Beruflich Dokumente
Kultur Dokumente
GRADE-LEVEL EXPECTATIONS
The Music Grade Level Expectations (GLEs) represent content that Missouri students are expected to know at each grade level. The GLEs
are not a curriculum. They are, however, the learner outcomes that should be assessed at the local level to appraise student achievement.
The GLEs should not be taught in isolation. Rather, they should be bundled together where possible into well-planned, sequential, and
targeted lessons to accomplish district objectives to meet the Show-Me Standards.
Alignment to the Missouri Show-Me Content standards is found in the row titled State Standards. The row titled National Standards
refers to the nine standards from MENC: The National Association for Music Education.
The following coding system should be used to reference the Music GLEs:
STRANDS:
PP = Product/Performance
EP = Elements and Principles of Music
AP = Artistic Perceptions
IC = Interdisciplinary Connections
HC = Historic and Cultural Contexts
BIG IDEAS:
Use the numeral preceding the Big Idea
CONCEPTS:
Use the capital letter designation
EX: The GLE identify standard pitch notation in the treble clef can be found in the Elements of Music strand (EP), under the first Big Idea
Develop and apply the knowledge and skills to read and notate music (1), in the concept Melodic Notation (A), in grade 4. Therefore, the
code for that particular GLE is: EP1A4. Generally avoid the use of periods or dashes in the coding.
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
A.
Use singing, Reproduce/ec Apply Apply Match pitch in Use breath General Music General Music/Instrumental
speaking, ho melodies accurate accurate pitch an extended control and Classes: Classes:
whispering in limited *pitch relationships range accurate Demonstrate Demonstrate singing skills
and shouting range [sol-mi, relationships while singing [octave] *diction singing skills and match pitch in an
voices la-sol-mi] while singing in a limited while singing using a singing appropriate range
in a limited range [la- voice
Use a singing range [la-sol- sol-mi, sol- Vocal Performance Classes:
voice with a mi, sol-mi-re- mi-re-do] [Reasoning: Proficient
Independent Singing
3
Rev. 2/15/2011
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Demonstrate Demonstrate Use dynamics General Music General
fast and slow loud and soft and *phrasing Classes: Music/Choir and
*tempo *dynamics [p, to communicate Use dynamics Instrumental
f] and fast and an and phrasing to Classes:
slow tempo interpretation of communicate Proficient
a given *style an Apply vocal
interpretation of techniques
Demonstrate dynamics [p, f,
a given style required for
*crescendo,
Expressive
expressive
*decrescendo/diminuendo]
Singing
Vocal performance of
and tempi
Performance varied literature
[fast, slow, *ritardando]
Classes:
Apply vocal Advanced Vocal
Interpret expressive markings
techniques Performance
[accent,
required for Classes:
*fermata]
expressive Apply vocal
performance of techniques
varied literature required for
expressive
performance of
varied literature
National MU 1 MU 1 MU 1 MU 1 MU 1 MU 1
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
4
Rev. 2/15/2011
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
C.
Perform a Perform a General Music Vocal
varied varied Classes: Performance
repertoire of repertoire of Apply stylistic Classes:
songs including songs including elements Proficient
patriotic patriotic needed to Apply stylistic
folk folk perform the elements
seasonal seasonal music of various needed to
Repertoire
5
Rev. 2/15/2011
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
D. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Perform Perform Perform Perform simple General Music Vocal Performance
*ostinati ostinati and ostinati, harmonic songs Classes: Classes:
*rounds rounds, rounds Perform simple Proficient
canons and canons harmonic songs Perform one on a
partner songs partner rounds part in various
songs canons arrangements for
two-part partner two or more voice
Singing
6
Rev. 2/15/2011
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
E. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Perform in Perform in Perform in Perform in Demonstrate Demonstrate General Music Vocal
groups groups using a groups using a groups characteristic characteristic Classes: Performance
following cues steady beat steady beat, matching *timbre, timbre, Demonstrate Classes:
of the following the matching tempo and dynamics and dynamics and characteristic Proficient
*conductor cues of the dynamics, dynamic rhythmic rhythmic timbre, dynamics Apply techniques
conductor following the changes, accuracy in accuracy in and rhythmic for expressive
cues of the following the time during time while accuracy in time performance of
conductor cues of the group singing in an while singing in vocal literature of
conductor performance, *ensemble an ensemble level 1-3 in a
