Music! Its Role and Importance in Our Lives

National Correlations

National Music Education Standards
Grades 9–12

Standard 1:Singing, alone and with others, a varied repertoire of music
Standard 2:Performing on instruments, alone and with others, a varied repertoire of music
Standard 3:Improvising melodies, variations, and accompaniments
Standard 4:Composing and arranging music within specified guidelines
Standard 5:Reading and notating music
Standard 6:Listening to, analyzing, and describing music
Standard 7:Evaluating music and music performances
Standard 8:Understanding relationships between music, the other arts, and disciplines outside the arts
Standard 9:Understanding music in relation to history and culture

Glencoe/McGraw-Hill
Music! Its Role and Importance In Our Lives © 2006

National Music Education Standards Grades 9–12
STANDARDDEFINITIONSTUDENT EDITION
PAGE NUMBER
Content Standard 1:  Singing, alone and with others, a varied repertoire of music
Achievement Standard, Proficient: Students
1aSing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory.Unison: 33, 100, 184, 200, 214, 297, 298, 314, 356, 474
2-parts: 227, 384
Teacher Resource Binder: 26, 111, 115, 140, 149, 151

Notation or lyrics, but not specifically for singing: 9, 40, 125, 141, 179, 238, 250, 254, 258, 260, 271, 294, 309, 311, 324, 327, 328, 333, 348, 387, 392, 396, 464, 466
Teacher Resource Binder: 14, 16, 69, 71, 88, 101, 119, 120, 154, 167, 176
1bSing music written in four parts, with and without accompaniment.301
1cDemonstrate well-developed ensemble skills.18, 134
Achievement Standard, Advanced: Students
1dSing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6.Unison: 314, 356, 474
2-parts: 227, 384
Teacher Resource Binder: 26, 111, 115, 151
1eSing music written in more than four parts.134
1fSing in small ensembles with one student on a part.134, 486
Content Standard 2:  Performing on instruments, alone and with others, a varied repertoire of music
Achievement Standard, Proficient: Students
2aPerform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. May include body percussion:
16, 19, 40, 41, 53, 54, 61, 62, 65, 77, 79, 80, 84, 86, 88, 91, 93, 101, 108, 139, 148, 149, 184, 189, 211, 216, 255, 257, 290, 297, 334, 335, 357, 364, 368, 372, 377, 387, 401, 414, 420, 424, 441, 442, 456, 485, 519
2bPerform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.33, 35, 77, 112, 151, 260, 282, 298, 356, 364, 377, 390, 450, 452, 505, 519, 520
Teacher Resource Binder: 7, 129, 131
2cPerform in small ensembles with one student on a part. 33, 35, 112, 151, 260, 282, 364, 377, 390, 450, 505
Achievement Standard, Advanced: Students
2dPerform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6.255, 323, 334, 356, 364, 371, 401, 415, 450, 456, 505
Content Standard 3:  Improvising melodies, variations, and accompaniments
Achievement Standard, Proficient: Students
3aImprovise stylistically appropriate harmonizing parts.Rhythmic: 33, 86, 93, 111, 520
Harmonizing: 35, 200, 451, 486
MIDI Activities: Project 7
3bImprovise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. Rhythmic: 108
218 (Music Online: Jazz in Time)
MIDI Activities: Projects 3, 5, 9, 20
3cImprovise original melodies over given chord progressions, each in a consistent style, meter, and tonality.200, 451
MIDI Activities: Projects 7, 9, 14
Achievement Standard, Advanced: Students
3dImprovise stylistically appropriate harmonizing parts in a variety of styles.Rhythmic: 33, 86, 93, 111, 520
Harmonizing: 35, 200, 451, 486
MIDI Activities: Project 7
3eImprovise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality.200, 451
MIDI Activities: Projects 7, 9, 14
Content Standard 4:  Composing and arranging music within specified guidelines
Achievement Standard, Proficient: Students
4aCompose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.Lyrics: 64, 147, 225, 313
Music: 108, 377, 442, 452, 504, 505
4bArrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.147, 155, 313, 502, 504, 505
4cCompose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources.147, 155, 246, 377, 442, 452, 502, 504, 505
Achievement Standard, Advanced: Students
4dCompose music, demonstrating imagination and technical skill in applying the principles of composition.93, 151, 377, 442, 452, 502, 504, 505
Content Standard 5:  Reading and notating music
Achievement Standard, Proficient: Students
5aDemonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.8, 79, 81, 82, 91, 111, 126, 132-135 139, 176, 184, 188, 208, 209, 216, 254, 258, 271, 282, 294, 302, 323, 334, 364, 371, 401, 419, 427, 456, 463, 465
Music Theory Handbook: 529-543
Teacher Resource Binder: 7, 98, 140, 268-386
MIDI Activities: Project 7
5bSight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. 8, 139, 147, 176, 200, 260, 297, 334, 388, 420, 520
Achievement Standard, Advanced: Students
5cDemonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs.91, 126, 356, 364, 371, 384, 398, 428, 452, 456, 479, 520
Music Theory Handbook: 529-543
Teacher Resource Binder: 268-386
5dInterpret nonstandard notation symbols used by some 20th-century composers. 451, 452
