a solid foundation as they transition from
elementary school into middle school.

Because music at the elementary level is designed to engage students in many musical
roles, examples of ways to accomplish the standards are embedded. The goal is to
empower teachers to decide how they want to accomplish the standards as opposed to
accomplishing every example at once. The examples are also designed to increase
rigor in the standards, while at the same time maintaining many of the positive elements
found in the previous Tennessee music standards.

One of the primary changes found in the revised standards is the incorporation of
movement. Movement is an essential element in music, especially for kinesthetic
learners. In many cultures throughout the world, movement is an essential element of
musical performance. In the same way that many musicians view the playing of
instruments as an extension of their voice, movement can also be construed as an
extension of one’s internal musicianship. Lastly, the incorporation of movement into the
standards will empower teachers to assess students’ musical growth through varied
means.

On the whole, this set of standards is designed to support teacher flexibility. Teachers
are the best judges of how to differentiate instruction. While these standards
differentiate by grade level, they do not differentiate within the grade level. For the sake
of assessment, teachers have the ability to reference these standards and score their
students with whatever rubric they deem fit for a particular activity. In the same way,
teachers should have the authority to guide students in their growth, both in the process
of music and the elements of music. With respect to the elements of music, we ascribe
to the National Core Arts Standards handbook found --- here.

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Within the Perform domain, asterisks have been supplied for several standards. While
the standards look similar at each grade level, the concepts should increase in rigor
from year to year. The following concepts are assumed in order to accomplish these
standards by the following grade levels:

v K.GM.P1.B music contrasts such as high/low, fast/slow, loud/soft, same/

different, upward/downward, smooth/jerky, heavy/light

v K.GM.P3.A echo songs, pitch-exploration games, sol-mi and la-sol-mi patterns

on neutral syllables, simple songs with limited pitches, pentatonic/diatonic
melodies, questions/answers, in circle formation

v K.GM.P3.B exploring steady beat, iconic notation, chord bordun,

with a song/story/poem/recording

v 1.GM.P3.A echo songs, pitch-matching games, la-sol-mi patterns on neutral

syllables and with pitch names, simple songs with limited pitches, pentatonic/
diatonic melodies, questions/answers, in circle formation, simple ostinatos

v 1.GM.P3.B practicing steady beat, simple rhythm patterns in iconic and

standard notation, beat vs. rhythm, chord bordun, with a
song/story/poem/recording

v 2.GM.P3.A echo songs, pitch-matching games, la-sol-mi-re-do patterns on

neutral syllables and with pitch names, songs with limited pitches, pentatonic/
diatonic melodies, questions/answers, in circle formation, ostinatos, simple
canons, partner songs

v 2.GM.P3.B maintaining a steady beat, rhythm patterns, iconic notation and

standard notation, chord bordun, ostinatos, with a song/story/poem/recording

v 3.GM.P3.A pitch-matching games, la, sol, mi, re, do, do patterns,

extended pentatonic/diatonic melodies, questions/answers, in circle
formation, in major/minor, partner songs, and in canon

v 3.GM.P3.B performing standard notation, ascending/descending, a pitched

accompaniment, a bordun, extended rhythm patterns, appropriate technique,
with a conductor

v 4.GM.P3.A pitch matching games, sol-la-do-re-mi-sol-la-do patterns, extended

pentatonic/diatonic melodies, questions/answers, in circle formation, in

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 major/minor, in canon, partner songs, and with proper posture/diction/tone/
breath support/placement

 4.GM.P3.B standard notation, ascending/descending, canon, pitched

accompaniment, a chord/broken chord/level bordun, extended rhythm patterns,
appropriate technique (mallet technique, tone, etc.), with a conductor in various
tempi/dynamics, and a melody

 5.GM.P3.A pitch matching games, extended scales/modes, questions/answers,

in circle formation, in major/minor, in canon, partner songs, and with proper
posture/diction/tone/breath support/placement/enunciation

 5.GM.P3.B standard notation, ascending/descending, canon, a pitched

accompaniment, a chord/broken chord/level bordun, extended rhythm patterns,
appropriate technique (mallet technique, tone, etc.), with a teacher/student
conductor in various tempi/dynamics, and a melody

Research has shown the benefits of understanding form, especially when it comes to
the Create domain. Because of this, Kindergarten places an emphasis on
understanding music in the context of a beginning, middle, and end. While it is not
necessary for students at this level to understand complex form, it is important for them
to understand form in its basic terms.

Lastly, it is important to be aware that these standards are purposefully broad in order to
accommodate localized curriculum development. Tennessee is a large and diverse
state with many cultures, practices, and values. It is important that every district be
given the autonomy to design a curriculum that is authentic to their population.

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 1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

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 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for performance.

Standard GM.P1

Grade Level Standards

K.GM.P1.A With guidance, explore and experience music concepts such as

pitch, rhythms, vocal timbres, movement, musical contrasts, textures,
sequence, and ways to define music.

K.GM.P1.B With guidance, using voices, instruments, or movement, explore

K and demonstrate awareness of music contrasts* in a variety of music selected
for performance.

K.GM.P1.C With guidance, using voices, instruments, or movement,

demonstrate awareness of expressive qualities (such as voice quality,
dynamics, or tempo).

1.GM.P1.A With limited guidance, demonstrate and discuss personal interest

in, knowledge about, and purpose of varied musical selections.

1.GM.P1.B With limited guidance, using voices, instruments, or movement,

demonstrate knowledge of music concepts in music from a variety of cultures
selected for performance.
1 1.GM.P1.C Demonstrate and describe music’s expressive qualities (such as
dynamics and tempo).

1.GM.P1.D When analyzing selected music, read and perform rhythmic

patterns with voice, body percussion, and/or instruments, using iconic or
standard notation.

2.GM.P1.A Demonstrate and explain personal interest in, knowledge about,

and purpose of varied musical selections (such as performing songs and
dances from various cultures and historical periods).

2.GM.P1.B Using voices, instruments, or movement, demonstrate knowledge

of music concepts in music from a variety of cultures selected for
performance.
2
2.GM.P1.C Demonstrate understanding of music’s expressive qualities and
how creators use them to convey expressive intent.

2.GM.P1.D When analyzing selected music, read and perform rhythmic

patterns with voice, body percussion, and/or instruments using iconic or
standard notation.

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 3.GM.P1.A Demonstrate and explain how the selection of music to perform is
influenced by personal interest, knowledge, purpose, and context.

3.GM.P1.B Demonstrate understanding of the structure and elements of

music (such as rhythm or melodic direction) in music selected for
performance.
3 3.GM.P1.C Describe how context (such as personal and social) can inform a
performance.

3.GM.P1.D When analyzing selected music, read and perform rhythmic

patterns and/or melodic phrases with voice, body percussion, and/or
instruments, using iconic or standard notation.

4.GM.P1.A Demonstrate (through performance) and explain how the

selection of music to perform is influenced by personal interest, knowledge,
context, and technical skill.

4.GM.P1.B Demonstrate understanding of the structure and the elements of

music (such as rhythm, pitch, and form) in music selected for performance.
4 4.GM.P1.C Explain how context (such as social and cultural) informs a
performance.

4.GM.P1.D When analyzing selected music, read and perform using standard
notation (including treble clef) with voice, body percussion, and/or
instruments.

5.GM.P1.A Demonstrate and explain how the selection of music to perform is

influenced by personal interest, knowledge, context, and technical skill.

5.GM.P1.B Demonstrate understanding of the structure and elements of

music (such as rhythm, pitch, form, and harmony) in music selected for
performance.
5
5.GM.P1.C Explain how context (such as social, cultural, and historical)
informs performances.

5.GM.P1.D When analyzing selected music, read and perform using standard
notation in treble clef with voice, body percussion, and/or instruments.

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 DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for performance.

Standard GM.P2

Grade Level Standards

K.GM.P2.A With guidance, apply feedback to refine performances.

K K.GM.P2.B With guidance, use suggested strategies in rehearsal to improve
the expressive qualities of music (such as voice quality, dynamics, or tempo).

1.GM.P2.A With limited guidance, apply feedback to refine performances.

1 1.GM.P2.B With limited guidance, use suggested strategies in rehearsal to

improve the expressive qualities of music (such as dynamics, voice quality,
and tempo).

2.GM.P2.A Apply established criteria to judge student rehearsal and/or

performance.
2 2.GM.P2.B Rehearse, identify, and apply strategies to address performance
challenges.

3.GM.P2.A Apply teacher-provided and collaboratively developed criteria and

feedback to evaluate accuracy of solo/ensemble rehearsals/performances.
3 3.GM.P2.A Rehearse to refine technical accuracy, expressive qualities, and
identified performance challenges.

4.GM.P2.A Apply teacher-provided and collaboratively developed criteria and

feedback to evaluate accuracy and expressiveness of solo/ensemble
rehearsals/performances.
4
4.GM.P2.B Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.

5.GM.P2.A Apply established criteria to judge student rehearsal and/or

performance.
5 5.GM.P2.B Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges, showing improvement.

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 DOMAIN: Perform
Foundation P3
Convey and express meaning through the presentation of artistic work.

Standard GM.P3

Grade Level Standards

K.GM.P3.A With guidance, sing, alone and with others, with expression*.

K.GM.P3.B With guidance, using body percussion and/or instruments,

perform, alone, and with others, with expression*.
K K.GM.P3.C Perform appropriately for the audience; demonstrate appropriate
posture, and evaluate performance etiquette.

K.GM.P3.D Demonstrate appropriate audience behavior, and evaluate

student behavior during a performance.

1.GM.P3.A With limited guidance, sing, alone and with others, with
expression*.

1.GM.P3.B With limited guidance, using body percussion or instruments,

perform, alone and with others, with expression*.
1
1.GM.P3.C Perform appropriately for the audience and context; demonstrate
appropriate posture, and evaluate performance etiquette.

1.GM.P3.D Demonstrate appropriate audience behavior, and evaluate student

behavior during a performance.

2.GM.P3.A Sing, alone and with others, with expression and skill*.

2.GM.P3.B Using body percussion or instruments, perform, alone and with

others, with expression and skill*.
2 2.GM.P3.C Perform appropriately for the audience and context; demonstrate
appropriate posture, and evaluate performance etiquette.

2.GM.P3.D Demonstrate appropriate audience behavior, and evaluate student

behavior during a performance.

3.GM.P3.A Sing, alone and with others, with expression and skill*.
3 3.GM.P3.B Using body percussion or instruments, perform instrumentally
(pitched/unpitched), alone and with others, with expression and skill*.

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 3.GM.P3.C : Perform appropriately for the audience and context; demonstrate
appropriate posture, and evaluate performance etiquette.

3.GM.P3.D Demonstrate appropriate audience behavior, and evaluate student

behavior during a performance.

4.GM.P3.A Sing, alone and with others, with expression, technical accuracy,
and appropriate interpretation*.

4.GM.P3.B Using body percussion or instruments, perform instrumentally

(pitched/unpitched), alone and with others, with expression, technical
accuracy, and appropriate interpretation*.
4
4.GM.P3.C Perform appropriately for the audience and context; demonstrate
appropriate posture, and evaluate performance etiquette.

4.GM.P3.D Demonstrate appropriate audience behavior, and evaluate student

behavior during a performance.

5.GM.P3.A Sing, alone and with others, with expression, technical accuracy,
and appropriate interpretation*.

5.GM.P3.B Using body percussion or instruments, perform instrumentally

(pitched/unpitched), alone and with others, with expression, technical
accuracy, and appropriate interpretation*.
5
5.GM.P3.C Perform appropriately for the audience and context; demonstrate
appropriate posture, and evaluate performance etiquette.

5.GM.P3.D Demonstrate appropriate audience behavior, and evaluate student

behavior during a performance.

DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard GM.Cr1

Grade Level Standards

K.GM.Cr1.A With guidance, explore and experience music concepts such as

K pitch, short rhythms, different vocal timbres, movement, musical contrasts,
textures, sequence, and ways to define music.

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 K.GM.Cr1.B With guidance, using voices, body percussion, instruments, and
movement, improvise musical ideas (rhythmically and non-rhythmically) to
accompany songs, poems, stories, or listening examples.

1.GM.Cr1.A With limited guidance, explore and improvise musical ideas such
as pitch, short rhythms, different vocal or instrumental timbres, musical
textures, or movement.
1 1.GM.Cr1.B With limited guidance, using voices, body percussion,
instruments, and movement, generate musical ideas (such as beat/rhythm
patterns, melodies with limited pitches, movement, etc.) to accompany a
song, poem, or story.

2.GM.Cr1.A Use pentatonic melodies, short rhythms, movement, and

vocal/instrumental timbres to improvise rhythmic/melodic patterns and
movement.
2
2.GM.Cr1.B Use body percussion, instruments, movement, singing, and/or
vocal timbres to generate musical ideas (such as rhythm patterns, pentatonic
melodies, etc.).

3.GM.Cr1.A Use pitch and rhythm to improvise vocal, instrumental, and/or

movement ideas within a context (such as question and answer phrases or a
simple accompaniment/ostinato).
3
3.GM.Cr1.B Use parameters such as improvising/composing a 2-4 measure
musical idea, a pentatonic melody, or a rhythm pattern using limited note
values to generate musical ideas.

4.GM.Cr1.A Use pentatonic melodies in major/minor, simple

accompaniments, introductions, codas, or question/answer phrases to
improvise rhythmic, melodic, harmonic, and/or movement ideas within a
context (such as social, cultural, historical, etc.).
4 4.GM.Cr1.B Use parameters such as improvising/composing a 2-4 measure
musical idea, a pentatonic melody, or a rhythm pattern using grade-
appropriate note values in binary/ternary form to generate musical ideas
within a given tonality, form, and/or rhythmic set.

5.GM.Cr1.A Use modal/scale based melodies in major/minor, simple/complex

rhythms, and accompaniments to improvise rhythmic, melodic, harmonic,
and/or movement ideas within a context (such as social, cultural, historical,
etc.).
5 5.GM.Cr1.B Use parameters such as improvising/composing a 2-4 measure
musical idea, a modal/scale-based melody, or an extended rhythm pattern
using grade-appropriate note values in various forms to generate musical
ideas within a given tonality, form, and/or rhythmic set.

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 DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard GM.Cr2

Grade Level Standards

K.GM.Cr2.A With guidance, using ideas from songs, poems, or stories for
performance, demonstrate, choose, and justify favorite musical ideas.
K K.GM.Cr2.B With guidance, using digital media or pictures to notate a short
musical idea, organize personal musical ideas using iconic notation and/or
recording technology.

