Music! Its Role and Importance in Our LivesNational CorrelationsNational 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 © 2005
National Music Education Standards
Grades 9-12
| | STANDARD | DEFINITION | STUDENT EDITION
PAGE NUMBER | | Content Standard
1: Singing, alone and with others, a varied repertoire of music | | Achievement Standard, Proficient: Students | | 1a | Sing 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. | 18, 100, 107, 129, 132, 139, 148, 149, 157, 176, 184, 200, 208, 213, 227,
297, 314, 474, 476, 486 | | 1b | Sing music written in four parts, with and without accompaniment. | 100, 129, 132, 139, 148, 149, 157 | | 1c | Demonstrate well-developed ensemble skills. | 126, 129, 132, 356 | | Achievement Standard, Advanced: Students | | 1d | Sing 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. | 129, 132, 213, 236, 239, 271, 314, 357, 371, 384 | | 1e | Sing music written in more than four parts. | 357, 371, 384 | | 1f | Sing in small ensembles with one student on a part. | 132, 356 | | Content Standard
2: Performing on instruments, alone and with others, a varied
repertoire of music | | Achievement Standard, Proficient: Students | | 2a | Perform 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. | 40, 41, 53, 54, 61, 62, 77, 79, 80, 93, 101, 112, 139, 140, 148, 149,
189, 211, 216, 257, 260, 282, 290, 364, 377, 452, 485, 486 | | 2b | Perform an appropriate part in an ensemble, demonstrating well-developed
ensemble skills. | 65, 77, 112, 151, 257, 260, 272, 282, 290, 298, 323, 356, 364, 372, 377,
390, 414, 450, 505 | | 2c | Perform in small ensembles with one student on a part. | 33, 112, 113, 151, 257, 260, 356, 372, 377 | | Achievement Standard, Advanced: Students | | 2d | Perform 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. | 148, 149, 323, 356, 372, 387, 390, 401, 414, 424, 450, 456, 505, 519 | | Content Standard
3: Improvising melodies, variations, and accompaniments | | Achievement Standard, Proficient: Students | | 3a | Improvise stylistically appropriate harmonizing parts. | 200, 216, 486 | | 3b | Improvise rhythmic and melodic variations on given pentatonic melodies
and melodies in major and minor keys. | 86, 88, 93, 112, 208, 451 | | 3c | Improvise original melodies over given chord progressions, each in a consistent
style, meter, and tonality. | 200, 451 | | Achievement Standard, Advanced: Students | | 3d | Improvise stylistically appropriate harmonizing parts in a variety of
styles. | 33, 35, 41, 53, 505 | | 3e | Improvise original melodies in a variety of styles, over given chord progressions,
each in a consistent style, meter, and tonality. | 149, 200, 520 | | Content Standard
4: Composing and arranging music within specified guidelines | | Achievement Standard, Proficient: Students | | 4a | Compose music in several distinct styles, demonstrating creativity in
using the elements of music for expressive effect. | 64, 91, 108, 147, 225, 313, 377, 442, 452, 504, 505 | | 4b | Arrange 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 | | 4c | Compose 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, 504, 505 | | Achievement Standard, Advanced: Students | | 4d | Compose music, demonstrating imagination and technical skill in applying
the principles of composition. | 88, 93, 151, 225, 377, 390, 391, 442, 502, 504, 505 | | Content Standard
5: Reading and notating music | | Achievement Standard, Proficient: Students | | 5a | Demonstrate 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, 91, 110, 126, 139, 147, 176, 208, 210, 216, 228, 229, 282,
334, 364, 371 | | 5b | Sight-read, accurately and expressively, music with a level of difficulty
of 3, on a scale of 1 to 6. | 8, 126, 139, 147, 176, 334, 364, 371 | | Achievement Standard, Advanced: Students | | 5c | Demonstrate 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. | 80, 188, 189, 323, 356, 384, 391, 401, 405, 411, 419, 420, 427, 520 | | 5d | Interpret nonstandard notation symbols used by some 20th-century composers.