following the choral ensemble
cues of the Respond Respond (refer to glossary
conductor expressively to expressively to for grade-level
Singing
Group
7
Rev. 2/15/2011
Product Performance
2. Develop and apply instrumental music skills to perform and communicate through the arts
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Perform Perform Perform the following Read and Read and General Music Classes: General Music/Vocal Music
using two a steady rhythmic patterns perform at perform at least Read and perform at least Classes:
dynamic beat using standard or least three five (5) pitches five (5) pitches on a Demonstrate basic instrumental
melodic instrument
levels iconic notation: (3) pitches on a melodic skills and knowledge on selected
soft and Echo Whole note/rest on a melodic instrument instruments (e.g., keyboard
Read and perform rhythms
loud simple Quarter note/rest instrument in simple meter instrument, bells, auxiliary
rhythmic Half note/ rest Read and Whole note/rest percussion, drum, guitar)
Echoes patterns Eighth note pairs Read and perform rhythms Quarter note/rest
simple perform in simple Half note/rest Instrumental Performance Classes:
rhythms rhythmic *meter Eighth note/rest Proficient
Performance Skills
(long and patterns Whole Dotted half note Apply instrumental technique (e.g.,
Instrumental
8
Rev. 2/15/2011
Product Performance
2. Develop and apply instrumental music skills to perform and communicate through the arts
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Demonstrate Demonstrate Interpret Interpret Read and Instrumental Instrumental
fast and slow loud and soft expressive expressive perform a short Performance Performance
Expression and Technical Skills
tempi dynamics [p, f] markings markings [accent, song using Classes: Classes:
and fast and [accent, fermata] effective Read and Proficient
slow tempi fermata] *expression perform music Read and
Demonstrate and notation at a perform music
Demonstrate dynamics [p, f, characteristic beginning to notation at a 3
dynamics [p, f] crescendo, timbre 2 grade-level grade-level
and tempi descrescendo/dim- (refer to (refer to
[fast, slow] inuendo] and glossary for glossary for
tempi [fast, slow, Level of Level of
ritardando] Difficulty) Difficulty)
9
Rev. 2/15/2011
Product Performance
2. Develop and apply instrumental music skills to perform and communicate through the arts
C. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
General Music Instrumental
Classes: Performance
Perform a varied Classes:
repertoire of Perform a
music including varied
instrumental repertoire of
accompaniments music
representing representing
diverse cultures, diverse
genres, and cultures, genres
styles and styles
Repertoire
Apply stylistic
elements needed
to perform the
music of various
cultures, genres
and styles
National MU 2 MU 2 MU 2
Standards
Content FA 1 FA 1 FA 1
Standards
10
Rev. 2/15/2011
Product Performance
2. Develop and apply instrumental music skills to perform and communicate through the arts
D. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
General Music Instrumental
Classes: Performance
Echo rhythmic Classes:
and melodic Proficient
patterns of Play by ear
increasing simple melodies
complexity on (4-6 pitches) on
Imitation (play by ear)
classroom a melodic
instruments instrument or
simple
Instrumental accompaniments
Performance on a harmonic
Echo short rhythmic patterns on rhythm Echo short rhythmic and melodic patterns Classes: instrument
instruments and/or body percussion on *classroom instruments Play by ear
simple melodies Advanced
on a melodic Play by ear
instrument or melodies or
simple phrases of
accompaniments increasing
on a harmonic complexity, on a
instrument melodic
instrument or
simple
accompaniments
on a harmonic
instrument
National MU 2 MU 2 MU 2 MU 2
Standards
Content FA 1 FA 1 FA 1 FA 1
Standards
11
Rev. 2/15/2011
Product Performance
2. Develop and apply instrumental music skills to perform and communicate through the arts
E. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Perform in Perform in Perform in Perform in Perform Demonstrate General Music Instrumental
groups groups using a groups using a groups independently characteristic Classes: Performance
following cues steady beat steady beat, matching in a group, timbre, tempo, Demonstrate Classes:
of the following the matching tempo and demonstrating and dynamics characteristic Proficient
conductor cues of the dynamics, and dynamic characteristic independently timbre, tempo, Perform with other
conductor following the changes, and timbre, tempo, for group and dynamics on instrumentalists to
cues of the following the and dynamics, performance, classroom/percus achieve a
conductor cues of the following the responding sion instruments characteristic
conductor cues of the expressively to for group ensemble sound
conductor the cues of the performance, including
conductor responding dynamics, timbre,
Group Playing
12