1.GM.Cr2.A With limited guidance, using short musical ideas to be performed,

demonstrate and discuss personal reasons for selecting musical ideas.
1 1.GM.Cr2.B With limited guidance, using digital media or pictures to notate a
short musical passage, organize personal musical ideas (such as limited
pitches, sound/silence, high/low, long/short, etc.).

2.GM.Cr2.A Using short musical ideas to be performed, demonstrate and

discuss personal reasons for selecting musical ideas.
2 2.GM.Cr2.B Use iconic or standard notation and/or recording technology to
sequence and document personal musical ideas (such as four beat
rhythm/melodic patterns, introduction, coda, etc.).

3.GM.Cr2.A Using musical ideas to be performed, demonstrate and discuss

personal reasons for selecting musical ideas.
3 3.GM.Cr2.B Use iconic or standard notation and/or recording technology to
sequence and document personal musical ideas (such as grade-appropriate
rhythm/melodic pattern, introduction, coda, interlude, etc.).

4.GM.Cr2.A Using musical ideas to be performed, demonstrate and discuss

personal reasons for selecting musical ideas for arrangement, improvisation,
or composition.
4
4.GM.Cr2.B Use notation and/or recording technology to document personal
musical ideas (such as grade-appropriate rhythm/melodic pattern, simple
harmonies, introduction, coda, interlude, etc.).

5.GM.Cr2.A Using musical ideas to be performed, demonstrate and discuss

5 personal reasons for selecting musical ideas for arrangement, improvisation,
or composition.

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 5.GM.Cr2.B Use notation and/or recording technology to document personal
musical ideas (such as grade-appropriate rhythm/melodic pattern, two-chord
harmonies, introduction, coda, interlude, etc.).

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard GM.Cr3

Grade Level Standards

K.GM.Cr3.A With guidance, using teacher-given vocabulary, apply feedback

to refine personal musical ideas.
K K.GM.Cr3.B With guidance, using created vocal, instrumental, or movement
pieces, demonstrate a final version of personal musical ideas.

1.GM.Cr3.A With limited guidance, using vocabulary such as

voices/instruments, beginning, middle, sequence, and ending, discuss and
apply feedback to refine personal musical ideas.
1
1.GM.Cr3.B With guidance, using created vocal, instrumental, or movement
pieces, demonstrate a final version of personal musical ideas.

2.GM.Cr3.A Interpret and apply feedback, using vocabulary such as

voices/instruments, same/different, introduction sequence, and coda, to revise
personal music.
2
2.GM.Cr3.B Demonstrate a final version of personal musical ideas using
created vocal, instrumental, or movement pieces.

3.GM.Cr3.A Interpret and apply feedback, using vocabulary such as

introduction, sequence, interlude, coda, and grade-appropriate musical
characteristics, to revise personal music.
3
3.GM.Cr3.B Demonstrate a final version of personal musical ideas using
created vocal, instrumental, or movement pieces through performance.

4.GM.Cr3.A Interpret and apply collaboratively developed feedback to revise

personal music over time, such as a created introduction, sequence, interlude,
and/or coda.
4
4.GM.Cr3.B Demonstrate a final version of personal musical ideas using
created vocal, instrumental, or movement pieces through performance.

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 5.GM.Cr3.A Interpret and apply collaboratively developed feedback to revise
personal music over time, such as the efficacy of a created introduction,
sequence, or coda, use of form, two-part composition, or other characteristics
of a created piece of music.
5
5.GM.Cr3.B Demonstrate a final version of personal musical ideas using
created vocal, instrumental, movement, or two-part created pieces through
performance.

DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard GM.R1

Grade Level Standards

K.GM.R1.A With guidance, list personal interests and experiences explaining

K musical preference.

1.GM.R1.A With limited guidance, identify and explain how personalinterests

and experience influence musical selection.
1 1.GM.R1.B With limited guidance, demonstrate music concepts (such as
steady beat or singing voice) in various styles of music.

2.GM.R1.A Identify and explain how personal interests and experience

influence musical selection; list and explain personal musical interests.
2 1.GM.R1.B Describe how specific music concepts are used to support a
specific purpose in music; demonstrate and identify how specific musical
concepts are used in various styles of music (such as meter and timbre).

3.GM.R1.A Demonstrate and describe how selected music connects to and is

influenced by specific interests, experiences, or purposes (such as how music
listening is influenced by interests, experience, and context).
3 3.GM.R1.B Using movement, manipulatives, and/or pictorial representation,
demonstrate and describe how specific music concepts are used to support a
specific purpose in music (such as different sections, selected orchestral,
band, folk, or ethnic instruments).

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 3.GM.R1.C Describe a listening example by using teacher-given
characteristics, and describe stylistic characteristics of selected regional,
national, or global styles or genres of music through teacher-given
parameters (such as by guided questioning, using an element of music, or
music vocabulary).

4.GM.R1.A Demonstrate and explain how selected music connects to and is

influenced by specific interests, experiences, purposes, or contexts (such as
how music listening is influenced by interests, etc.).

4.GM.R1.B Demonstrate and explain how specific music concepts (such as

form, timbre, etc.) are used to support a specific purpose in music (such as
4 social and cultural contexts) through various means (such as manipulatives,
movement, and/or pictorial representation).

4.GM.R1.C Demonstrate an understanding of the elements of music applied

to a listening example using teacher-given vocabulary (such as different
sections of complex forms, teacher-selected orchestral instruments, etc.).

5.GM.R1.A Demonstrate and explain, citing evidence, how selected music

connects to and is influenced by specific interests, experiences, purposes, or
contexts.

5.GM.R1.B Demonstrate and explain, citing evidence, how responses to

music are informed by the structure, the use of the elements of music, and
5 context (such as social, cultural, and historical) through various means (such
as manipulatives, movement, and/or pictorial representation).

5.GM.R1.C Demonstrate an understanding of the elements of music applied

to a listening example using teacher-given vocabulary (such as different
sections of complex forms, teacher-selected orchestral instruments, etc.).

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard GM.R2

Grade Level Standards

K.GM.R2.A With guidance, demonstrate awareness of music concepts (such

K as same/different sections of music, musical sounds, or simple musical
characteristics in a listening selection).

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 1.GM.R2.A With limited guidance, identify expressive qualities or other
characteristics of music (such as same/different sections within a simple form,
1 types of voices, or individual instruments and identifying how sound is
produced).

2.GM.R2.A Demonstrate knowledge of how expressive qualities and music

concepts support a musical creation/performance (such as recognizing
2 same/different sections, classroom and/or selected orchestral instruments, or
how tempo and dynamics affect the mood of a piece).

3.GM.R2.A Demonstrate and describe how music concepts are used by

performers to reflect intent (such as describing the mood of a piece of music
3 using descriptive adjectives or demonstrating an understanding of how
dynamics and tempo affect the mood of a piece through drawing, writing, or
discussing).

4.GM.R2.A Demonstrate and explain how music concepts are used by

4 performers to reflect intent (such as comparing how tempo could be used in
different arrangements to create a different mood).

5.GM.R2.A Demonstrate and explain how music concepts are used by

5 performers to reflect intent (such as instrument selection by a
composer/arranger).

DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard GM.R3

Grade Level Standards

K.GM.R3.A With guidance, apply personal preferences in the evaluation of

K music, and discuss a musical performance.

1.GM.R3.A With limited guidance, apply personal preferences in the

1 evaluation of music; discuss a musical performance using grade-appropriate
vocabulary.

2.GM.R3.A Apply personal preferences in the evaluation of music; discuss a

2 musical performance using grade-appropriate music vocabulary.

3.GM.R3.A Evaluate musical works and performances, applying established

3 criteria; discuss a music selection or performance using grade-appropriate
music vocabulary and teacher-given criteria.

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 4.GM.R3.A Evaluate musical works and performances, applying established
4 criteria.

5.GM.R3.A Evaluate musical works and performances, applying established

5 criteria, citing evidence from the elements of music; with teacher guidance,
create a rubric for evaluating music performances.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard GM.Cn1

Grade Level Standards

K.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
K music (such as expressing personal preferences in music or how music is
used in daily life).

1.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
1 music (such as expressing personal preferences in music or how music is
used in daily life).

2.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
2 music (such as expressing personal preferences in music or how music is
used in daily life).

3.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
3 music (such as identifying pieces of music that are important to one’s family or
how music is used in daily life).

4.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
4 music (such as identifying pieces of music that are important to one’s family or
how music is used in daily life).

5.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
5 music (such as identifying pieces of music that are important to one’s family or
how music is used in daily life).

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 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard GM.Cn2

Grade Level Standards

K.GM.Cn2.A Demonstrate understanding of relationships between music and

K the other arts, other disciplines, varied contexts, and/or daily life (such as
exploring the connection between poems and songs through rhyme).

1.GM.Cn2.A Demonstrate understanding of relationships between music and

1 the other arts, other disciplines, varied contexts, and/or daily life (such as
exploring the relationship between songs and historical events).

2.GM.Cn2.A Demonstrate understanding of relationships between music and

2 the other arts, other disciplines, varied contexts, and/or daily life (such as
exploring the connections between art and music).

3.GM.Cn2.A Demonstrate understanding of relationships between music and

3 the other arts, other disciplines, varied contexts, and/or daily life (such as
understanding the science of sound).

4.GM.Cn2.A Demonstrate understanding of relationships between music and

4 the other arts, other disciplines, varied contexts, and/or daily life (such as the
connection between fractions and rhythm values).

5.GM.Cn2.A Demonstrate understanding of relationships between music and

5 the other arts, other disciplines, varied contexts, and/or daily life (such as
comparing how music is used in various cultures and performing it).

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General Music 6 – 8 | GM

This document represents the collective work of a team of educators from all regions of
Tennessee and from all levels of music education, whose fundamental goal is to
propose new music standards for the state of Tennessee. The new state standards
endeavor to maintain the curricular integrity of music education across the state, build
upon traditions of musical excellence established by the previous standards, foster
creativity and artistry in all students, and empower music educators to provide a
rigorous and relevant music curriculum that fully equips students with the skills,
knowledge, and understanding necessary for success in their future musical and non-
musical endeavors.

Additionally, the writing team strived to ensure a smooth transition from the 1994
standards to the new state standards. The new Tennessee music standards are
intended to mirror, but not replicate, the NCCAS Core Arts Standards. Primarily, the
writing team made a purposeful effort to avoid curricular specificity within the new
standards, understanding that circumstances differ from campus to campus, and that
curriculum should be decided at the local level. Therefore, it is incumbent on the
individual teacher to enhance and adjust curriculum to fit the specific needs of his/her
instructional situation, while still adhering to the rigor and expectations of the standards.

In addition, while the 1994 standards were structured and applied globally, without
regard to content specificity, the new National Core Arts and Tennessee state standards
are individualized to address the unique needs of general music, traditional and
emerging ensembles, and music theory and history courses. Furthermore, the 1994
standards focused on the varied means in which people participate in or interact with
music. In contrast, the new state standards are more specifically geared towards the
processes by which people make music, including Creating, Performing, Responding,
and Connecting.

Concerning the application of the new state standards, what teachers used to call
standards are now referred to as foundations that fall under the larger umbrella of the
artistic processes. What the state used to call grade/course level expectations and
student performance indicators are now called standards. (See the table below for
clarification). Finally, the foundations within each artistic process propose an intended
sequence from one standard to the next as a means of developing students’
competency with each step of the process.

184
With specific regard to general music, application of the new standards will enable
teachers to make a clearer delineation and differentiation between standards for
performing ensembles and general music classes, understanding that, traditionally,
students in middle and high school general music class are non-musicians whose life-
long participation with music is more geared towards recreational music and are often
more fulfilled through Responding and Connecting than Creating or Performing. This is
not to say that the new state standards for general music neglect to emphasize
Creating and Performing, but to emphasize that these two areas are addressed
differently in general music than they are in traditional and emerging ensembles.

1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

185
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for performance.

Standard GM.P1

Grade Level Standards

6.GM.P1.A Apply teacher-provided criteria for selecting music to perform for

a specific purpose and/or context, and explain why each was chosen.

6.GM.P1.B Explain how understanding the structure and the elements of

6 music are used in music selected for performance.

6.GM.P1.C Perform a selected piece of music, demonstrating how

interpretations of the elements of music and the expressive qualities (such
as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

7.GM.P1.A Apply collaboratively-developed criteria for selecting music of

contrasting styles for a program with a specific purpose and/or context, and,
after discussion, identify expressive qualities, technical challenges, and
reasons for choices.

7.GM.P1.B Explain and demonstrate the structure of contrasting pieces of

music selected for performance and how elements of music are used.

7.GM.P1.C When analyzing selected music, read and identify by name or

7 function standard symbols for rhythm, pitch, articulation, dynamics, tempo,
and form.

7.GM.P1.D Identify how cultural and historical context inform performances

and result in different music interpretations.

7.GM.P1.E Perform contrasting pieces of music demonstrating how

interpretations of the elements of music and expressive qualities (such as
dynamics, tempo, timbre, articulation/style, and phrasing) conveyintent.

8.GM.P1.A Apply personally-developed criteria for selecting music of

contrasting styles for a program with a specific purpose and/or context, and,
after discussion, identify expressive qualities, technical challenges, and
reasons for choices.
8 8.GM.P1.B Compare the structure of contrasting pieces of music selected for
performance, explaining how the elements of music are used in each.

8.GM.P1.C When analyzing selected music, sight read in treble or bass clef
simple rhythmic, melodic, and/or harmonic notation.

186
 8.GM.P1.D Identify how cultural and historical context informs performances
and results in different music effects.

DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for performance.

Standard GM.P2.

Grade Level Standards

6.GM.P2.A Identify and apply teacher-provided criteria (such as correct

interpretation of notation, technical accuracy, originality, and interest) to
6 rehearse, refine, and determine when a piece is ready to perform.

7.GM.P2.A Identify and apply collaboratively-developed criteria (such as

demonstrating correct interpretation of notation, technical skill of performer,
7 originality, emotional impact, and interest) to rehearse, refine, and determine
when music is ready to perform.

8.GM.P2.A Identify and apply personally-developed criteria (such as

demonstrating correct interpretation of notation, technical skill of performer,
8 originality, emotional impact, variety, and interest) to rehearse, refine, and
determine when music is ready to perform.

DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard GM.P3

Grade Level Standards

6.GM.P3.A Perform music with technical accuracy to convey the creator’s

intent.
6 6.GM.P3.B Demonstrate performance decorum (such as stage presence,
attire, and behavior) and audience etiquette appropriate for venue and
purpose.

