Music! Its Role and Importance in Our LivesOklahoma CorrelationsOklahoma General Music Education Standards
Grades 9–12
Standard
1: | The student will read, notate and interpret music | Standard
2: | The student will recognize the development of music from an historical
and cultural perspective | Standard
3: | The student will perform, imitate, compose a variety of music within
specific guidelines |
Glencoe/McGraw-Hill Music! Its Role and Importance In Our Lives © 2005
Oklahoma General Music Standards
Grades 9-12
| STANDARD | DEFINITION | STUDENT EDITION
PAGE NUMBER | Standard 1:Language of Music - The student will read, notate and interpret music. | 1.1 | Identify and define the meaning of symbols for pitch, rhythm,
dynamics, tempo, articulation (e.g. staccato, legato, marcato, accent) and
expression (phrasing) found in a musical score. | 8, 10, 27, 28, 65, 70, 80, 81, 83, 84, 110, 112, 127, 131, 132, 137, 140,
141, 157, 176, 191, 200, 202, 203, 228, 229, 231, 232, 255, 257, 258, 259,
260, 266, 271, 276, 277, 284, 294, 300, 302, 304, 307, 308, 312, 323, 325,
326, 328, 331, 332, 334, 335, 350, 352, 356, 357, 368, 371, 377, 386, 387,
390, 391, 392, 401, 402, 405, 411, 412, 414, 415, 418, 419, 421, 430, 433,
439, 441, 449, 450, 451, 454, 456, 457, 463, 465, 468, 472, 518, 519 | 1.2 | Analyze and discuss the use of appropriate vocabulary of
musical elements. a) Melody, b) Rhythm, c) Harmony, d) Form, e) Tone Color,
f) Texture, g) Pitch, h) Tempo, i) Dynamics. | 8, 13, 16, 17, 27, 28, 31, 33, 35, 40, 41, 44, 52, 53, 54, 55, 56, 59,
62, 80, 81, 99, 100, 101, 110, 112, 115, 121, 122, 123, 125, 128, 131, 136,
137, 140, 141, 150, 152, 153, 157, 160, 161, 163, 164, 165, 174, 180, 184,
185, 190, 191, 198, 202, 203, 206, 211, 213, 216, 217, 219, 231, 232, 235,
239, 240, 245, 246, 251, 252, 255, 257, 258, 259, 260, 262, 266, 271, 276,
277, 281, 282, 284, 289, 290, 294, 297, 300, 302, 304, 307, 308, 312, 323,
325, 326, 328, 331, 332, 334, 335, 345, 347, 349, 350, 352, 356, 357, 364,
366, 368, 372, 374, 386, 387, 390, 391, 392, 396, 401, 402, 405, 411, 412,
414, 418, 419, 421, 424, 425, 427, 430, 431, 433, 449, 450, 451, 454, 456,
457, 472, 474, 476, 479, 483, 485, 487, 488 494, 495, 496, 497, 504, 505,
506, 515, 516, 518, 519, 525, 526 | 1.3 | Notate simple rhythms and melodies using standard notation. | 86, 93, 147, 151, 377, 425, 441, 442, 452, 485, 502, 504, 505 | 1.4 Proficient | Demonstrate the ability to read an instrumental or vocal score of up to
four staves. Demonstrate ability to describe how the elements of music (melody,
rhythm, harmony, form, tone color, texture, pitch, tempo, and dynamics)
are used. | 8, 79, 91, 110, 126, 129, 132, 139, 140, 147, 148, 149, 176, 184, 185,
208, 210, 218, 219, 227, 282, 323, 334, 350, 356, 357, 364, 366, 368, 391,
392, 411, 412, 414, 415, 418, 419, 420, 421, 424, 425, 474, 476, 479 | 1.4 Advanced | Demonstrate the ability to read and interpret a full instrumental
or vocal score including nonstandard notation symbols used by 20th century
composers. Demonstrate the ability to describe how elements of music are
used and explain all transpositions and clefs. | 81, 188, 191, 208, 216, 332, 384, 387, 401, 402, 405, 427,
449, 450, 451, 520 | 1.5 Proficient | Notate rhythms and melodies in simple meters. | 86, 93, 108, 147, 148, 151, 377, 425, 441, 442, 452, 485,
502 | 1.5 Advanced | Notate rhythms and melodies in compound meters. | 108, 377, 425, 441, 442, 452, 502 | 1.6 Proficient | Identify compositional devices used in choral or instrumental
compositions such as key changes, cadences, and articulation. | 44, 81, 84, 91, 110, 112, 127, 131, 132, 152, 157, 160, 174,
176, 180, 191, 198, 200, 202, 203, 206, 211, 231, 232, 251, 252, 255, 257,
258, 259, 260, 262, 266, 286, 289, 294, 302, 325, 326, 328, 331, 332, 334,
335, 345, 347, 349, 350, 352, 356, 357, 364, 366, 368, 371, 374, 390, 391,
396, 401, 402, 405, 418, 419, 420, 421, 424, 425, 427, 439, 441, 449, 450,
451, 454, 456, 457, 474, 476, 479, 495, 496, 497, 508, 509, 518, 519, 521 | 1.6 Advanced | Identify use of compositional devices used in choral or instrumental
compositions such as key changes, augmentation and diminution, motives,
and imitation. | 44, 83, 88, 100, 154, 157, 174, 176, 178, 180, 198, 200,
202, 203, 210, 211, 231, 232, 236, 239, 240, 246, 286, 289, 294, 302, 325,
326, 328, 331, 332, 334, 335, 345, 347, 349, 350, 352, 356, 357, 364, 366,
368, 371, 374, 390, 392, 396, 401, 402, 405, 411, 412, 414, 415, 418, 419,
420, 421, 424, 425, 427, 449, 450, 451, 454, 456, 457, 495, 496, 497 | 1.7 Proficient | Describe the characteristic features of particular instrumental
composition. | 44, 103, 105, 176, 178, 184, 185, 191, 255, 257, 259, 260,