Rev. 2/15/2011
Product Performance
3. Develop and apply improvisation skills in music to communicate through the arts
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
*Improvise Improvise Improvise simple Improvise simple Improvise short General Music General
short short rhythmic and rhythmic and rhythmic and Classes: Music/Vocal and
rhythmic rhythmic melodic ostinati melodic ostinati melodic patterns Improvise short Instrumental
patterns and melodic accompaniments accompaniments rhythmic and Performance
patterns Improvise melodic patterns Classes:
simple rhythmic, Improvise simple
melodic and/or Improvise simple rhythmic and/or
harmonic rhythmic, melodic melodic variations
accompaniments and/or harmonic in a consistent
accompaniments style and meter
Improvise
Improvisation
13
Rev. 2/15/2011
Product Performance
4. Develop and apply skills to *compose, *arrange, and create music to communicate through the arts
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Create a single Create a Create a Create rhythmic Create and General Music General Music/Vocal
tone or non- rhythmic rhythmic and/or melodic notate a Classes: and Instrumental
pitched composition and/or ostinati and rhythmic Create and Performance Classes:
accompanimen using *icons melodic *soundscapes and/or melodic notate a Proficient
t for songs and composition ostinati rhythmic Create or arrange
Composition and Arrangement
14
Rev. 2/15/2011
Elements of Music
1. Develop and apply the knowledge and skills to read and notate music
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Read Read Read Read Read Read standard General Music Classes: General Music Classes:
icons for simple simple simple standard rhythmic notation Interpret standard Interpret and explain
long and rhythm rhythm rhythm rhythmic in 2/4, , 4/4 and rhythmic notation in 2/4, duration and meter in 2/4,
short patterns patterns patterns notation in 6/8 meter , 4/4, and 6/8 meter . 4/4 and 6/8 meter
sounds (using (using (using 2/4, , 4/4 signatures with signatures using bar signature using bar lines
and iconic or iconic or iconic or meter bar lines lines consisting of: using
silence in standard standard standard signatures consisting of: whole note/rest whole note/rest
duple notation) notation) notation) with bar lines whole note/rest quarter note/rest quarter note/rest
meter consisting consisting consisting consisting of: quarter half note/rest half note/rest
Rhythmic *Notation
15
Rev. 2/15/2011
Elements of Music
1. Develop and apply the knowledge and skills to read and *notate music
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Identify Identify melodies Transfer short Identify Identify standard General Music General Music
icons for that move up, melodic *solfege standard pitch notation in the Classes: Classes:
high and down, or stay the (e.g., sol-mi, sol- pitch treble clef, including Identify standard Identify standard
low same la, sol-la-sol-mi) notation in one ledger line pitch notation in the pitch notation in the
sounds to pitch notation the treble above and below treble clef, including treble clef, including
Transfer melodic on the staff using clef the staff one ledger line one ledger line
icons to pitch the treble *clef above and below above and below
notation (e.g., Identify the staff the staff (*middle
two line *staff) *accidentals C), and identify
Melodic Notation
16
Rev. 2/15/2011
Elements of Music
1. Develop and apply the knowledge and skills to read and notate music
C. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Recognize Identify p Identify Identify standard Identify standard General Music Classes: General Music Classes:
fast and for piano standard symbols symbols for Identify standard Identify standard symbols for
slow tempi and f for symbols p for piano dynamics, tempo and symbols for dynamics, dynamics, tempo and
forte p for piano f for forte articulation tempo and articulation articulation
f for forte mp for mezzo p for piano p for piano p for piano
cresc or < piano f for forte f for forte f for forte
for mf for mezzo mp for mezzo mp for mezzo piano mp for mezzo piano
crescendo forte piano mf for mezzo forte mf for mezzo forte
decres or> cresc or < for mf for mezzo pp for pianissimo pp for pianissimo
for crescendo forte ff forfortissimo ff forfortissimo
Symbols of Expression
decrescen decres or> for pp for pianissimo cresc or < for cresc or < for crescendo
do decrescendo ff for fortissimo crescendo decres or> for decrescendo
dim for dim for cresc or < for decres or> for dim for diminuendo
diminuend diminuendo crescendo decrescendo accelerando
o fast decres or> for dim for diminuendo ritardando
fast slow decrescendo accelerando allegro
slow ritardando dim for ritardando moderato
ritardando accent diminuendo allegro andante
*accent fermata *accelerando moderato largo
*ties *ritardando andante a tempo
*slurs *allegro largo accent
*moderato a tempo fermata
*andante accent ties