187
 7.GM.P3.A Perform music with technical accuracy and stylistic expression to
convey the creator’s intent.
7 7.GM.P3.B Demonstrate performance decorum (such as stage presence,
attire, and behavior) and audience etiquette appropriate for venue, purpose,
and context.

8.GM.P3.A Perform music with technical accuracy, stylistic expression, and

culturally authentic practices in music to convey the creator’s intent.
8 8.GM.P3.B Demonstrate performance decorum (such as stage presence,
attire, and behavior) and audience etiquette appropriate for venue, purpose,
context, and style.

DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard GM.Cr1

Grade Level Standards

6.GM.Cr1.A Generate simple rhythmic, melodic, and harmonic phrases within

6 AB and ABA forms that convey expressive intent.

7.GM.Cr1.A Generate rhythmic, melodic, and harmonic phrases and

7 variations over harmonic accompaniments within AB, ABA, or theme and
variation forms that convey expressive intent.

8.GM.Cr1.A Generate rhythmic, melodic and harmonic phrases and harmonic

8 accompaniments within expanded forms (including introductions, transitions,
and codas) that convey expressive intent.

188
 DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard GM.Cr2

Grade Level Standards

6.GM.Cr2.A Select, organize, construct, and document personal musical

ideas for arrangements and compositions within AB or ABA form that
demonstrate an effective beginning, middle, and ending, and convey
expressive intent.
6
6.GM.Cr2.B Use standard and/or iconic notation and/or audio/video recording
to document personal simple rhythmic phrases, melodic phrases, and two-
chord harmonic musical ideas.

7.GM.Cr2.A Select, organize, develop, and document personal musical ideas

for arrangements, songs, and compositions within AB, ABA, or theme and
variation forms that demonstrate unity and variety and convey expressive
intent.
7
7.GM.Cr2.B Use standard and/or iconic notation and/or audio/video recording
to document personal simple rhythmic phrases, melodic phrases, and
harmonic sequences.

8.GM.Cr2.A Select, organize, and document personal musical ideas for

arrangements, songs, and compositions within expanded forms that
8 demonstrate tension and release, unity and variety, and balance, and convey
expressive intent.

189
 DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard GM.Cr3

Grade Level Standards

6.GM.Cr3.A Self-evaluate one’s work, applying teacher-provided criteria

such as application of selected elements of music and use of sound
sources.
6.GM.Cr3.B Describe the rationale for making revisions to music, based on
6 evaluation criteria and feedback from a teacher.

6.GM.Cr3.C Present the final version of a documented personal composition

or arrangement, using craftsmanship and originality to demonstrate an
effective beginning, middle, and ending, and convey expressive intent.

7.GM.Cr3.A Self-evaluate one’s work, applying selected criteria such as

appropriate application of elements of music including style, form, and use of
sound sources.

7.GM.Cr3.B Describe the rationale for making revisions to music, based on

7 evaluation criteria and feedback from others (teacher and peers).

7.GM.Cr3.C Present the final version of a documented personal composition,

song, or arrangement, using craftsmanship and originality to demonstrate
unity and variety and convey expressive intent.

8.GM.Cr3.A Self-evaluate one’s work by selecting and applying criteria,

including appropriate application of compositional techniques, style, form, and
use of sound sources.

8.GM.Cr3.B Describe the rationale for refining works by explaining one’s

8 choices, based on evaluation criteria.

8.GM.Cr3.C Present the final version of a documented personal composition,

song, or arrangement, using craftsmanship and originality to demonstrate the
application of compositional techniques for creating unity and variety, tension
and release, and balance to convey expressive intent.

190
 DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard GM.R1

Grade Level Standards

6.GM.R1.A Select or choose music to listen to, and explain the connections
to specific interests or experiences for a specific purpose.

6.GM.R1.B Describe how the elements of music and expressive qualities

6 relate to the structure of the pieces.

6.GM.R1.C Identify the context of music from a variety of genres, cultures,

and historical periods.

7.GM.R1.A Select or choose contrasting music to listen to, and compare the
connections to specific interests or experiences for a specific purpose.

7.GM.R1.B Classify and explain how the elements of music and expressive
7 qualities relate to the structure of contrasting pieces.

7.GM.R1.C Identify and compare the context of music from a variety of

genres, cultures, and historical periods.

8.GM.R1.A Select programs of music (such as a CD mix or live

performances), and demonstrate the connections to an interest or experience
for a specific purpose.

8 8.GM.R1.B Compare how the elements of music and expressive qualities

relate to the structure within programs of music.

8.GM.R1.C Identify and compare the context of programs of music from a

variety of genres, cultures, and historical periods.

191
 DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard GM.R2

Grade Level Standards

6.GM.R2.A Describe a personal interpretation of how creators’ and

6 performers’ application of the elements of music and expressive qualities,
within genres and cultural and historical context, convey expressive intent.

7.GM.R2.A Describe a personal interpretation of contrasting works, and

explain how creators’ and performers’ application of the elements of music
7 and expressive qualities, within genres, cultures, and historical periods,
convey expressive intent.

8.GM.R2.A Support personal interpretation of contrasting programs of

music, and explain how creators or performers apply the elements of music
8 and expressive qualities, within genres, cultures, and historical periods, to
convey expressive intent.

192
 DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard GM.R3

Grade Level Standards

6.GM.R3.A Apply teacher-provided criteria to evaluate musical works or

6 performances.

7.GM.R3.A Select from teacher-provided criteria to evaluate musical works

7 or performances.

8.GM.R3.A Apply appropriate personally-developed criteria to evaluate

8 musical works or performances.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard GM.Cn1

Grade Level Standards

6.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

6 personal choices and intent when creating, performing, and responding to
music.

7.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

7 personal choices and intent when creating, performing, and responding to
music.

8.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

8 personal choices and intent when creating, performing, and responding to
music.

193
 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard GM.Cn2

Grade Level Standards

6.GM.Cn2.A Demonstrate understanding of relationships between music

6 and the other arts, other disciplines, varied contexts, and daily life.

7.GM.Cn2.A Demonstrate understanding of relationships between music

7 and the other arts, other disciplines, varied contexts, and daily life.

8.GM.Cn2.A Demonstrate understanding of relationships between music

8 and the other arts, other disciplines, varied contexts, and daily life.

194
General Music 9 - 12 | GM

This document represents the collective work of a team of educators from all regions of
Tennessee and from all levels of music education, whose fundamental goal is to
propose new music standards for the state of Tennessee. The new state standards
endeavor to maintain the curricular integrity of music education across the state, build
upon traditions of musical excellence established by the previous standards, foster
creativity and artistry in all students, and empower music educators to provide a
rigorous and relevant music curriculum that fully equips students with the skills,
knowledge, and understanding necessary for success in their future musical and non-
musical endeavors.

Additionally, the writing team strived to ensure a smooth transition from the 1994
standards to the new state standards. The new Tennessee music standards are
intended to mirror, but not replicate, the NCCAS Core Arts Standards. Primarily, the
writing team made a purposeful effort to avoid curricular specificity within the new
standards, understanding that circumstances differ from campus to campus, and that
curriculum should be decided at the local level. Therefore, it is incumbent on the
individual teacher to enhance and adjust curriculum to fit the specific needs of his/her
instructional situation, while still adhering to the rigor and expectations of the standards.

In addition, while the 1994 standards were structured and applied globally, without
regard to content specificity, the new National Core Arts and Tennessee state standards
are individualized to address the unique needs of general music, traditional and
emerging ensembles, and music theory and history courses. Furthermore, the 1994
standards focused on the varied means in which people participate in or interact with
music. In contrast, the new state standards are more specifically geared towards the
processes by which people make music, including Creating, Performing, Responding,
and Connecting.

Concerning the application of the new state standards, what teachers used to call
standards are now referred to as foundations that fall under the larger umbrella of the
artistic processes. What the state used to call grade/course level expectations and
student performance indicators are now called standards. (See the table below for
clarification). Finally, the foundations within each artistic process propose an intended
sequence from one standard to the next as a means of developing students’
competency with each step of the process.

195
With specific regard to general music, application of the new standards will enable
teachers to make a clearer delineation and differentiation between standards for
performing ensembles and general music classes, understanding that, traditionally,
students in middle and high school general music class are non-musicians whose life-
long participation with music is more geared towards recreational music and are often
more fulfilled through Responding and Connecting than Creating or Performing. This is
not to say that the new state standards for general music neglect to emphasize
Creating and Performing, but to emphasize that these two areas are addressed
differently in general music than they are in traditional and emerging ensembles.

In addition, while the standards for many of the content areas include grade or level
differentiation, this distinction was not applied to 9-12 general music. As of this writing,
there is only one fine arts requirement at the high school level, implying that students
who are not in performing ensembles typically take one general music class, rendering
specified levels invalid. Instead of HS1, HS2, HS3, and HS4, this course will be coded
as HS.

196
 1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

197
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard GM.P1

Grade Level Standards

HS.GM.P1.A Research sound sources and artistic repertoire using

technology and other available resources.

HS.GM.P1.B Apply criteria to select appropriate repertoire from varied

HS genres, cultures, and styles suitable for presentation.

HS.GM.P1.C Defend and describe repertoire choices using appropriate

musical vocabulary.

DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard GM.P2

Grade Level Standards

HS.GM.P2.A Interpret standard or non-traditional music notation

and expressive elements to convey artistic ideas.

HS.GM.P2.B Develop and apply appropriate rehearsal strategies to identify

HS and discuss areas of needed improvement.

HS.GM.P2.C Refine artistic works through focused listening and application

of established criteria.

198
 DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard GM.P3

Grade Level Standards

HS.GM.P3.A Employ appropriate performance techniques and/or practice to

present artistic works using varied sound sources.

HS.GM.P3.B Apply appropriate expressive elements to convey meaning of

artistic works.
HS
HS.GM.P3.C Defend artistic choices using appropriate musical vocabulary.

HS.GM.P3.D Demonstrate suitable performance and audience etiquette in

multiple venues or performance contexts.

DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard GM.Cr1

Grade Level Standards

HS.GM.Cr1.A Describe, demonstrate, and document short musical ideas that

HS represent personal experiences, moods, texts, visual images, and/or story
lines.

199
 DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard GM.Cr2

Grade Level Standards

HS.GM.Cr2.A Assemble and organize sounds or musical ideas to express

selected experiences, moods, images, concepts, texts, storylines, or ideas.
HS HS.GM.Cr2.B Develop ideas or concepts into student-generated works that
demonstrate musical structure and expressive elements.

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard GM.Cr3

Grade Level Standards

HS.GM.Cr3.A Evaluate evolving drafts of student-generated works by

selecting and applying criteria and describing rationale for revisions.

HS.GM.Cr3.B Enhance artistic works using technology or other suitable

HS resources.

HS.GM.Cr3.C Present and defend the final version of student-generated

works.

200
 DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard GM.R1

Grade Level Standards

HS.GM.R1.A Identify and describe the elements of music in visual and aural
examples using appropriate vocabulary.
HS HS.GM.R1.B Use suitable terminology and concepts to compare and contrast
music from various historical periods, styles, and cultures within the
appropriate context.

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard GM.R2

Grade Level Standards

HS.GM.R2.A Use appropriate musical vocabulary and terminology to

interpret and describe artistic intent and aesthetic qualities of musical works,
citing as evidence the treatment of elements of music, context, and historical
significance.
HS
HS.GM.R2.B Examine the historical and cultural development of masterworks
within various genres of American traditional and classical music, including
the music of Tennessee.

201
 DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard GM.R3

Grade Level Standards

HS.GM.R3.A Apply appropriate criteria to evaluate varied musical works and

performances.
HS HS.GM.R3.B Identify and justify musical preferences using appropriate
terminology, context, student opinion, and personal research gathered from
varied sources.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard GM.Cn1

Grade Level Standards

HS.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS personal choices and intent when creating, performing, and responding to
music.

DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard GM.Cn2

Grade Level Standards

HS.GM.Cn2.A Demonstrate understanding of relationships between music

HS and other disciplines, history, culture, and daily life.

202
Instrumental Music 6-8 | IM

For Instrumental Music 6-8, the major work of the discipline falls within the Perform
domain. Concepts covered in the Create, Connect, and Respond domains are
accessible only after students are thoroughly versed in the fundamental skills necessary
to perform on an instrument. Standards are specifically adapted towards the artistic
processes by which people make music: Performing, Creating, Responding, and
Connecting. The foundations within each artistic process propose an intended
sequence of scaffolding skill levels as a means of developing students’ competency.

Literacy in the instrumental music classroom is being able to read, write, and perform
music. Just as the study of various languages promotes overall literacy, reading and
writing musical notation, expressive markings, and harmonic structure unlocks new
patterns of thought, exploring the analytical, mathematical, and linguistic centers of the
mind. Musical literacy is decoding at its best. The language of music encompasses the
senses of touch, sight, and hearing. These processes demand the student to balance
their physical and intellectual actions and personal discipline in ways not explored in
other academic areas.

The activity of instrumental music provides students opportunities for high and varied
levels of critical thinking. Students of instrumental music develop a second written
language and artistically-enhanced physical skills. They learn to work independently
and within groups, as critical thinkers, problem solvers, and contributing members of a
larger unit. Problem solving in the instrumental classroom is immediate and continuous
as the music is being produced. Creative decision making, individually and in groups,
results in final artistic products. Instrumental music instruction cultivates an individual
who is capable of multi-tasking, managing time, working alone, and collaborating with
others.

203
 1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

204
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard IM.P1

Grade Level Standards

6.IM.P1.A Select a varied repertoire to study, based on interest, music

reading skills, an understanding of the structure of the music, context, andthe
technical skill of the individual or ensemble. For example: select examples to
be played in front of a class of peers.

6.IM.P1.B Demonstrate, using music reading skills, how knowledge of formal

6 aspects in musical works informs performances. For example: identify and
perform basic elements related to musical events such as tempo, dynamics,
orchestration, and modulation.

6.IM.P1.C Identify expressive qualities in a varied repertoire of music that can

be demonstrated through performances.

7.IM.P1.A Select a varied repertoire to study, based on music reading skills

and an understanding of form, context, and the technical skill of the individual
and ensemble. For example: select samples, with teacher guidance, for solo
or chamber ensemble performance.

7.IM.P1.B Demonstrate, using music-reading skills, how the setting and form
7 of musical works contribute to understanding the context of the music in
prepared and/or improvised performances. For example: identify, describe,
and perform specific events in a musical example.

7.IM.P1.C Demonstrate understanding and application of expressive qualities

in a varied repertoire of music through prepared and/or improvised
performances.