5eSight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6.189, 254, 323, 356, 371, 384, 390, 401, 419, 427
Teacher Resource Binder: 195
Content Standard 6:  Listening to, analyzing, and describing music
Achievement Standard, Proficient: Students
6aAnalyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.8, 31, 35, 39, 56, 59, 99, 110, 115, 121, 131, 136, 137, 150, 153, 157, 174, 198, 202, 203, 206, 217, 231, 235, 251, 252, 255, 257, 258, 259, 262, 266, 289, 323, 325, 331, 345, 347, 356, 357, 364, 368, 374, 386, 390, 391, 392, 396, 401, 402, 405, 411, 415, 418, 421, 424, 425, 431, 433, 449, 454, 456, 457, 472, 483, 485, 495, 518, 526
6bDemonstrate extensive knowledge of the technical vocabulary of music.8, 16, 21, 27, 47, 52, 64, 73, 80, 81, 83, 95, 99, 111, 117, 120, 127, 131, 136, 137, 143, 150, 153, 157, 162, 167, 174, 179, 193, 198, 200, 217, 221, 231, 235, 241, 250, 255, 259, 264, 267, 270, 284, 291, 304, 317, 322, 325, 339, 357, 359, 367, 374, 379, 386, 390, 391, 393, 397, 403, 407, 411, 415, 416, 429, 435, 441, 447, 454, 459, 489, 494, 511, 518, 519, 527
Glossary: 553-560
6cIdentify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.8, 44, 81, 91, 110, 127, 151, 157, 160, 174, 176, 180, 190, 206, 232, 235, 251, 255, 257, 258, 266, 286, 289, 294, 325, 326, 328, 332, 347, 368, 374, 386, 390, 391, 392, 396, 401, 402, 405, 418, 424, 425, 441, 449, 454, 456, 457, 479, 496, 509, 518, 526
Achievement Standard, Advanced: Students
6dDemonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example.54, 83, 84, 88, 99, 100, 125, 153, 157, 165, 176, 180, 198, 202, 203, 211, 232, 236, 252, 255, 257, 258, 259, 262, 266, 289, 294, 328, 345, 349, 350, 374, 386, 390, 391, 392, 396, 401, 402, 405, 411, 415, 418, 424, 425, 427, 456, 457, 497, 516
6eCompare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.31, 105, 115, 121, 122, 123, 136, 153, 155, 161, 174, 213, 216, 217, 246, 255, 282, 298, 307, 368, 386, 396, 411, 419, 427, 431, 454, 494, 496, 500, 509, 515, 516, 523
6fAnalyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.15, 28, 44, 59, 105, 115, 125, 128, 129, 136, 137, 161, 164, 174, 184, 185, 191, 236, 246, 252, 255, 258, 266, 279, 281, 284, 294, 304, 312, 325, 326, 328, 331, 332, 345, 347, 357, 364, 368, 374, 390, 391, 392, 396, 401, 402, 405, 411, 418, 421, 424, 425, 427, 433, 450, 457, 472, 474, 479, 487, 506, 515, 516, 518
Content Standard 7:  Evaluating music and music performances
Achievement Standard, Proficient: Students
7aEvolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music.165, 184, 420, 501, 502, 505, 509
MIDI Activities: Projects 1, 2, 3, 4, 21
Teacher Resource Binder: 42, 51, 62, 75, 90, 121, 143, 168, 179, 223
7bEvaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.13, 19, 31, 40, 67, 70, 71, 115, 122, 123, 136, 137, 152, 154, 155, 161, 206, 219, 227, 228, 229, 246, 271, 276, 277, 300, 302, 337, 386, 396, 411, 431, 454, 457, 463, 464, 465, 483, 494, 496, 500, 502, 505, 509, 515, 516, 523, 525
Achievement Standard, Advanced: Students
7cEvaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.35, 56, 67, 69, 71, 125, 136, 137, 155, 161, 164, 165, 174, 185, 239, 271, 277, 281, 284, 286, 294, 297, 300, 302, 304, 308, 312, 326, 328, 332, 345, 347, 357, 364, 366, 374, 411, 412, 421, 433, 452, 454, 457, 463, 465, 502, 505, 508, 509, 515, 516, 523
Content Standard 8:  Understanding relationships between music, the other arts, and disciplines outside the arts
Achievement Standard, Proficient: Students
8aExplain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts, citing examples.117, 241, 364, 366, 377, 430, 439
8bCompare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.45, 89, 102, 103, 182, 224, 244, 281, 391, 404, 423, 439, 441, 444
8cExplain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.21, 45, 47, 55, 73, 95, 117, 143, 167, 193, 221, 248, 407, 430
Achievement Standard, Advanced: Students
8dCompare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.17, 60, 61, 151, 156, 339, 430, 439, 451, 455
8eExplain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts.167, 267, 364, 377, 430, 439, 444
Music Careers Handbook: 545-552
Content Standard 9:  Understanding music in relation to history and culture
Achievement Standard, Proficient: Students
9aClassify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications.5, 10, 15, 103, 303, 445, 454, 457, 518, 525
9bIdentify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.36, 47, 62, 89, 95, 100, 137, 143, 196, 204, 212, 215, 221, 261, 307, 315, 329, 359
9cIdentify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.12, 15, 38, 67, 105, 153, 162, 167, 170, 193, 201, 369, 435, 483, 489, 497, 508, 509
Music Careers Handbook: 544-552
Achievement Standard, Advanced: Students
9dIdentify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.5, 10, 15, 39, 44, 57, 62, 103, 217, 248, 279, 286, 303, 312, 429, 431, 445, 454, 457, 463, 464, 465, 468, 472, 488, 518, 519, 526
9eIdentify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.15, 17, 103, 302, 443, 445, 457, 521
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