*largo fermata slurs
*a tempo ties staccato
accent slurs legato
fermata staccato
ties legato Vocal and Instrumental
slurs Performance Classes:
*staccato Vocal and Instr. Apply standard listed for
*legato Performance Classes: General Music classes, adding
Apply standard listed marcato and
for General Music full complement of dynamic
classes range including sfz
National MU 5 MU 5 MU 5 MU 5 MU 5 MU 5 MU 5
Standards
Content FA 2 FA 2 FA 2 FA 2 FA 2 FA 2 FA 2
Standards
17
Rev. 2/15/2011
Elements of Music
1. Develop and apply the knowledge and skills to read and notate music
D. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6-8 Grade 9-12
Notate rhythmic Notate rhythmic Notate rhythmic General Music Classes: General Music
patterns and patterns and patterns and Use standard notation Classes:
Symbols for Rhythm, Pitch, and Expressive
pairs cresc for dotted half note Use standard notation Performance Classes:
p for piano crescendo sixteenth notes for rhythm, pitch, and Use standard
f for forte decresc for p for piano expressive elements to notation for rhythm,
decrescendo f for forte record musical ideas pitch, and expressive
dim for mp for mezzo of 2 to 4 measures for elements to record
diminuendo piano instruments or voice musical ideas of 2 to
mf for mezzo (See Elements of 4 measures for
forte Music) instrument or voice
cresc for
crescendo Interpret selected
decresc for literature that
decrescendo includes nonstandard
dim for notation symbols
diminuendo (See Elements of
sol-mi-la Music)
eighth note/rest
National MU 5 MU 5 MU 5 MU 5 MU 5
Standards
Content FA 2 FA 2 FA 2 FA 2 FA 2
Standards
18
Rev. 2/15/2011
Elements of Music
1. Develop and apply the knowledge and skills to read and notate music
E. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Vocal and Vocal and Vocal and
Instrumental Instrumental Instrumental
Performance Classes: Performance Classes: Performance Classes:
Independently Sight read standard Proficient
interpret simple musical notation at Sight read standard
rhythmic and melodic level 2 difficulty musical notation at
notation at sight [Level 2 Easy; may level 3 difficulty
include changes of [Level 3--Moderately
tempo, *key, and easy; contains
meter; modest moderate technical
ranges] demands, expanded
Sight Reading
Advanced
Sight read standard
musical notation at
level 4 difficulty
[Level 4moderately
difficult; requires
well-developed
technical skills,
attention to phrasing
interpretation, and
ability to perform
various meters and
rhythms in a variety
of keys]
National MU 5 MU 5 MU 5
Standards
Content FA 2 FA 2 FA 2
Standards
19
Rev. 2/15/2011
Artistic Perceptions
1. Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performance
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Distinguish Distinguish Recognize Recognize basic Identify and Identify and General Music General Music
between between basic forms forms and analyze forms analyze forms Classes: Classes:
same and music and composition and and Identify and Identify and analyze
different opposites composition techniques composition composition analyze forms and forms and
same/differ techniques question/ techniques techniques composition composition
ent question/ answer AB AB techniques techniques
high/low answer call/response ABA ABA AB/*binary theme and
fast/slow call/ AB canon canon ABA/*ternary variation
long/short response repeated ostinati ostinati rondo DC/Fine
smooth/ AB patterns verse/refrain verse/refrain first and second DS al coda/Fine
separated repeated [ostinati] repeat sign repeat sign endings AB/binary
Musical *Forms
20
Rev. 2/15/2011
Artistic Perceptions
1. Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performance
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Respond and Demonstrate through Demonstrate through Demonstrate Distinguish Identify General Music Classes and
move to aural movement musical movement musical and/or respond between contrasting Vocal and Instrumental
examples of opposites opposites and basic through vocal musical Performance Classes:
Musical Characteristics, Events, and
music high/low forms movement to ensemble elements for Determine the musical means
sound and fast/slow high/low aural examples groupings vocal and (source) and size of group of
silence long/short fast/slow of music and instrumental an aural example
smooth/separated long/short music forms orchestral music
Differentiate soft/loud smooth/separated expressive instruments including Describe the musical
between same/different soft/loud elements melody, expression (mood) of an
nature, man- up/down same/different Identify harmony, aural example
Descriptors
21
Rev. 2/15/2011
Artistic Perceptions
2. Develop and apply the knowledge and skills to evaluate music and musical performance
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Develop criteria to distinguish between quality Develop criteria to Develop criteria to distinguish General Music Classes and Vocal