8.IM.P1.A Explain the criteria used to select a varied repertoire to study,

based on an understanding of theoretical and structural characteristics of the
music, the technical skill of the individual or ensemble, and the purpose or
context of the performance. For example: select examples, with teacher
guidance, for solo or chamber ensemble performance. Explain the process
used.
8 8.IM.P1.B Demonstrate, using music reading skills, how compositional
devices employed and theoretical and structural aspects of musical works
impact and inform prepared and/or improvised performances. For example:
compare, contrast, and perform musical events in a given musical example.

8.IM.P1.C Demonstrate an understanding of context in a varied repertoire of

music through prepared and/or improvised performances.

205
 DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard IM.P2

Grade Level Standards

6.IM.P2.A Demonstrate the ability to read and notate music individually and in
ensemble settings. For example: identify, verbalize, and perform basic
rhythms and pitches. Use a system, such as syllables, numbers, or letters, to
read simple pitches and rhythms.

6.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and

fluency on the instrument, performing a varied repertoire of music individually
and in ensemble settings. For example: demonstrate proper instrument care
and maintenance. Produce a fundamental tone and standard articulations
and/or bowing. Demonstrate correct posture, breath control, hand position,
6 and instrument carriage. Perform at least two percussion rudiments and/or
major scales.

6.IM.P2.C Demonstrate musical literacy on the instrument, individually and in

ensemble settings, by adequately sight-reading a varied repertoire of music.
For example: demonstrate an understanding of basic elements associated
with successful sight-reading.

6.IM.P2.D Develop and apply strategies to address technical and expressive

challenges in a varied repertoire of music. For example: identify basic
practice tools such as tempo control, isolation, and segmentation.

7.IM.P2.A Demonstrate the ability to read and notate music individually and in
ensemble settings. For example: identify, verbalize, notate, and perform basic
rhythms and pitches. Recognize and apply standard notation symbols for
dynamics, tempo, articulation, and expression.

7.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and

fluency on the instrument, performing a varied repertoire of music individually
and in ensemble settings. For example: produce a fundamental tone
7 throughout the range of the instrument. Demonstrate a fundamental
knowledge of breathing, bowing, embouchure, fingering, articulation, and/or
percussion sticking. Perform at least five percussion rudiments, five major
scales, and a chromatic scale.

7.IM.P2.C Demonstrate musical literacy on the instrument, individually and in

ensemble settings, by adequately sight-reading a varied repertoire of music.
For example: apply basic elements associated with successful sight-reading.

206
 7.IM.P2.D Develop and apply strategies to address technical and expressive
challenges in a varied repertoire of music. For example: identify and apply
basic practice tools.

8.IM.P2.A Demonstrate the ability to read and notate music individually and in
ensemble settings. For example: identify, verbalize, notate, and perform
selected TBA Grade II rhythms and pitches. Use standard notation symbols
to notate meter, rhythm, and pitch in simple patterns within specified
guidelines.

8.IM.P2.B Demonstrate fundamental control of the instrument, performing a

varied repertoire of music individually and in ensemble settings. For example:
use standard notation symbols to notate meter, rhythm, and pitch in simple
patterns within specified guidelines. Produce a characteristic tone.
Demonstrate knowledge of breathing, bowing, embouchure, fingering,
8 articulation, and/or percussion sticking at an intermediate level. Perform at
least eight percussion rudiments, 8 major scales, and a chromatic scale.

8.IM.P2.C Demonstrate musical literacy on the instrument, individually and in

ensemble settings, by adequately sight-reading a varied repertoire of music.
For example: apply basic elements associated with successful sight-reading
using a variety of meters and tempi.

8.IM.P2.D Develop and apply strategies to address technical and expressive

challenges in a varied repertoire of music. For example: identify, refine, and
apply basic practice tools.

DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard IM.P3

Grade Level Standards

6.IM.P3.A Demonstrate attention to technical demands and expressive

qualities in prepared and/or improvised performances of a varied repertoire of
music. For example: identify and demonstrate an understanding of selected
6 dynamic and tempo markings.

6.IM.P3.B Demonstrate an awareness of the context of music through

prepared and/or improvised performances.

207
 7.IM.P3.A Demonstrate attention to technical demands and expressive
qualities in prepared and/or improvised performances of a varied repertoireof
music representing diverse cultures and styles. For example: identify and
7 demonstrate an understanding of selected elements of style.

7.IM.P3.B Demonstrate an understanding of the context of music through

prepared and/or improvised performances.

8.IM.P3.A Demonstrate attention to technical demands and expressive

qualities in prepared and/or improvised performances of a varied repertoire of
music representing diverse cultures, styles, and genres. For example:
8 demonstrate an understanding of the concept of phrase shaping.

8.IM.P3.B Demonstrate an understanding of expressive intent by connecting

with an audience through prepared and/or improvised performances.

DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard IM.Cr1

Grade Level Standards

6.IM.Cr1.A Compose and/or improvise melodic and rhythmic ideas or motives

that reflect characteristic(s) of music or text(s). For example: describe
the fundamental concepts of improvisation. Create a variation of a simple
6 rhythmic pattern. Improvise a solo over a given chord (using one or more
pitches). Understand individual instrument transposition (concert pitch versus
actual pitch).

7.IM.Cr1.A Compose and improvise ideas for melodies and rhythmic

passages based on characteristic(s) of music or text(s). For example: apply
the fundamental concepts of improvisation using simple rhythmic patterns on
7 one to three pitches. Create a variation of a simple melody of no more than
three pitches. Improvise a solo over a given chord (using three pitches).
Produce a written transcription for a specified instrument using an example in
concert pitch.

208
 8.IM.Cr1.A Compose and improvise ideas for melodies, rhythmic passages,
and arrangements for specific purposes that reflect characteristic(s) of music
from a variety of historical periods. For example: apply the fundamental
8 concepts of improvisation using a simple melody. Create a variation of a
simple melody with a minimum of five pitches and varying rhythms. Improvise
a solo over a given chord progression. Create a simple harmonization under
a given melody.

DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard IM.Cr2

Grade Level Standards

6.IM.Cr2.A Select and develop draft melodic and rhythmic ideas or motives
that demonstrate understanding of characteristic(s) of music or text(s). For
example: create, select, and refine the final two measures for a four-measure
6 melody within specified guidelines.

6.IM.Cr2.B Preserve draft compositions and improvisations through standard

notation and/or recording technology.

7.IM.Cr2.A Select and develop draft melodic and rhythmic ideas or motives
that demonstrate understanding of characteristic(s) of music or text(s). For
example: create, select, and refine a four-measure melody within specified
7 guidelines.

7.IM.Cr2.B Preserve draft compositions and/or improvisations through

standard notation and/or recording technology.

8.IM.Cr2.A Select and develop draft melodic and rhythmic passages and
arrangements for specific purposes that demonstrate understanding of
characteristic(s) of music from a variety of historical periods. For example:
8 create, select, and refine a melody using a variety of pitches and rhythms.

8.IM.Cr2.B Preserve draft compositions and/or improvisations through

musical notation and/or recording technology.

209
 DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard IM.Cr3

Grade Level Standards

6.IM.Cr3.A Evaluate and refine draft compositions and/or improvisations

based on knowledge, skill, and teacher-provided criteria.
6 6.IM.Cr3.B Share personally developed melodic and rhythmic ideas or
motives, individually or as an ensemble, that demonstrate understanding of
characteristics of music or texts.

7.IM.Cr3.A Evaluate and refine draft compositions and/or improvisations

based on knowledge, skill, and collaboratively-developed criteria.
7 7.IM.Cr3.B Share personally developed melodies and rhythmic passages,
individually or as an ensemble, that demonstrate understanding of
characteristics of music or texts.

8.IM.Cr3.A Evaluate and refine draft melodies, rhythmic passages,

arrangements, and improvisations based on musically and developmentally
appropriate criteria.
8
8.IM.Cr3.B Share personally developed melodies, rhythmic passages, and
arrangements, individually or as an ensemble, that address identified
purposes.

DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard IM.R1

Grade Level Standards

6.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, and student interest.
6
6.IM.R1.B Through visual and aural examples, analyze how context and
musical elements inform student response to music.

210
 7.IM.R1.A Identify and justify reasons for selecting music based on
characteristics found in music, context, and student interest.
7 7.IM.R1.B Through visual and aural examples, analyze how context and
musical elements inform student response to music.

8.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from teacher provided sources.
8
8.IM.R1.B Through visual and aural examples, analyze and explain how
context and the manipulation of musical elements influence response to
music.

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard IM.R2

Grade Level Standards

6.IM.R2.A Interpret and describe the artistic intent and aesthetic qualities of
6 musical works, citing as evidence the treatment of the elements of music,
contexts, and historical significance.

7.IM.R2.A Identify and support interpretations of the artistic intent and

7 aesthetic qualities of musical works, citing as evidence the treatment of the
elements of music, contexts, and historical significance.

8.IM.R2.A Explain and support interpretations of the artistic intent and

8 aesthetic qualities of musical works, citing as evidence the treatment of the
elements of music, contexts, and historical significance.

211
 DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard IM.R3

Grade Level Standards

6.IM.R3.A Describe the influence of experiences, performances, context, and

6 analysis on the artistic process.

7.IM.R3.A Describe and evaluate the influence of experiences, performances,

7 context, and analysis on the artistic process.

8.IM.R3.A Identify and justify musical preferences using appropriate

8 vocabulary, context, student opinion, and personal research gathered from
varied sources.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard IM.Cn1

Grade Level Standards

6.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

6 personal choices and intent when creating, performing, and responding to
music

7.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

7 personal choices and intent when creating, performing, and responding to
music

8.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

8 personal choices and intent when creating, performing, and responding to
music.

212
 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard IM.Cn2

Grade Level Standards

6.IM.Cn2.A Demonstrate understanding of relationships between music and

6 the other arts, other disciplines, varied contexts, and daily life.

7.IM.Cn2.A Demonstrate understanding of relationships between music and

7 the other arts, other disciplines, varied contexts, and daily life.

8.IM.Cn2.A Demonstrate understanding of relationships between music and

8 the other arts, other disciplines, varied contexts, and daily life.

213
Instrumental Music 9-12 | IM

For Instrumental Music 9-12, the major work of the discipline falls within the Perform
domain. Concepts covered in the Create, Connect, and Respond domains are
accessible only after students are thoroughly versed in the fundamental skills necessary
to perform on an instrument. Standards are specifically adapted towards the artistic
processes by which people make music: Performing, Creating, Responding, and
Connecting. The foundations within each artistic process propose an intended
sequence of scaffolding skill levels as a means of developing students’ competency.

Literacy in the instrumental music classroom is being able to read, write, and perform
music. Just as the study of various languages promotes overall literacy, reading and
writing musical notation, expressive markings, and harmonic structure unlocks new
patterns of thought, exploring the analytical, mathematical, and linguistic centers of the
mind. Musical literacy is decoding at its best. The language of music encompasses the
senses of touch, sight, and hearing. These processes demand the student to balance
their physical and intellectual actions and personal discipline in ways not explored in
other academic areas.

The activity of instrumental music provides students opportunities for high and varied
levels of critical thinking. Students of instrumental music develop a second written
language and artistically-enhanced physical skills. They learn to work independently
and within groups, as critical thinkers, problem solvers, and contributing members of a
larger unit. Problem solving in the instrumental classroom is immediate and continuous
as the music is being produced. Creative decision making, individually and in groups,
results in final artistic products. Instrumental music instruction cultivates an individual
who is capable of multi-tasking, managing time, working alone, and collaborating with
others.

Finally, there is not an intentional pairing of grade level with ability level or mastery
level. It is expected that some grade 11 or 12 students may be first-year ensemble
members and/or at a musical level of HS1 or HS2; and an inverse situation may exist
wherein a grade 9 student may be at a HS2 or HS3 level as a musician. Therefore, the
standards are written for flexible application in high school choral and instrumental
ensembles, wherein assigning musical or developmental level is at the discretion of the
individual teacher.

214
 1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

215
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard IM.P1

Grade Level Standards

HS1.IM.P1.A Explain the criteria used to select a varied repertoire to study,

based on an understanding of theoretical and structural characteristics of
the music, the technical skill of the individual or ensemble, and the purpose
or context of the performance.

HS1 HS1.IM.P1.B Demonstrate, using music reading skills, how compositional

devices and theoretical and structural aspects of musical works impact and
inform prepared and/or improvised performances.

HS1.IM.P1.C Demonstrate an understanding of context in a varied

repertoire of music through prepared and/or improvised performances.

HS2.IM.P1.A Develop and apply criteria to select a varied repertoire to

study and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
performance.

HS2.IM.P1.B Document and demonstrate, using music reading skills, how

HS2 compositional devices, theoretical and structural aspects of musical works
impact and inform prepared and/or improvised performances.

HS2.IM.P1.C Demonstrate how understanding the style, genre, and context

of a varied repertoire of music influences prepared and/or improvised
performances as well as performers’ technical skill to connect with the
audience.

HS3.IM.P1.A Develop and apply criteria to select varied repertoire to study

and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
HS3 performance.
HS3.IM.P1.B. Examine, evaluate, and critique, using music reading skills,
how the structure and context impact and inform prepared and/or
improvised performances.

216
 HS3.IM.P1.C Demonstrate how understanding the style, genre, and context
of a varied repertoire of music informs prepared and/or improvised
performance as well as performers’ technical skill to connect with the
audience.

HS4.IM.P1.A Develop and apply criteria to select varied repertoire to study

and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
performance.
HS4.IM.P1.B Examine, evaluate, and critique, using music reading skills,
HS4 how the structure and context impact and inform prepared and/or
improvised performances.

HS4.IM.P1.C Demonstrate how understanding the style, genre, and context

of a varied repertoire of music informs prepared and/or improvised
performance as well as performers’ technical skill to connect with the
audience.

DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard IM.P2

Grade Level Standards

HS1.IM.P2.A Demonstrate the ability to read and/or notate music

individually and in ensemble settings. For example: identify, notate, and
perform selected TBA Grade V music using correct pitches, meters, and
rhythms.

HS1.IM.P2.B Demonstrate fundamental control, technical accuracy,

HS1 range, and fluency on the instrument, performing a varied repertoire of
music, individually and in ensemble settings. For example: demonstrate
correct posture, embouchure, breathing, characteristic tone, intonation,
balance, and blend. Apply appropriate articulation, tempi, dynamics, style,
and phrasing. Demonstrate fingerings, percussion sticking, bowing, and
elements related to manual dexterity. Perform 12 major scales, a
chromatic scale, and 40 standard rudiments.