| 451 | | 5e | Sight-read, accurately and expressively, music with a level of difficulty
of 4, on a scale of 1 to 6. | 163, 189, 323, 350, 356, 384, 390, 391, 392, 401, 405, 419, 420, 427,
520 | | Content Standard
6: Listening to, analyzing, and describing music | | Achievement Standard, Proficient: Students | | 6a | Analyze 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, 39, 56, 57, 59, 99, 110, 115, 121, 131, 136, 137, 150,
153, 157, 174, 190, 198, 202, 203, 206, 213, 217, 231, 235, 251, 252, 255,
257, 258, 259, 262, 266, 286, 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, 525, 526 | | 6b | Demonstrate extensive knowledge of the technical vocabulary of music. | 8, 16, 27, 52, 65, 70, 80, 81, 83, 99, 110, 115, 121, 127, 131, 136, 137,
150, 153, 157, 163, 176, 180, 198, 200, 218, 231, 235, 251, 255, 258, 266,
271, 276, 282, 284, 294, 307, 323, 324, 325, 328, 331, 332, 349, 350, 357,
368, 374, 387, 390, 391, 392, 396, 401, 402, 405, 411, 415, 418, 431, 433,
441, 449, 454, 456, 457, 495, 504, 505, 508, 518, 526 | | 6c | Identify and explain compositional devices and techniques used to provide
unity and variety and tension and release in a musical work, and give examples
of other works that make similar uses of these devices and techniques. | 8, 44, 81, 91, 110, 127, 128, 151, 157, 160, 174, 176, 180, 190, 206,
232, 235, 251, 254, 257, 258, 266, 286, 289, 294, 323, 325, 326, 328, 331,
332, 345, 347, 364, 368, 374, 386, 390, 391, 392, 396, 401, 402, 405, 418,
424, 425, 441, 449, 454, 456, 457, 474, 476, 479, 496, 509, 518, 526 | | Achievement Standard, Advanced: Students | | 6d | Demonstrate 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, 515, 516 | | 6e | Compare 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. | 13, 31, 105, 115, 121, 122, 123, 136, 137, 152, 153, 155, 161, 174, 213,
216, 217, 246, 255, 282, 298, 307, 308, 335, 368, 386, 396, 401, 402, 405,
411, 419, 427, 431, 445, 454, 457, 474, 494, 496, 500, 506, 508, 509, 515,
516, 523, 526 | | 6f | Analyze 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, 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, 476,
479, 487, 506, 515, 516, 518 | | Content Standard
7: Evaluating music and music performances | | Achievement Standard, Proficient: Students | | 7a | Evolve 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. | 13, 67, 68, 69, 70, 71, 115, 122, 123, 125, 136, 137, 154, 161, 165, 206,
219, 240, 279, 300, 302, 332, 335, 349, 352, 420, 463, 464, 465, 500, 501,
502, 504, 505, 508, 509, 523, 525 | | 7b | Evaluate a performance, composition, arrangement, or improvisation by
comparing it to similar or exemplary models. | 13, 19, 31, 40, 67, 70, 71, 115, 122, 123, 125, 136, 137, 152, 154, 155,
161, 164, 165, 206, 219, 227, 228, 229, 232, 246, 271, 276, 277, 300, 302,
308, 337, 371, 386, 396, 411, 431, 433, 454, 457, 463, 464, 465, 483, 485,
494, 496, 500, 502, 504, 505, 508, 509, 515, 516, 523, 525 | | Achievement Standard, Advanced: Students | | 7c | Evaluate 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, 136, 137, 150, 155, 161, 164, 165, 174, 185, 239,
271, 277, 281, 284, 286, 294, 297, 304, 308, 312, 326, 328, 332, 345, 397,
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 | | 8a | Explain how elements, artistic processes, and organizational principles
are used in similar and distinctive ways in the various arts, and cite examples. | 364, 366, 377, 430, 439 | | 8b | Compare characteristics of two or more arts within a particular historical
period or style and cite examples from various cultures. | 5, 377, 430, 439, 444 | | 8c | Explain ways in which the principles and subject matter of various disciplines
outside the arts are interrelated with those of music. | 55, 248, 364, 366, 377, 430, 439, 444 | | Achievement Standard, Advanced: Students | | 8d | Compare the uses of characteristic elements, artistic processes, and organizational
principles among the arts in different historical periods and different
cultures. | 17, 430, 439 | | 8e | Explain how the roles of creators, performers, and others involved in
the production and presentation of the arts are similar to and different
from one another in the various arts. | 364, 377, 430, 439, 444 | | Content Standard
9: Understanding music in relation to history and culture | | Achievement Standard, Proficient: Students | | 9a | Classify 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, 312, 322, 445, 454, 457, 518, 525 | | 9b | Identify sources of American music genres, trace the evolution of those
genres, and cite well-known musicians associated with them. | 47, 95, 143, 221, 315, 359, 450, 525 | | 9c | Identify various roles that musicians perform, cite representative individuals
who have functioned in each role, and describe their activities and achievements. | 47, 167, 193, 435, 489 | | Achievement Standard, Advanced: Students | | 9d | Identify 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, 322, 430,
431, 445, 454, 457, 463, 464, 465, 468, 472, 488, 518, 519, 526 | | 9e | Identify and describe music genres or styles that show the influence of
two or more cultural traditions, identify the cultural source of each influence,
and trace the historical conditions that produced the synthesis of influences. | 5, 15, 17, 103, 317, 322, 430, 431, 445, 457, 459, 458, 521, 526 |
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