Performances and Compositions
and non-quality performance through listening distinguish between between quality and non- and Instrumental Performance
and self-assessment with regard to the following quality and non- quality performance through Classes:
musical elements: quality performance listening and self-assessment Develop criteria to distinguish
appropriate singing voice through listening and with regard to the following between quality and non-quality
Criteria for Musical
National MU 7 MU 7 MU 7 MU 7
Standards
Content FA 3 FA 3 FA 3 FA 3
Standards
22
Rev. 2/15/2011
Artistic Perceptions
2. Develop and apply the knowledge and skills to evaluate music and musical performance
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Use Use Use Use Use Use General Music General Music
prerequisite prerequisite prerequisite prerequisite prerequisite prerequisite Classes: Classes:
music terms to appropriate music terms to music terms to music terms to music terms to Demonstrate the Demonstrate the
describe their music terms to describe their describe their describe their describe their ability to ability to distinguish
Critique Musical Performances and
personal describe their personal personal personal personal distinguish between quality
response to a personal response to a response to a response to a response to a between quality and non-quality
musical responses to a musical musical musical musical and non-quality performance
example musical example example (tone, example example performance through listening
(feelings) example (tempo) timbre) (function/style) (offers through listening
(images/stories suggestions for Vocal and
Compositions
23
Rev. 2/15/2011
Interdisciplinary Connections
1. Develop and apply knowledge and skills to understand the relationships between music, the other arts and
disciplines outside the arts
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Use Name words Tell how Compare Compare Compare the General Music/Vocal General Music Classes:
terms and ideas concepts and and meanings of and Instrumental Explain how elements, artistic processes
Connections Between Music and Related Arts
such as that are used such as contrast contrast terms used in Performance Classes: (such as imagination or skills), and
plain or to describe repetition terms used meanings the various Compare in two or organizational principles (such as unity and
fancy, works of and in the arts of terms arts, such as more arts how the variety or repetition and contrast) are used in
same or music, art, contrast (e.g., used in imagination, characteristic similar and distinctive ways in the various
different, dance, or are used identify the arts, unity, materials of each art arts and cite examples
bright or theatre, such in the similarities such as repetition, or (sound in music,
dark, in as happy and fine arts when unity, contrast visual stimuli in visual Compare characteristics of two or more arts
music sad, light comparing variety, arts, movement in within a particular historical period or style
class and and dark, or selected repetition Compare in dance, human and cite examples from various cultures
and Humanities
24
Rev. 2/15/2011
Interdisciplinary Connections
1. Develop and apply knowledge and skills to understand the relationships between music, the other arts, and
disciplines outside the arts
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Identify Identify ways Identify ways Identify ways Describe ways in General Music/Vocal General Music Classes:
ways in in which the in which the in which the which the principles and Instrumental Explain ways in which
Connections Between Music and Non-Arts
which the principles and principles and principles and and subject matter Performance Classes: the principles and
principles subject subject subject matter of other disciplines Describe ways in subject matter of various
and matter of matter of of other are interrelated which the principles disciplines outside the
subject other other disciplines are with those of music and subject matter of arts are interrelated with
matter of disciplines disciplines interrelated other disciplines are those of music
other are are with those of Compare and interrelated with
disciplines interrelated interrelated music contrast common those of music Compare and contrast
are with those of with those of terms used in the processes of
interrelate music music Compare the music and other Explain the analysis, inquiry, and
creativity used in the
Disciplines
25
Rev. 2/15/2011
Historical and Cultural Contexts
1. Develop and apply the knowledge and skills to understand works of art in time and place
A. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Identify Identify Identify Identify Identify Identify General Music General Music
characteristics characteristics characteristics characteristics characteristics characteristics Classes: Classes:
of teacher- of teacher- of teacher- of teacher- of teacher- of teacher- Identify music Identify music