217
 HS1.IM.P2.C Demonstrate musical literacy on the instrument, individually
and in ensemble settings, by adequately sight reading a varied repertoire
of music at UIL Level V. For example: apply elements associated with
successful sight reading using a variety of meters, tempi, and key
signatures.
HS1.IM.P2.D Develop and apply strategies to address technical and
expressive challenges in a varied repertoire of music. For example:
evaluate and refine success using feedback from teachers, ensemble
peers, professional recordings, and other sources.

HS2.IM.P2.A Demonstrate the ability to read and/or notate music

individually and in ensemble settings. For example: identify, notate, and
perform selected TBA Grade IV music using correct pitches, meters, and
rhythms.

HS2.IM.P2.B Demonstrate fundamental control, technical accuracy,

range, and fluency on the instrument, performing a varied repertoire of
music, individually and in ensemble settings. For example: demonstrate
correct posture, embouchure, breathing, characteristic tone, intonation,
balance, and blend. Apply appropriate articulation, tempi, dynamics, style,
and phrasing. Demonstrate fingerings, percussion sticking, bowing, and
elements related to manual dexterity. Perform 12 major scales, a
HS2 chromatic scale, and 40 standard rudiments.

HS2.IM.P2.C. Demonstrate musical literacy on the instrument, individually

and in ensemble settings, by adequately sight reading a varied repertoire
of music at UIL Level IV. For example: apply elements associated with
successful sight reading using a variety of meters, tempi, and key
signatures.
HS2.IM.P2.D Develop and apply strategies to address technical and
expressive challenges in a varied repertoire of music. For example:
evaluate and refine their success using feedback from teachers,
ensemble peers, professional recordings, and other sources.

HS3.IM.P2.A Demonstrate the ability to read and/or notate music,

individually and in ensemble settings. For example: identify, notate, and
perform selected TBA Grade V music using correct pitches, meters, and
rhythms.

HS3.IM.P2.B Demonstrate fundamental control, technical accuracy,

HS3 range, and fluency on the instrument, performing a varied repertoire of
music, individually and in ensemble settings. For example: demonstrate
correct posture, embouchure, breathing, characteristic tone, intonation,
balance, and blend. Apply appropriate articulation, tempi, dynamics,style,
and phrasing. Demonstrate fingerings, percussion sticking, bowing, and
elements related to manual dexterity. Perform 12 major scales, a
chromatic scale, and 40 standard rudiments.

218
 HS3.IM.P2.C Demonstrate musical literacy on the instrument, individually
and in ensemble settings, by adequately sight reading a varied repertoire
of music at UIL Level V. For example: apply elements associated with
successful sight reading using a variety of meters, tempi, and key
signatures.
HS3.IM.P2.D Develop and apply strategies to address technical and
expressive challenges in a varied repertoire of music. For example:
evaluate and refine their success using feedback from teachers,
ensemble peers, professional recordings, and other sources.

HS4.IM.P2.A Demonstrate the ability to read and/or notate music,

individually and in ensemble settings. For example: identify, notate, and
perform selected TBA Grade VI music using correct pitches, meters, and
rhythms.

HS4.IM.P2.B Demonstrate fundamental control, technical accuracy,

range, and fluency on the instrument, performing a varied repertoire of
music, individually and in ensemble settings. For example: demonstrate
correct posture, embouchure, breathing, characteristic tone, intonation,
balance, and blend. Apply appropriate articulation, tempi, dynamics, style,
and phrasing. Demonstrate fingerings, percussion sticking, bowing, and
elements related to manual dexterity. Perform 12 major scales, a
HS4 chromatic scale, and 40 standard rudiments from memory.

HS4.IM.P2.C Demonstrate musical literacy on the instrument, individually

and in ensemble settings, by adequately sight-reading a varied repertoire
of music at UIL Level VI. For example: apply elements associated with
successful sight reading using a variety of meters, tempi, and key
signatures.
HS4.IM.P2.D Develop and apply strategies to address technical and
expressive challenges in a varied repertoire of music. For example:
evaluate and refine their success using feedback from teachers,
ensemble peers, professional recordings, and other sources.

219
 DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard IM.P3

Grade Level Standards

HS1.IM.P3.A Demonstrate attention to musical literacy, fundamentalcontrol,

technical accuracy, and expressive qualities in prepared and/or improvised
performances of a varied repertoire of music representing diverse cultures,
styles, and genres.
HS1
HS1.IM.P3.B Demonstrate an understanding of expressive intent by
connecting with an audience through prepared and/or improvised
performances.

HS2.IM.P3.A Demonstrate mastery of the technical demands and an

understanding of expressive qualities of the music in prepared and/or
improvised performances of a varied repertoire representing diverse cultures,
styles, genres, and historical periods.
HS2
HS2.IM.P3.B Demonstrate an understanding of intent as a means for
connecting with an audience through prepared and/or improvised
performances.

HS3.IM.P3.A Demonstrate an understanding and mastery of the technical

demands and expressive qualities of the music through prepared and/or
improvised performances of a varied repertoire representing diverse cultures,
styles, genres, and historical periods in multiple types of ensembles.
HS3
HS3.IM.P3.B Demonstrate an ability to connect with audience members
before and during the process of engaging with and responding to them
through prepared and/or improvised performances.

HS4.IM.P3.A Demonstrate an understanding and mastery of the technical

demands and expressive qualities of the music through prepared and/or
improvised performances of a varied repertoire representing diverse cultures,
styles, genres, and historical periods in multiple types of ensembles.
HS4
HS4.IM.P3.B Demonstrate an ability to connect with audience members
before and during the process of engaging with and responding to them
through prepared and/or improvised performances.

220
 DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work

Standard IM.Cr1

Grade Level Standards

HS1.IM.Cr1.A Compose and/or improvise ideas for melodies, rhythmic

HS1 passages, arrangements, or over a chordal structure for specific purposes
that reflect characteristic(s) of music from a variety of historical periods.

HS2.IM.Cr1.A Compose and/or improvise ideas for arrangements,

HS2 sections, and short compositions for specific purposes that reflect
characteristic(s) of music from a variety of cultures.

HS3.IM.Cr1.A Compose and/or improvise music ideas for a variety of

HS3 purposes and contexts.

HS4.IM.Cr1.A Compose and/or improvise music ideas for a variety of

HS4 purposes and contexts.

DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard IM.Cr2

Grade Level Standards

HS1.IM.Cr2.A Select and develop melodies, rhythmic passages,

arrangements, or chordal structures for specific purposes that demonstrate
understanding of characteristic(s) of music from a variety of historical periods
HS1 studied in rehearsal.

HS1.IM.Cr2.B Describe and document compositions and/or improvisations

through standard notation and recording technology.

HS2.IM.Cr2.A Select and develop chordal structures, arrangements,

sections, and short compositions for specific purposes that demonstrate
HS2 understanding of characteristic(s) of music from a variety of cultures studied
in rehearsal.

221
 HS2.IM.Cr2.B Describe and document compositions and/or improvisations
through standard notation and/or recording technology.

HS3.IM.Cr2.A Select and develop composed and improvised ideas into

musical works organized for a variety of purposes and contexts.
HS3
HS3.IM.Cr2.B Describe and document compositions and/or improvisations
through standard notation and/or recording technology.

HS4.IM.Cr2.A Select and develop composed and/or improvised ideas into

musical works organized for a variety of purposes and contexts.
HS4
HS4.IM.Cr2.B Describe and document compositions and/or improvisations
through standard notation and/or recording technology.

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard IM.Cr3

Grade Level Standards

HS1.IM.Cr3.A Evaluate and refine draft melodies, rhythmic passages,

arrangements, and improvisations based on established criteria, including the
extent to which they address identified purposes.
HS1
HS1.IM.Cr3.B Share personally developed melodies, rhythmic passages, and
arrangements, individually or as an ensemble, which address identified
purposes.

HS2.IM.Cr3.A Evaluate and refine melodies, rhythmic passages, chordal

structures, arrangements, sections, short compositions, and/or improvisations
based on personally developed criteria, including the extent to which they
address identified purposes.
HS2
HS2.IM.Cr3.B Share personally developed chordal structures, arrangements,
sections, and short compositions, individually or as an ensemble, which
address identified purposes.

HS3.IM.Cr3.A Evaluate and refine varied musical works based on

HS3 appropriate criteria, including the extent to which they address identified
purposes and contexts.

222
 HS3.IM.Cr3.B Share varied, personally developed musical works, individually
or as an ensemble, which address identified purposes and contexts.

HS4.IM.Cr3.A Evaluate and refine varied musical works based on

appropriate criteria, including the extent to which they address identified
purposes and contexts.
HS4
HS4.IM.Cr3.B Share varied, personally developed musical works, individually
or as an ensemble, which address identified purposes and contexts.

DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard IM.R1

Grade Level Standards

HS1.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from teacher-provided sources.
HS1
HS1.IM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

HS2.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from varied sources or materials.
HS2
HS2.IM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

HS3.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from varied sources or materials.
HS3
HS3.IM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

HS4.IM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from varied sources or materials.
HS4
HS4.IM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

223
 DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard IM.R2

Grade Level Standards

HS1.IM.R2.A Explain and support interpretations of the expressive intent

HS1 and meaning of musical works, citing as evidence the treatment of the
elements of music, contexts, historical significance, and personal research.

HS2.IM.R2.A Support interpretations of the expressive intent and meaning

HS2 of musical works, citing as evidence the treatment of the elements of music,
contexts, historical significance, and varied research sources.

HS3.IM.R2.A Justify interpretations of the expressive intent and meaning of

HS3 musical works by comparing and synthesizing varied researched sources,
including reference to other art forms.

HS4.IM.R2.A Justify interpretations of the expressive intent and meaning of

HS4 musical works by comparing and synthesizing varied researched sources,
including reference to other art forms.

DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard IM.R3

Grade Level Standards

HS1.IM.R3.A Evaluate works and performances based on personally or

HS1 collaboratively developed criteria, including analysis of the structure and
context.

HS2.IM.R3.A Evaluate works and performances based research as well as

HS2 personally and collaboratively developed criteria, including analysis and
interpretation of the structure and context.

224
 HS3.IM.R3.A Develop and justify evaluations of musical programs and
HS3 performances based on criteria, personal decision making, research, and
understanding of contexts.

HS4.IM.R3.A Develop and justify evaluations of musical programs and

HS4 performances based on criteria, personal decision making, research, and
understanding of contexts.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard IM.Cn1

Grade Level Standards

HS1.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS1 personal choices and intent when creating, performing, and responding to
music.

HS2.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS2 personal choices and intent when creating, performing, and responding to
music.

HS3.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS3 personal choices and intent when creating, performing, and responding to
music.

HS4.IM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS4 personal choices and intent when creating, performing, and responding to
music.

225
 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard IM.Cn2

Grade Level Standards

HS1.IM.Cn2.A Demonstrate understanding of relationships between

HS1 music and the other arts, other disciplines, varied contexts, and daily life.

HS2.IM.Cn2.A Demonstrate understanding of relationships between

HS2 music and the other arts, other disciplines, varied contexts, and daily life.

HS3.IM.Cn2.A Demonstrate understanding of relationships between

HS3 music and the other arts, other disciplines, varied contexts, and daily life.

HS4.IM.Cn2.A Demonstrate understanding of relationships between

HS4 music and the other arts, other disciplines, varied contexts, and dailylife.

226
Vocal Music 6-8 | VM

For Vocal Music 6-8, the major work of the discipline falls within the Perform domain.
Concepts covered in the Create, Connect, and Respond domains are accessible only
after students are thoroughly versed in the fundamental skills necessary to perform on
an instrument. Standards are specifically adapted towards the artistic processes by
which people make music: Performing, Creating, Responding, and Connecting. The
foundations within each artistic process propose an intended sequence of scaffolding
skill levels as a means of developing students’ competency.

Literacy in the vocal music classroom is being able to read, write, and perform music.
Just as the study of various languages promotes overall literacy, reading and writing
musical notation, expressive markings, and harmonic structure unlocks new patterns of
thought, exploring the analytical, mathematical, and linguistic centers of the mind.
Musical literacy is decoding at its best. The language of music encompasses the senses
of touch, sight, and hearing. These processes demand the student to balance their
physical and intellectual actions and personal discipline in ways not explored in other
academic areas.

The activity of vocal music provides students opportunities for high and varied levels of
critical thinking. Students of vocal music develop a second written language and
artistically-enhanced physical skills. They learn to work independently and within
groups, as critical thinkers, problem solvers, and contributing members of a larger unit.
Problem solving in the vocal classroom is immediate and continuous as the music is
being produced. Creative decision making, individually and in groups, results in final
artistic products. Vocal music instruction cultivates an individual who is capable of multi-
tasking, managing time, working alone, and collaborating with others.

227
 1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P) (2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

228
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard VM.P1

Grade Level Standards

6.VM.P1.A Select varied repertoire to study, based on music reading skills

and an understanding of the structure, context, and technical skill of the
individual or the ensemble.

6.VM.P1.B Use music reading skills to demonstrate how knowledge of

6 compositional devices in musical works informs prepared and/or improvised
performances.

6.VM.P1.C Identify expressive qualities in a varied repertoire of music that

can be demonstrated through prepared and/or improvised performances.

7.VM.P1.A Select a varied repertoire to study, based on music reading skills

and an understanding of the structure, context, and technical skill of the
individual or the ensemble.

7.VM.P1.B Use music reading skills to demonstrate how compositional

7 devices and theoretical and structural characteristics in musical works inform
prepared and/or improvised performances.

7.VM.P1.C Demonstrate understanding and application of expressive

qualities in a varied repertoire of music through prepared and improvised
performances.

8.VM.P1.A Explain the criteria used to select a varied repertoire to study,

based on an understanding of theoretical and structural characteristics of the
music, the technical skill of the individual or ensemble, and the purpose or
context of the performance.

8 8.VM.P1.B Use music reading skills to demonstrate how compositional

devices and theoretical and structural aspects of musical works impact and
inform prepared and/or improvised performances.

8.VM.P1.C Demonstrate an understanding of context in a varied repertoire of

music through prepared and/or improvised performances.

229
 DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard VM.P2

Grade Level Standards

6.VM.P2.A Demonstrate the ability to read and notate music individually

and/or in ensemble settings.