262, 266, 289, 368, 371, 401, 402, 405, 433 | 1.7 Advanced | Identify use of formal devices characteristic of a string
quartet, march, tone poem, suite or symphony. | 44, 178, 185, 255, 257, 258, 259, 260, 262, 289, 368, 371,
391, 392, 401, 402, 405, 411, 412, 414, 415, 424, 425, 427, 430, 431, 433,
449, 450, 451 | Standard 2:Music History and Culture - The student will recognize the development
of music from an historical and cultural perspective. | 2.1 Proficient | Classify by genre or style and by historical period or culture unfamiliar
but representative aural examples of music and explain the reasoning behind
the classifications. Example. Upon hearing works that have been studied,
name the genre (such as opera), style (such as jazz, blues) and historical
background (national anthems), period in history (Baroque, Classical, Romantic,
Contemporary), and culture for each, including composers. | 5, 8, 10, 16, 17, 56, 57, 62, 103, 105, 248, 271, 276, 277, 279, 286,
289, 303, 304, 307, 308, 312, 313, 322, 396, 430, 431, 433, 445, 454, 456,
457, 463, 464, 465, 468, 472, 486, 487, 488, 495, 496, 518, 519, 521, 525,
526 | 2.1 Advanced | Compare and contrast music from a variety of genres, styles, periods,
and cultures. Example. In a small group, prepare a class presentation comparing
the Baroque, Classical, Romantic and Contemporary period orchestras including
representative instrumentation, composers and style of composition, using
visual and aural examples. | 5, 13, 16, 17, 19, 56, 57, 188, 228, 229, 235, 246, 271,
276, 277, 304, 307, 308, 337, 386, 391, 396, 431, 445, 454, 457, 463, 468,
496, 523 | 2.2 Proficient | Describe origins and development of American genres such as musicals,
jazz and rock music, including composers. | 17, 39, 41, 188, 198, 200, 202, 303, 304, 307, 308, 315, 345, 450, 525,
526 | 2.2 Advanced | Identify and differentiate two or more cultural sources of influence and
determine the historical context that created a synthesis of influences.
| 15, 39, 44, 103, 105, 216, 217, 218, 219, 322, 411, 412, 445, 457, 468,
521, 525, 526 | Standard 3:Music Expression - The student will perform, imitate, compose a variety
of music within specific guidelines. | 3.1 Proficient | Choral Ensembles: Sing with expression and accuracy, including proper
technique and breath control, intonation, diction, correct pitches and rhythms,
appropriate for a large and varied repertoire of vocal literature (e.g.
madrigal, jazz, barbershop). | 18, 33, 64, 100, 107, 128, 129, 132, 139, 147, 152, 157, 176, 184, 200,
208, 213, 225, 282, 297, 298, 313, 314, 474, 476, 486 | 3.1 Advanced | Choral Ensembles:
Sing with expression and accuracy, including proper technique, breath control,
diction and a variety of articulations appropriate for a large and varied
repertoire of vocal literature. | 64, 129, 132, 200, 213, 236, 239, 246, 271, 282, 313, 314, 356, 357, 368,
371, 384 | 3.2 Proficient | Choral Ensembles:
Sing music written in four parts, with and without accompaniment at a moderate
level of difficulty. | 100, 129, 132, 139, 149, 152, 157 | 3.2 Advanced | Choral Ensembles:
Sing music written for a variety of voicings (first soprano, second soprano,
alto, tenor, baritone, bass) with and without accompaniment (a capella)
at a moderate level to professional level of difficulty. | 100, 356, 357, 368, 371, 384 | 3.1 Proficient | Instrumental Ensembles:
Perform instrumental music accurately, and in tune, and following the conductor.
| 31, 33, 35, 65, 77, 79, 86, 88, 93, 112, 113, 152, 155, 282, 297, 298,
356, 357, 364, 368, 371, 372, 377, 391, 450, 451, 504, 505 | 3.1 Advanced | Instrumental Ensembles:
Perform instrumental music accurately (pitch, rhythm, phrasing, intonation,
articulation), in tune, balancing with the rest of the ensemble and responding
to the conductor's cues. | 31, 33, 35, 65, 79, 86, 88, 93, 112, 113, 149, 152, 155, 282, 297, 298,
356, 357, 364, 368, 371, 372, 377, 414, 450, 451, 504, 505 | 3.2 Proficient | Instrumental Ensembles:
Perform with expression and technical accuracy a large and varied repertoire
of instrumental literature. | 40, 41, 53, 54, 59, 61, 62, 77, 79, 80, 93, 101, 112, 128, 139, 140, 149,
151, 189, 216, 246, 255, 260, 282, 364, 377, 390, 452, 485 | 3.2 Advanced | Instrumental Ensembles:
Perform on an instrument with expression (phrasing and interpretation) and
accuracy (varied meters and keys), including appropriate technique specific
to the instrument (i.e. breathing techniques, mallet techniques and bowing
techniques), using appropriate dynamics, tempo and articulations appropriate
for the style of the music. | 79, 151, 189, 260, 323, 356, 357, 368, 371, 372, 377, 387,
390, 401, 414, 424, 450, 451, 456, 504, 505, 519, 520 |
| |