selected genres selected genres selected genres selected genres selected genres selected genres from various from various
or styles or styles or styles or styles or styles or styles styles and styles and
lullabies Western patriotic Play party *Work *Secular historical periods historical
marches and non- Native Folk songs *Sacred by comparing and periods by
nursery Western American dances/folk Cowboy Multicultural contrasting comparing and
rhymes/ music African music songs music selected elements contrasting
chants circle American Square American/ of music selected
Genres and Styles
26
Rev. 2/15/2011
Historical and Cultural Contexts
1. Develop and apply the knowledge and skills to understand works of art in time and place
B. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Describe Describe Describe Describe how Describe how Describe how General Music General Music Classes:
how how how elements of elements of elements of music Classes: Conclude possible
elements of elements of elements of music are music are used are used in teacher- Conclude origin and/or
music are music are music are used in in teacher- selected examples possible origin historical period of an
used in used in used in teacher- selected Secular/sacred and/or aural example by
teacher- teacher- teacher- selected examples Multicultural music historical period applying artistic
selected selected selected examples Work songs American/patriotic of an aural perceptions to
examples examples examples Play party Cowboy songs example by selected musical
lullabies Western patriotic Folk songs Opera applying artistic examples
marches and non- Native dances/folk Square Ballet perceptions to
Stylistic Practices
27
Rev. 2/15/2011
Historical and Cultural Contexts
1. Develop and apply the knowledge and skills to understand works of art in time and place
C. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Describe the Describe the Describe the Describe the Describe the Describe the function Describe the General Music
function of function of function of function of function of of music in various function of Classes:
Musics Role and Function in Various Cultures
music in music in music in music in music settings and cultural music in Describe the
various various various various representing events various effects of
settings and settings and settings and settings and diverse cultures, Secular/sacred settings and society, culture
cultural events cultural events cultural events cultural events including Multicultural music cultural and technology
lullabies Western patriotic Play party Missouri and American/patriotic events on music
marches and non- Native Folk American songs
nursery Western American dances/folk heritage, in Opera Attend and Vocal and
rhymes/cha music African music various settings Ballet describe live Instrumental
nts circle games American National and cultural musical Performance
call and Singing anthem events Document experiences Classes:
Identify and response Games Work songs understanding of
demonstrate Discuss and Cowboy musical experiences Proficient and
appropriate Discuss and Discuss and demonstrate songs through writing Advanced
listening demonstrate demonstrate appropriate Square samples or Categorize the
behavior appropriate appropriate listening dances illustrations function of
during a listening listening behavior for Spirituals music being
classroom or behavior for behavior for various types Ragtime performed in
outside various types various types of Blues relation to its
performance of of performances function in
performances performances Discuss and society or
demonstrate history
appropriate
listening
behavior for
various types
of
performances
National MU 9 MU 9 MU 9 MU 9 MU 9 MU 9 MU 9 MU 9
Standards
Content FA 5 FA 5 FA 5 FA 5 FA 5 FA 5 FA 5 FA 5
Standards
28
Rev. 2/15/2011
Historical and Cultural Contexts
1. Develop and apply the knowledge and skills to understand works of art in time and place
D. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12
Identify Identify Identify Identify Identify Identify Compare and General Music Classes:
responsibilities responsibilities responsibilities responsibilities available available contrast a Discuss musical figures
of a music of a music of an of a music-related music-related variety of and their role as
leader and leader and accompanist *composer careers in a careers in a music and composers/performers/
group group and soloist and conductor give setting in given setting music-related innovators
participants in participants in the vocations and
a classroom a classroom community avocations Vocal and Instrumental
setting setting or Performance Classes:
Careers in Music
Cite well-known
performers specific to
students instrument
and/or voice
National MU 9 MU 9 MU 9 MU 9 MU 9 MU 9 MU 9 MU 9
Standards
Content FA 5 FA 5 FA 5 FA 5 FA 5 FA 5 FA 5 FA 5
Standards
29
Rev. 2/15/2011