6.VM.P2.B Demonstrate fundamental voice control while performing a varied

repertoire of music individually and in ensemble setting(s) while making
appropriate use of:
 Posture
 Breath management
 Tone production with freedom, resonance, control, and energy
 Pitch matching, accuracy, and intonation
 Balance and blend
 Sense of ensemble
6
6.VM.P2.C Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Rhythm work including pulse, note, and rest values
 Range development
 Diction, pronunciation, and vowel formation
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

6.VM.P2.D Use self-reflection and peer feedback to refine individual and

ensemble performance of a varied repertoire of music.

7.VM.P2.A Demonstrate the ability to read and notate music individually

and/or in ensemble settings.

7.VM.P2.B Demonstrate fundamental voice control while performing a varied

repertoire of music individually and in ensemble setting(s) while making
appropriate use of:
7  Posture
 Breath management
 Tone production with freedom, resonance, control, and energy
 Pitch matching, accuracy, and intonation
 Balance and blend
 Sense of ensemble

230
 7.VM.P2.C Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Rhythm work including pulse, note, and rest values
 Range development
 Diction, pronunciation, and vowel formation
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

7.VM.P2.D Use self-reflection and peer feedback to refine individual and

ensemble performance of a varied repertoire of music.

8.VM.P2.A Demonstrate the ability to read and notate musicindividually

and/or in ensemble settings.

8.VM.P2.B Demonstrate fundamental voice control while performing a varied

repertoire of music individually and in ensemble setting(s) while making
appropriate use of:
 Posture
 Breath management
 Tone production with freedom, resonance, control, and energy
 Pitch matching, accuracy, and intonation
 Balance and blend
 Sense of ensemble
8 8.VM.P2.C Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Rhythm work including pulse, note, and rest values
 Range development
 Diction, pronunciation, and vowel formation
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

8.VM.P2.D Develop and apply strategies to address expressive challenges in

a varied repertoire of music, and evaluate their success using feedback from
ensemble peers and other sources to refine performances.

231
 DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard VM.P3

Grade Level Standards

6.VM.P3.A Demonstrate attention to musical literacy, fundamental control,

technical accuracy, and expressive qualities in prepared and/or improvised
performances of a varied repertoire of music representing diverse cultures,
styles, and genres.

6 6.VM.P3.B Perform music with technical accuracy to demonstrate the

creator’s intent.

6.VM.P3.C Demonstrate performance decorum (such as stage presence,

facial expression, memorization, and appropriate artistic delivery) and
audience etiquette appropriate for venue and purpose.

7.VM.P3.A Demonstrate attention to musical literacy, fundamental control,

technical accuracy, and expressive qualities in prepared and/or improvised
performances of a varied repertoire of music representing diverse cultures,
styles, and genres.

7.VM.P3.B Demonstrate an understanding of expressive intent by

7 connecting with an audience through prepared and/or improvised
performances.

7.VM.P3.C Demonstrate performance decorum (such as stage presence,

facial expression, memorization, and appropriate artistic delivery) and
audience etiquette appropriate for venue and purpose.

8.VM.P3.A Demonstrate attention to musical literacy, fundamental control,

technical accuracy, and expressive qualities in prepared and/or improvised
performances of a varied repertoire of music representing diverse cultures,
styles, and genres.

8.VM.P3.B Demonstrate an understanding of expressive intent by

8 connecting with an audience through prepared and/or improvised
performances.

8.VM.P3.C Demonstrate performance decorum (such as stage presence,

facial expression, memorization, and appropriate artistic delivery) and
audience etiquette appropriate for venue and purpose.

232
 DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard VM.Cr1

Grade Level Standards

6.VM.Cr1.A. Compose and improvise melodic and rhythmic ideas or motives

6 that reflect characteristics of music or text studied in rehearsal.

7.VM.Cr1.A Compose and improvise melodic and rhythmic ideas or motives

7 that reflect characteristics of music or text studied in rehearsal.

8.VM.Cr1.A Compose and improvise melodic and rhythmic ideas or motives

8 for use in an arrangement or over a chordal structure that reflect
characteristics of music or text studied in rehearsal.

DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard VM.Cr2

Grade Level Standards

6.VM.Cr2.A Select, draft, and develop melodic and rhythmic ideas or motives
that demonstrate understanding of characteristics of music or text studied in
rehearsal.
6
6.VM.Cr2.B Document compositions and/or improvisations through notation
and/or recording.

7.VM.Cr2.A Select, draft, and develop melodic and rhythmic ideas or motives
that demonstrate understanding of characteristics of music or text studied in
rehearsal.
7
7.VM.Cr2.B. Document compositions and/or improvisations through notation
and/or recording.

233
 8.VM.Cr2.A Select, draft, and develop melodic and rhythmic ideas or motives
for use in an arrangement that demonstrate understanding of characteristics
of music or text studied in rehearsal.
8
8.VM.Cr2.B Document compositions and/or improvisations for use in an
arrangement through notation and/or recording.

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard VM.Cr3

Grade Level Standards

6.VM.Cr3.A Evaluate and refine compositions and/or improvisations based

on teacher-provided criteria.
6
6.VM.Cr3.B Present finalized composition and/or improvisation individually or
as an ensemble.

7.VM.Cr3.A. Evaluate and refine compositions and/or improvisations based

on teacher-provided criteria.
7
7.VM.Cr3.B Present finalized composition and/or improvisation individually or
as an ensemble.

8.VM.Cr3.A Evaluate and refine compositions and/or improvisations for use

in an arrangement based on collaboratively-developed criteria.
8
8.VM.Cr3.B Present finalized composition and/or improvisation individually or
as an ensemble.

234
 DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard VM.R1

Grade Level Standards

6.VM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, and student interest.
6 6.VM.R1.B Through written and aural examples, analyze how context and
musical elements inform student response to music.

7.VM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, and student interest.
7 7.VM.R1.B Through visual and aural examples, analyze how context and
musical elements inform student response to music.

8.VM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from teacher-provided sources.
8
8.VM.R1.B Through visual and aural examples, analyze and explain how
context and manipulation of musical elements influence response to music.

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard VM.R2

Grade Level Standards

6.VM.R2.A Interpret and describe the artistic intent and aesthetic qualities of
6 musical works, citing as evidence the treatment of the elements of music,
contexts, historical significance, and the setting of the text.

7.VM.R2.A Interpret the artistic intent and aesthetic qualities of musical

7 works, citing as evidence the treatment to the elements of music, contexts,
historical significance, and the setting of the text.

235
 8.VM.R2.A Interpret and justify the artistic intent and aesthetic qualities of
8 musical works, citing as evidence the treatment of elements of music,
contexts, historical significance, and the setting of the text.

DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard VM.R3

Grade Level Standards

6.VM.R3.A Describe the influence of experiences, performances, context,

6 and analysis on the artistic process.

7.VM.R3.A Describe and evaluate the influence of experiences,

7 performances, context, and analysis on the artistic process.

8.VM.R3.A Identify and justify musical preferences using appropriate

8 vocabulary, context, student opinion, and personal research gathered from
varied sources.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard VM.Cn1

Grade Level Standards

6.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

6 personal choices and intent when creating, performing, and responding to
music.

7.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

7 personal choices and intent when creating, performing, and responding to
music.

236
 8.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to
8 personal choices and intent when creating, performing, and responding to
music.

DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard VM.Cn2

Grade Level Standards

6.VM.Cn2.A Demonstrate understanding of relationships between music and

6 other disciplines, history, varied contexts, and daily life.

7.VM.Cn2.A Demonstrate understanding of relationships between music and

7 other disciplines, history, varied contexts, and daily life.

8.VM.Cn2.A Demonstrate understanding of relationships between music and

8 other disciplines, history, varied contexts, and daily life.

237
Vocal Music 9-12 | VM

For Vocal Music 9-12, the major work of the discipline falls within the Perform domain.
Concepts covered in the Create, Connect, and Respond domains are accessible only
after students are thoroughly versed in the fundamental skills necessary to perform on
an instrument. Standards are specifically adapted towards the artistic processes by
which people make music: Performing, Creating, Responding, and Connecting. The
foundations within each artistic process propose an intended sequence of scaffolding
skill levels as a means of developing students’ competency.

Literacy in the vocal music classroom is being able to read, write, and perform music.
Just as the study of various languages promotes overall literacy, reading and writing
musical notation, expressive markings, and harmonic structure unlocks new patterns of
thought, exploring the analytical, mathematical, and linguistic centers of the mind.
Musical literacy is decoding at its best. The language of music encompasses the senses
of touch, sight, and hearing. These processes demand the student to balance their
physical and intellectual actions and personal discipline in ways not explored in other
academic areas.

The activity of vocal music provides students opportunities for high and varied levels of
critical thinking. Students of vocal music develop a second written language and
artistically-enhanced physical skills. They learn to work independently and within
groups, as critical thinkers, problem solvers, and contributing members of a larger unit.
Problem solving in the vocal classroom is immediate and continuous as the music is
being produced. Creative decision making, individually and in groups, results in final
artistic products. Vocal music instruction cultivates an individual who is capable of multi-
tasking, managing time, working alone, and collaborating with others.

Finally, there is not an intentional pairing of grade level with ability level or mastery
level. The appearance of pairing grade 9 with HS1, grade 10 with HS2, and so on, is to
provide two different options for viewing the standards and determining the appropriate
developmental level of a high school ensemble or individual student. It is expected that
some grade 11 or 12 students may be first-year ensemble members and/or at a musical
level of HS1 or HS2; and an inverse situation may exist wherein a grade 9 student may
be at a HS2 or HS3 level as a musician. Therefore, the standards are written for flexible
application in high school choral and instrumental ensembles, wherein assigning
musical or developmental level is at the discretion of the individual teacher.

238
 1HS1HS14
Artistic Performance
National New Foundations
Processes Standards
Standards / TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play (2), See grade
Perform (P)
read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic

work
Listen (6), analyze
Respond (R) 8. Interpret intent and meaning
(7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience

Connect (8), 11. Relate artistic ideas and works

Connect (Cn)
historical (HS1) with societal, cultural, and
historical context to deepen
understanding

239
 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard VM.P1

Grade Level Standards

HS1.VM.P1.A Explain the criteria used to select a varied repertoire to study

based on an understanding of theoretical and structural characteristics of
the music, the technical skill of the individual or ensemble, and the purpose
or context of the performance.

HS1 HS1.VM.P1.B Use music reading skills to demonstrate how compositional

devices and theoretical and structural aspects of musical works impact and
inform prepared and/or improvised performances.

HS1.VM.P1.C Demonstrate an understanding of context in a varied

repertoire of music through prepared and/or improvised performances.

HS2.VM.P1.A Develop and apply criteria to select a varied repertoire to

study and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
performance.

HS2.VM.P1.B Document and demonstrate, using music reading skills, how

HS2 compositional devices and theoretical and structural aspects of musical
works impact and inform prepared and/or improvised performances.

HS2.VM.P1.C Demonstrate how understanding the style, genre, and

context of a varied repertoire of music influences prepared and/or
improvised performances as well as performers’ technical skill to connect
with the audience.

HS3.VM.P1.A Develop and apply criteria to select varied programs to study

and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
performance.

HS3.VM.P1.B. Using music reading skills where appropriate, examine,

HS3 evaluate, and critique how the structure and context impact and inform
prepared and/or improvised performances.

HS3.VM.P1.C Demonstrate how understanding the style, genre, and

context of a varied repertoire of music informs prepared and/or improvised
performance as well as performers’ technical skill to connect with the
audience.

240
 HS4.VM.P1.A Develop and apply criteria to select varied programs to study
and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the
performance.

HS4.VM.P1.B Using music reading skills where appropriate, examine,

HS4 evaluate, and critique how the structure and context impact and inform
prepared and/or improvised performances.

HS4.VM.P1.C Demonstrate how understanding the style, genre, and

context of a varied repertoire of music informs prepared and/or improvised
performance as well as performers’ technical skill to connect with the
audience.

DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard VM.P2

Grade Level Standards

HS1.VM.P2.A Demonstrate the ability to read and notate musicindividually

and/or in ensemble settings.

HS1.VM.P2.B Demonstrate fundamental voice control while performing a

varied repertoire of music individually and in ensemble setting(s) while
making appropriate use of:
 Posture
 Breath management
 Tone production with freedom, resonance, and control
 Pitch matching, pitch accuracy, and intonation
HS1  Balance and blend
 Sense of ensemble

HS1.VM.P2.C Demonstrate technical accuracy through appropriate useof:

 Tonal center/key relations
 Scale construction
 Pitch and rhythm work
 Range development
 Diction, pronunciation, vowel formation, and clarity of text
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

241
 HS1.VM.P2.D Develop and apply strategies to address expressive
challenges in a varied repertoire of music, and evaluate success using
feedback from ensemble peers and other sources to refine performances.

HS2.VM.P2.A Demonstrate the ability to read and notate music individually

and/or in ensemble settings.

HS2.VM.P2.B Demonstrate fundamental voice control while performing a

varied repertoire of music individually and in ensemble setting(s) while
making appropriate use of:
 Posture
 Breath management
 Tone production with freedom, resonance, and control
 Pitch matching, pitch accuracy, and intonation
 Balance and blend
 Sense of ensemble
HS2 HS2.VM.P2.C. Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Pitch and rhythm work
 Range development
 Diction, pronunciation, vowel formation, and clarity of text
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

HS2.VM.P2.D Develop and apply strategies to address expressive

challenges in a varied repertoire of music, and evaluate success using
feedback from ensemble peers and other sources to refine performances.

HS3.VM.P2.A Demonstrate the ability to read and notate music individually

and/or in ensemble settings.

HS3.VM.P2B Demonstrate fundamental voice control while performing a

varied repertoire of music individually and in ensemble setting(s) while
making appropriate use of:
HS3  Posture
 Breath management
 Tone production with freedom, resonance, and control
 Pitch matching, pitch accuracy, and intonation
 Balance and blend
 Sense of ensemble

242
 HS3.VM.P2C Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Pitch and rhythm work
 Range development
 Diction, pronunciation, vowel formation, and clarity of text
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

HS3.VM.P2D Develop and apply strategies to address expressive

challenges in a varied repertoire of music, and evaluate success using
feedback from ensemble peers and other sources to refine performances.

HS4.VM.P2.A Demonstrate the ability to read and notate music individually

and/or in ensemble settings

HS4.VM.P2B Demonstrate fundamental control of the voice while

performing a varied repertoire of music individually and in ensemble
setting(s) while making appropriate use of:
 Posture
 Breath management
 Tone production with freedom, resonance, and control
 Pitch matching, pitch accuracy, and intonation
 Balance and blend
 Sense of ensemble
HS4 HS4.VM.P2C Demonstrate technical accuracy through appropriate use of:
 Tonal center/key relations
 Scale construction
 Pitch and rhythm work
 Range development
 Diction, pronunciation, vowel formation, and clarity of text
 Expressive elements including dynamics, phrasing, and stylistic
characteristics

HS4.VM.P2D Develop and apply strategies to address expressive

challenges in a varied repertoire of music, and evaluate success using
feedback from ensemble peers and other sources to refine performances.

243
 DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard VM.P3

Grade Level Standards

HS1.VM.P3.A Demonstrate attention to musical literacy, fundamental

control, technical accuracy, and expressive qualities in prepared and/or
improvised performances of a varied repertoire of music representing
diverse cultures, styles, and genres.
HS1
HS1.VM.P3.B Demonstrate an understanding of expressive intent by
connecting with an audience through prepared and/or improvised
performances.

HS2.VM.P3.A Demonstrate mastery of the technical demands and an

understanding of expressive qualities of the music in prepared and
improvised performances of a varied repertoire representing diverse
HS2 cultures, styles, genres, and historical periods.

HS2.VM.P3.B Demonstrate an understanding of intent as a means for

connecting with an audience through prepared or improvised performances.

HS3.VM.P2.A Demonstrate an understanding and mastery of the technical

demands and expressive qualities of the music through prepared and
improvised performances of a varied repertoire representing diverse
cultures, styles, genres, and historical periods in multiple types of
HS3 ensembles.

HS3.VM.P2B Demonstrate an ability to engage with and respond to

audience members in performance of prepared and improvised music.

HS4.VM.P2.A Demonstrate an understanding and mastery of the technical

demands and expressive qualities of the music through prepared and
improvised performances of a varied repertoire representing diverse
cultures, styles, genres, and historical periods in multiple types of
HS4 ensembles.

HS4.VM.P2.B Demonstrate an ability to engage with and respond to

audience members in performance of prepared and improvised music.

244
 DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work

Standard VM.Cr1

Grade Level Standards

HS1.VM.Cr1.A Compose and improvise melodic and rhythmic ideas or

HS1 motives for use in an arrangement or over a chordal structure that reflect
characteristics of music or text studied in rehearsal.

HS2.VM.Cr1.A Compose and improvise ideas or motives for arrangements

HS2 or short compositions that reflect characteristics of music or text studied in
rehearsal.

HS3.VM.Cr1.A Compose and improvise musical ideas or motives that

HS3 reflect characteristics of music or text studied in rehearsal and used for a
variety of purposes and contexts.

HS4.VM.Cr1.A Compose and improvise musical ideas or motives that

HS4 reflect characteristics of music or text studied in rehearsal and used for
a variety of purposes and contexts.

DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard VM.Cr2

Grade Level Standards

HS1.VM.Cr2.A Select, draft, and develop melodic and rhythmic ideas or

motives for use in an arrangement that demonstrate understanding of
characteristic of music or text studied in rehearsal.
HS1
HS1.VM.Cr2.B Describe and document compositions and/or improvisations
for use in an arrangement or a short composition through notation and/or
recording.

245
 HS2.VM.Cr2.A Select, draft, and develop ideas and motives for
arrangements or short compositions that demonstrate understanding of
characteristics of music or texts studied in rehearsal.
HS2
HS2.VM.Cr2.B. Describe and document compositions and/or improvisations
for use in an arrangement or short composition through notation and/or
recording.

HS3.VM.Cr2.A Select, draft, and develop ideas and motives for

arrangements or compositions that demonstrate understanding of
characteristics of music or texts studied in rehearsal.
HS3
HS3.VM.Cr2.B Describe and document compositions and/or improvisations
for use in an arrangement or composition through notation and/or recording.

HS4.VM.Cr2.A Select, draft, and develop ideas and motives for use in an
organized arrangement or composition used for a variety of purposes and
contexts.
HS4
HS4.VM.Cr2B Describe and document compositions and/or improvisations
for use in an arrangement or composition through notation and/or recording.

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard VM.Cr3

Grade Level Standards

HS1.VM.Cr3.A Evaluate and refine compositions and/or improvisations for

use in an arrangement or over a chordal structure based on collaboratively-
developed criteria.
HS1
HS1.VM.Cr3.B Present finalized composition and/or improvisation
individually or as an ensemble.

HS2.VM.Cr3.A Evaluate and refine compositions and/or improvisations for

use in an arrangement or short composition based on personally-developed
criteria.
HS2
HS2.VM.Cr3.B Present finalized composition and/or improvisation
individually or as an ensemble.

246
 HS3.VM.Cr3.A Evaluate and refine compositions and/or improvisations for
use in an arrangement or composition based on personally-developed
criteria.
HS3
HS3.VM.Cr3.B Present finalized composition and/or improvisation
individually or as an ensemble.

HS4.VM.Cr3.A Evaluate and refine compositions and/or improvisations for

use in an arrangement or composition based on personally-developed
criteria.
HS4
HS4.VM.Cr3.B Present finalized composition and/or improvisation
individually or as an ensemble.

DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard VM.R1

Grade Level Standards

HS1.VM.R1.A Identify and describe reasons for selecting music based on

characteristics found in music, context, student opinion, and personal
research from teacher-provided sources.
HS1
HS1.VM.R1.B Analyze and explain how context and manipulation of
musical elements influence response to music.

HS2.VM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from varied sources or materials.
HS2
HS2.VM.R1.B Analyze and explain how context, manipulation of musical
elements, and form inform response to music.

HS3.VM.R1.A Identify and justify reasons for selecting music based on

characteristics found in music, context, student interest, and personal
research from varied sources or materials.
HS3
HS3.VM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

247
 HS4.VM.R1.A Identify, compare/contrast, and justify reasons for selecting
music based on characteristics found in music, context, student interest,
and personal research from varied sources or materials.
HS4
HS4.VM.R1.B Analyze and explain how context and the manipulation of
musical elements influence response to music.

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work.

Standard VM.R2

Grade Level Standards

HS1.VM.R2.A Interpret and describe the artistic intent and aesthetic

HS1 qualities of musical works, citing as evidence the elements of music,
contexts, historical significance, and the setting of the text.

HS2.VM.R2.A Interpret and describe the artistic intent and aesthetic

HS2 qualities of musical works, referring to the elements of music, contexts, and
the setting of the text based on varied research sources.

HS3.VM.R2.A Interpret and describe the artistic intent and aesthetic

qualities of musical works, citing as evidence the treatment of the elements
HS3 of music, contexts, and historical significance based on varied research
sources.

HS4.VM.R2.A Interpret and describe the artistic intent and aesthetic

qualities of musical works, citing as evidence the treatment of the elements
HS4 of music, contexts, and historical significance based on varied research
sources.

248
 DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard VM.R3

Grade Level Standards

HS1.VM.R3.A Apply appropriate criteria to evaluate musical works and

HS1 performances.

HS2.VM.R3.A Apply appropriate criteria to evaluate musical works and

HS2 performances.

HS3.VM.R3.A Apply appropriate criteria to evaluate musical works and

HS3 performances.

HS4.VM.R3.A Apply appropriate criteria to evaluate musical works and

HS4 performances.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard VM.Cn1

Grade Level Standards

HS1 HS1.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
music.

HS2 HS2.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to
music.

HS3.VM.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS3 personal choices and intent when creating, performing, and responding to
music.

HS4.VM.Cn1.A. Demonstrate how interests, knowledge, and skills relate to

HS4 personal choices and intent when creating, performing, and responding to
music.

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 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard VM.Cn2

Grade Level Standards

HS1.VM.Cn2.A Demonstrate understanding of relationships between music

HS1 and other disciplines, history, varied contexts, and daily life.

HS2.VM.Cn2.A Demonstrate understanding of relationships between music

HS2 and other disciplines, history, varied contexts, and daily life.

HS3.VM.Cn2.A Demonstrate understanding of relationships between music

HS3 and other disciplines, history, varied contexts, and daily life.

HS4.VM.Cn2.A Demonstrate understanding of relationships between music

HS4 and other disciplines, history, varied contexts, and daily life.

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Music Theory 9 – 12 | MT

This document represents the collective work of a team of educators from all regions of
Tennessee and from all levels of music education, whose fundamental goal is to
propose new music standards for the state of Tennessee. The new state standards
endeavor to maintain the curricular integrity of music education across the state, build
upon traditions of musical excellence established by the previous standards, foster
creativity and artistry in all students, and empower music educators to provide a
rigorous and relevant music curriculum that fully equips students with the skills,
knowledge, and understanding necessary for success in their future musical and non-
musical endeavors.

Additionally, the writing team strived to ensure a smooth transition from the 1994
standards to the new state standards. The new Tennessee music standards are
intended to mirror, but not replicate, the NCCAS Core Arts Standards. Primarily, the
writing team made a purposeful effort to avoid curricular specificity within the new
standards, understanding that circumstances differ from campus to campus, and that
curriculum should be decided at the local level. Therefore, it is incumbent on the
individual teacher to enhance and adjust curriculum to fit the specific needs of his/her
instructional situation, while still adhering to the rigor and expectations of the standards.

In addition, while the 1994 standards were structured and applied globally, without
regard to content specificity, the new National Core Arts and Tennessee state standards
are individualized to address the unique needs of general music, traditional and
emerging ensembles, and music theory and history courses. Furthermore, the 1994
standards focused on the varied means in which people participate in or interact with
music. In contrast, the new state standards are more specifically geared towards the
processes by which people make music, including Creating, Performing, Responding,
and Connecting.

Concerning the application of the new state standards, what teachers used to call
standards are now referred to as foundations that fall under the larger umbrella of the
artistic processes. What the state used to call grade/course level expectations and
student performance indicators are now called standards. (See the table below for
clarification). Finally, the foundations within each artistic process propose an intended
sequence from one standard to the next as a means of developing students’
competency with each step of the process.

251
With specific regard to music theory, application of the new standards will enable
teachers to make a clearer delineation and differentiation between standards for
performing ensembles and music theory classes. Namely, while Performance may be a
component of music theory, Creating, Responding, and Connecting may be more
stringently emphasized in music theory than in an ensemble setting.

In addition, while the standards for many of the content areas include grade or level
differentiation, this distinction was not applied to 9-12 music theory. As of this writing,
there is only one fine-arts requirement at the high school level, implying that students
typically take one music theory class, rendering specified levels invalid. Instead of HS1,
HS2, HS3, and HS4, this course will be coded as HS.

1994 National
Artistic Performance
Standards / New Foundations
Processes Standards
TN
1. Select, analyze, interpret

2. Develop and refine

Sing (1), play See grade
Perform (P)
(2), read (5) levels
3. Convey meaning through
presentation

4. Generate and conceptualize

Improvise (3), 5. Organize and develop

Create (Cr)
compose (4)
6. Refine and complete

7. Perceive and analyze artistic work

Listen (6), 8. Interpret intent and meaning

Respond (R)
analyze (7)
9. Apply criteria to evaluate

10. Synthesize and relate knowledge

and personal experience
Connect (8),
Connect (Cn) 11. Relate artistic ideas and works with
historical (9)
societal, cultural, and historical
context to deepen understanding

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 DOMAIN: Perform
Foundation P1
Select, analyze, and interpret artistic work for presentation.

Standard MT.P1

Grade Level Standards

HS.MT.P1.A Select specific passages, sections, or movements in musical

works that express personal experiences, moods, visual images, or storylines
in various forms.

HS.MT.P1.B Analyze how the elements of music and compositional

HS techniques of selected works relate to style, function, and context.

HS.MT.P1.C Develop interpretations of musical works based on an

understanding of the elements of music, style, mood, function, and context.
Explain and support how the interpretive choices reflect the creators’ intent.

DOMAIN: Perform
Foundation P2
Develop and refine artistic techniques and work for presentation.

Standard MT.P2

Grade Level Standards

HS.MT.P2.A Create rehearsal plans for musical works, identifying the

compositional elements, style, and historical or cultural context of the work.

HS.MT.P2.B Using established criteria, identify the ways in which

HS performances convey the elements of music, style, and mood.

HS.MT.P2.C Identify, evaluate, and implement strategies for improving the

technical and expressive aspects of various works.

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 DOMAIN: Perform
Foundation P3
Convey and express meaning through the performance of artistic work.

Standard MT.P3

Grade Level Standards

HS.MT.P3.A Explain how compositions are appropriate for both audience and
context and how this will shape future compositions.
HS HS.MT.P3.B Share live or recorded performances of original works, and
explain how the intent of the music is conveyed.

DOMAIN: Create
Foundation Cr1
Generate and conceptualize artistic ideas and work.

Standard MT.Cr1

Grade Level Standards

HS.MT.Cr1.A Describe and demonstrate how sounds or musical ideas can

be used to represent and express visual images, concepts, texts, or storylines
through composing and arranging.
HS
HS.MT.Cr1.B Identify and describe the development of sounds and/or short
musical ideas in drafts of music.

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 DOMAIN: Create
Foundation Cr2
Organize and develop artistic ideas and work.

Standard MT.Cr2

Grade Level Standards

HS.MT.Cr2.A Assemble and organize sounds or musical ideas through

standard and nontraditional notation.
HS HS.MT.Cr2.B Interpret and transcribe simple melodic, rhythmic, and
harmonic patterns from sound.

DOMAIN: Create
Foundation Cr3
Refine and complete artistic work.

Standard MT.Cr3

Grade Level Standards

HS.MT.Cr3.A Identify, describe, and apply appropriate criteria to assess and

refine the technical and expressive aspects of evolving drafts leading to final
versions.
HS
HS.MT.Cr3.B Share music through the use of notation, performance, or
technology. Demonstrate how the elements of music have been employed to
realize compositional techniques and expressive intent.

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 DOMAIN: Respond
Foundation R1
Perceive and analyze artistic work.

Standard MT.R1

Grade Level Standards

HS.MT.R1.A Analyze the elements of music from written and aural examples
relating them to style, mood, and context.
HS HS.MT.R1.B Describe how the analysis provides models for personal growth
as composer, performer, and/or listener.

DOMAIN: Respond
Foundation R2
Interpret intent and meaning in artistic work

Standard MT.R2

Grade Level Standards

HS.MT.R2.A Develop and explain interpretations of varied works.

HS HS.MT.R2.B Demonstrate an understanding of the composers’ intent by

citing the use of elements of music compositional techniques and the
style/genre of each work.

256
 DOMAIN: Respond
Foundation R3
Apply criteria to evaluate artistic work.

Standard MT.R3

Grade Level Standards

HS.MT.R3.A Apply appropriate criteria to evaluate musical works and

performances.

HS.MT.R3.B Evaluate the effectiveness of the technical and expressive

aspects of notated and aural music and performances. Demonstrate an
HS understanding of music theory, compositional techniques and procedures
found within musical works.

HS.MT.R3.C Describe the ways in which critiquing artistic works and

receiving feedback can be applied in the personal creative process.

DOMAIN: Connect
Foundation Cn1
Synthesize and relate knowledge and personal experiences to artistic endeavors.

Standard MT.Cn1

Grade Level Standards

HS.MT.Cn1.A Demonstrate how interests, knowledge, and skills relate to

HS personal choices and intent when creating, performing, and responding to
music.

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 DOMAIN: Connect
Foundation Cn2
Relate artistic ideas and works with societal, cultural, and historical context.

Standard MT.Cn2

Grade Level Standards

HS.MT.Cn2.A Demonstrate understanding of relationships between music

and the other arts, disciplines, varied contexts, and daily life.
HS HS.MT.Cn2.B Through visual and aural examples, analyze and compare
music theory and compositional techniques from diverse cultures, time
periods and genres.

258
 Tennessee Academic Standards for Fine Arts Education

Music Glossary

AB form: (see binary form)

ABA form: (see ternary form)

A cappella: Unaccompanied vocal music.

Ability: Natural aptitude in specific skills and processes; what the student is able
to do without formal instruction.

Accompaniment: A vocal or instrumental part that supports or is background for

a principal part or parts.

Alla breve: A tempo marking indicating a quick duple meter with the half note
rather than the quarter note getting the beat (2/2 rather than 4/4); sometimes
referred to as cut time.

Analog: Non-digital material that does not transfer or convert sound into binary
code (e.g., acoustic piano, microphone, monitors, etc.).

Analyze: To examine in detail the structure and content of the artistic piece.

Anticipation (guitar): Placing an accent before beats 1 and 3, often performed

as an upward strum tied to downbeats of 1 and 3.

Arpeggio: A term used to describe the pitches of a chord as they are played one
after the other, rather than simultaneously.

Arrange: To create an adaptation of a composition.

Articulation: In performance, the characteristics of attack and decay of tones

and the means by which these characteristics are produced.

Artistic foundations: Fundamental practices and procedures, as adopted by the

state of Tennessee, used to govern art instruction at the K-12 levels; formerly
known as standards.

Artistic literacy: Technical knowledge of vocabulary, technique, and skill and

the appropriate interpretation thereof to carry out the artistic processes of
creating, performing, and responding to music.

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Artistic processes: The four broad methodologies of artistic study--perform,
create, connect, respond--through which young artists present an artistic text,
generate original art, appraise and assess musical works, and relate music to
historical and cultural contexts.

Atonal: Music in which no single tone is the home base or key center.

Audiate: To hear and comprehend sounds in one's mind (inner hearing),

especially in the absence of an outside stimulus.

Audience etiquette: A code of conduct expected from those attending musical

performances, which can vary from one setting to the next.

Aurally: Pertaining to the ear or the sense of hearing.

Basic harmonic accompaniment: I-IV-V chord progression used as an

accompaniment.

Beat: Underlying steady pulse present in most music.

Binary form: A musical form consisting of two main sections.

Blues progression: I-IV-I-I; IV-IV-I-I; V-IV-I-I. Sometimes referred to as twelve-

bar blues.

Blues scale: A major scale in which the third and seventh are lowered a half-
step.

Body percussion: The use of the body to create un-pitched sounds (e.g., pat,
clap, snap, stomp).

Bordun: Accompaniment created by sounding two tones, an interval of a fifth,

continually throughout a composition.

Bowing: The technique of using the bow on a stringed instrument.

C Position (piano): Notes included in the 5-finger hand position starting on C (C,
D, E, F, G).

Chant: (1) the rhythmic recitation of text without a sung melody; (2) a type of
singing characterized by a simple melody line and free rhythm.

260
Chord: a combination of three or more pitches sounded simultaneously.

Chordal: music characterized more by harmony than by counterpoint.

Chord melody guitar style: Chord voicing with melody on top string.

Chord progression (harmonic progression): A succession of two or more

chords; a basic progression is I-IV-V, in a given key.

Classroom instruments: Instruments typically used in the general music

classroom, including recorders, autoharps, mallet instruments, pitched and
unpitched percussion instruments, fretted instruments, keyboard instruments,
and electronic instruments.

Collaboratively-developed criteria: Criteria for assessing achievement that

have been developed through collective decision making.

Common practice period: End of Baroque period to the beginning of the

Romantic period (basically, the Classical period).

Compose: To create music.

Compound meter: A meter that includes a triple subdivision within a beat (e.g.,
6/8) or that has a numerator greater than four (e.g., 5/4).

Concert pitch: Actual sound produced by an instrument as distinct from a

written note for transposing instruments.

Connect: To develop relationships among artistic ideas, personal meaning,

and/or external context.

Create: To conceive and develop new artistic ideas through improvisation,

composition, or arrangement.

Diction: Pronunciation and enunciation of words in singing.

Digital: Category of musical equipment that manipulate sound using binary code,
such as electronic instruments, digital audio interfaces, MIDI, computer software,
etc.

Digital environment: Simulated place made or created through the use of one
or more computers, sensors, or other equipment.

Domains: Basic artistic processes that are broken into four categories: Perform,

261
Create, Respond, and Connect. These are referred to as domains.

Double stop: Playing two strings at the same time.

Dynamic levels, dynamics: Degrees of intensity, most commonly applied to

volume of the sound, but also relating to character of the piece, especially in
Baroque works.

Elements of music: Pitch, rhythm, harmony, dynamics, timbre, texture, form,

and tempo.

Embouchure: The proper position of lips in playing wind instruments.

Ensemble: A group of individuals organized to perform artistic work.

Established criteria: Traits or dimensions for making quality artistic judgments

of a particular style, genre, cultural context, or historical period that have gained
general acceptance and application over time.

Event: The point at which a change occurs in the music (e.g., modulation,
entrance of a solo, tempo change, dynamic change).

Expression, expressive: Use of appropriate dynamics, phrasing, style, and

interpretation and appropriate variations in dynamics and tempo to convey
feelings through art.

Form: The overall structural organization of a music composition (e.g., AB, ABA,
call and response, rondo, theme and variations, sonata-allegro) and the
interrelationships of music events within the overall structure.

Found sounds: Music produced by nontraditional instruments.

Foundations: Within each basic artistic process (domain) there are statements
that apply to all disciplines within the arts. These statements are referred to as
foundations.

Genre: A type or category of music (e.g., sonata, opera, symphony, jazz, march,
lullaby).

Grades of difficulty: For purposes of these standards, music is classified into

six levels of difficulty:
● Grade I: Very easy; easy keys, meters, and rhythms; limited ranges.
● Grade II: Easy; may include changes of tempo, key, and meter; modest
ranges.

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 ● Grade III: Moderately easy; contains moderate technical demands,
expanded ranges, and varied interpretive requirements.
● Grade IV: Moderately difficult; requires well-developed technical skills,
attention to phrasing and interpretation, and ability to perform various
meters and rhythms in a variety of keys.
● Grade V: Difficult; requires advanced technical and interpretive skills;
contains key signatures with numerous sharps or flats, unusual meters,
complex rhythms, and subtle dynamic requirements.
● Grade VI: Very difficult; suitable for musically mature students of
exceptional competence.

Harmonizing instruments: Chordophone instruments capable of producing

harmonies as well as melodies, often used to provide chordal accompaniment for
melodies and songs.

Heterophonic: Musical texture in which slightly different versions of the same

melody sound simultaneously.

Historical context: Conditions of the time and place in which music was created
or performed that are vital to the preparation and presentation of an artistic event.

Homophonic: Musical texture in which all parts move in the same rhythm but
use different pitches, as in hymns; also, a melody supported by chords.

Iconic notation: Way of writing music (e.g., pitch, rhythm, dynamics) using
nontraditional symbols or characters.

Improvise: To create music spontaneously, often within a framework determined

by the musical style.

Interval: The relationship between two pitches (e.g., major third, minor third).

Intonation: Singing or playing the correct pitch in tune.

Key signature: The sharps or flats, or absence of either, at the beginning of a

piece of music, indicating the sharps, flats, and naturals belonging to the key of
the music.

Meter: The grouping in which a succession of rhythmic pulses or beats is

organized; indicated by a time signature at the beginning of a work.

MIDI (Musical Instrument Digital Interface): Standard specifications that

enable electronic instruments, such as the synthesizer, sampler, sequencer, and
drum machine from any manufacturer, to communicate with one another and with

263
computers.

Modal tonalities: Music based on scales other than major, minor, or pentatonic
(e.g., Mixolydian).

Modes: Seven-tone scales that include five whole steps and two half steps; the
seven possible modes include: Ionian, Dorian, Phrygian, Lydian, Mixolydian,
Aeolian, and Locrian; these were used in Medieval and Renaissance periods and
served as the basis from which major and minor scales emerged.

Modulation: The process of changing from one key to another.

Monophonic: Musical texture consisting of a single, unaccompanied melodic

line.

Musical periods: Renaissance (1450-1600), Baroque (1600-1750), Classical

(1750-1820), Romantic (1820-1900), and Contemporary (1900- present).

Nonstandard notation: Symbols to indicate sounds not typically used in

standard notation (e.g., flutter tonguing, clapping, tapping on the instrument or
music stand, key or valve clicks).

Notation: Visual representation of musical sounds.

Obbligato: An elaborate melodic part accompanying a solo or principal melody.

Open-ended assessment: Assessment that allows students to demonstrate the

learning of a particular goal in multiple ways, such as demonstrating
understanding of rhythmic notation by moving, singing or chanting.

Orally: Pertaining to speech.

Orchestration: Specifying the use of particular instruments in a composition.

Ostinato: A short musical pattern that is repeated persistently.

Pentatonic scale: Music based on a five-tone scale; most often referred to the
scale using tones, Do, Re, Mi, Sol, and La.

Perform: The process of realizing artistic ideas and work through interpretation
and presentation.

Performance medium: Type of ensemble or soloist performing (e.g., band,

orchestra, chorus, jazz ensemble, vocalist).

264
Polyphonic: Musical texture in which two or more melodies sound
simultaneously.

Polytonal: Music in which two or more tonalities (keys) sound simultaneously.

Practice tools: Use of metronome, naming notes, isolating rhythms, isolating

finger technique, recording oneself. These and many other techniques can be
referred to as basic practice tools.

Primary chords: Chords built on the tonic (I), subdominant (IV), and dominant
(V) notes of a scale.

Refine: To make changes in artistic works or performances to more effectually

realize intent through technical quality or expression.

Respond: To give written or oral feedback, based on a prescribed set of criteria,

on the quality of a musical event, while describing how the music was used to
convey meaning.

Retardation (guitar): Placing accent after beats 1 and 3, often performed as an

upward strum tied to downbeats of 2 and 4.

Rondo: A musical form in which the A section alternates with contrasting

sections (ABACA).

Rubric: Established, ordered set of criteria for judging an artistic performance,

including descriptors of work at various levels of achievement.

Rudiments: Various rhythms with prescribed sticking combinations used by

percussionists.

Scale: a succession of tones.

● Major: succession of tones in the following pattern of half steps (H) and
whole steps (W): WWHWWWH.
● Minor: succession of tones in three different patterns:
o Natural: a minor scale that shares the same key signature as the
relative major and is in the following pattern of half steps and whole
steps: WHWWHWW.
o Harmonic: Natural minor scale with a raised 7th step.
o Melodic: Natural minor scale with a raised 6th and 7th ascending,
and natural minor scale descending.

265
Sight reading: To read and perform music at sight, without preparation.

Simple meter: Any meter in which the number of beats is a multiple of two.

Singer’s formant: A high spectrum peak occurring around 3000Hz in vocal

sounds; also associated with “vocal ring” and with the vocal ability to project over
background noise (e.g., choir, orchestra); the position of the mouth of the singer
so that the sound produced leads to strong overtones.

Social context: Civil and cultural parameters of a distinct time and location
during which music was created or performed that are vital to the preparation and
presentation of a musical event.

Staff: The five lines and four spaces on which music is notated.

Stage presence: Performer's ability to convey artistic content to a live audience

through traits such as personal engagement with the repertoire, exhibited
confidence, decorum, eye contact, posture, and facial expression.

Standard notation: Music written on one or more staves, using traditional note
symbols and clefs to indicate pitch locations and durations.

Standards: Within each foundation (cross-discipline statement) there are explicit

descriptions of what students should know and be able to do as a result of art
instruction within a specified course of study. These descriptions are referred to
as standards.

Style: The distinctive or characteristic manner in which the elements of music

are treated (e.g., the style of Copland, Baroque style, French style, fugal style).
Style Periods: Historical Periods.

Symbols of musical expression: Commonly accepted written symbols for

expressive elements such as dynamics, tempo, articulation, phrasing, and style.

Syncopation: An arrangement of rhythm that places emphasis on weak beats or

weak parts of beats.

Tennessee Bandmasters Association (TBA): the band governing body that

maintains the graded music list for wind band literature at large ensemble
assessment events (http://www.tennesseebandmasters.org/).

Technical accuracy: The ability to perform with appropriate tone, intonation,

diction, articulation, attacks, and releases and to play or sing the correct pitches
and rhythms.

266
Technique: The mechanical skill required to effectively engage in a musical
work.

Tempo: The speed of the music.

Ternary form: A musical form consisting of three main sections.

Texture: The general pattern of sound created by the elements of a work or

passage.

Timbre: Characteristic tone color which distinguishes one instrument or voice

from another.

Time signature: The numbers placed at the beginning of a composition to

indicate the meter of the music. The upper number indicates the number of beats
in a measure; the lower number indicates the kind of note that receives one beat.

Tone: A musical sound that has the properties of pitch, duration, volume, and
timbre.

Transpose: To adapt a composition for a medium other than its original one
(e.g., vocal music transcribed for instruments or a piano work transcribed for
orchestra).

University Interscholastic League (UIL): The organization that provides sight

reading parameters for Tennessee large ensemble assessment events
(http://www.uiltexas.org/music).

Unison: Singing or playing the same notes by all singers or players, either at
exactly the same pitch or in a different octave.

Variation: The manipulation of a theme by the use of melodic, rhythmic, and

harmonic changes.

Vocables: Audible, indecipherable sounds and/or syllables used by vocalists to

convey musical ideas or intent.

Vocal production (vocal technique): A singer's vocal tone as determined by

the combination of correct posture, effective breathing, raised soft palate, tonal
placement, and diction.

267