MUSIC GRADE-LEVEL EXPECTATIONS - Missouri Department of Elementary and Secondary Education May, 2007
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MUSIC
GRADE-LEVEL EXPECTATIONS
Missouri Department of Elementary and Secondary Education
May, 2007MUSIC 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
head tone do] Some MS classes Demonstrate proper
are part of an fundamental singing
Demonstrate exploratory wheel technique when performing
appropriate – may be music of moderate
singing keyboards only, *technical demands,
posture world music, etc.) expanded range, and varied
interpretations
Vocal Classes
Demonstrate Advanced
singing skills Demonstrate proper
using a singing singing technique in the
voice and match following:
pitch in an *intonation
appropriate range tone quality
breathing
Demonstrate diction
appropriate *rhythm
singing posture, note accuracy
breath support, posture
and diction memorization
National MU 1 MU 1 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 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
3
Rev. 2/15/2011Product 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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
4
Rev. 2/15/2011Product 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
spirituals including *genres and perform the
Perform a varied repertoire of songs, including
multicultural some from cultures music of
*patriotic
memory various genres
*folk
Vocal and cultures
Seasonal
Performance
*spirituals
Classes: Advanced
Apply stylistic Apply stylistic
elements elements
needed to needed to
perform the perform the
music of various music of
genres and various genres
cultures and cultures
National MU 1 MU 1 MU 1 MU 1 MU 1
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
5
Rev. 2/15/2011Product 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
songs parts *a cappella
Part
two-part and with
*accompaniment
Vocal
Performance Advanced
Classes: Perform one on a
Perform part in various four
*harmony in or more voice part
songs of two arrangements a
and three parts cappella and with
accompaniment
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
6
Rev. 2/15/2011Product 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
conductor’s conductor’s cues definitions)
cues
Advanced
Vocal Apply techniques
Performance for expressive
Classes: performance of
Apply techniques vocal literature of
for expressive Level 4 or higher
performance of in a chamber or
vocal literature of choral ensemble
Level 1-2 in a (refer to glossary
choral ensemble for Level of
(refer to glossary Difficulty)
for *Level of
Difficulty)
National MU 1 MU 1 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 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
7
Rev. 2/15/2011Product 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
short Whole note/rest Sixteenth notes fingerings, bowings, stickings,
sounds) note/rest Quarter Dotted quarter playing position, tone quality,
followed by eighth
Quarter note/rest articulation) for grade 2-3
Syncopation
note/rest Half literature
Half note/rest Read and perform a short
note/rest Eighth song/piece using effective Demonstrate instrument
Eighth note/rest expression and maintenance and care
note/rest Dotted half characteristic timbre
pairs note Apply the ability to adjust the pitch
Dotted Sixteenth Instrumental Performance to a given standard during
half note notes Classes: performance (play in tune)
Demonstrate instrumental
Sixteenth Dotted
technique (e.g., fingerings,
notes quarter bowings, stickings, playing Advanced
followed by position, tone quality, Apply instrumental technique (i.e.,
eighth *articulation) fingerings, bowings, stickings,
*Syncopati playing position, tone quality,
on Demonstrate instrument articulation) for grade 4 or higher
maintenance and care literature
National MU 2 MU 2 MU 2 MU 2 MU 2 MU 2 MU 2
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
8
Rev. 2/15/2011Product 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)
Read and Advanced
perform a short Read and
song/piece perform music
using effective notation at a 4
expression and grade-level or
characteristic higher (refer to
timbre glossary for
Level of
Difficulty)
National MU 1 MU 1 MU 1 MU 1 MU 2 MU 2 MU 2
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
9
Rev. 2/15/2011Product 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
Instrumental Apply stylistic
Perform a varied repertoire of music including instrumental accompaniments Performance elements
representing diverse cultures, genres, and styles Classes: needed to
Perform a varied perform the
repertoire of music of
music various
representing cultures, genres
diverse cultures, and styles
genres and styles
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
10
Rev. 2/15/2011Product 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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
11
Rev. 2/15/2011Product 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
expressively to balance, blend,
the cues of the and intonation
conductor
Advanced
Instrumental Perform with other
Performance instrumentalists to
Classes: achieve a refined
Demonstrate ensemble sound
characteristic including
timbre, tempo, dynamics, timbre,
and dynamics balance, blend,
independently for and intonation in
group advanced
performance, literature to
responding include *solos,
expressively to chamber
the cues of the ensembles, and
conductor large groups
National MU 2 MU 2 MU 2 MU 2 MU 2 MU 2 MU 2 MU 2
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
12
Rev. 2/15/2011Product 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
simple rhythmic Improvise simple Vocal (Show
*variations on rhythmic variations Choir) and
familiar melodies on familiar melodies Instrumental
(*Jazz)
Improvise short Improvise short Performance
songs and songs and Classes:
instrumental instrumental pieces, Improvise
pieces, using a using a variety of harmonized parts
variety of sound sound sources Improvise original
sources melodies over
Vocal and given *chord
Instrumental progressions,
Performance each in a
Classes: consistent style,
Improvise simple meter, and
rhythmic variations *tonality
in a consistent style
and meter
National MU 3 MU 3 MU 3 MU 3 MU 3 MU 3 MU 3 MU 3
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
13
Rev. 2/15/2011Product 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
stories Create a using icons accompanimen and/or melodic songs or instrumental
*phrase by t within ostinati pieces using a variety
arranging teacher’s accompaniment of sound sources
rhythms specified within teacher’s within specified
guidelines specified guidelines
guidelines
Advanced
Vocal and Compose music
Instrumental (phrases) in a distinct
Performance style, demonstrating
Classes: creativity in using the
Create or *elements of
arrange a short music for expressive
song/piece or effect
phrases using a
variety of Arrange simple pieces
sound sources for voices or
within specified instruments other
guidelines than those for which
the pieces were
originally written
(*transposition)
National MU 4 MU 4 MU 4 MU 4 MU 4 MU 4 MU 4 MU 4
Standards
Content FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1 FA 1
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
14
Rev. 2/15/2011Elements 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, ¾, 4/4 and rhythmic notation in 2/4, duration and meter in 2/4,
short patterns patterns patterns notation in 6/8 meter ¾, 4/4, and 6/8 meter ¾. 4/4 and 6/8 meter
sounds (using (using (using 2/4, ¾, 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
of: of: of: whole note/rest eighth-note pairs eighth-note pairs
quarter whole whole note/rest half note/rest dotted half note dotted half note
note/ note/ note/ quarter eighth-note sixteenth notes sixteenth notes
rest rest rest note/rest pairs dotted quarter dotted quarter followed
eighth- quarter quarter half note/ dotted half note followed by eighth by eighth
note note/ note/ rest sixteenth notes dotted quarter dotted quarter note/rest
pairs rest rest eighth- eighth note/rest note/rest 3 eighth notes beamed
half half note pairs dotted quarter 3 eighth notes together in 6/8
note/ note/ dotted half note/rest beamed together in syncopation
rest rest note 3 eighth notes 6/8
eighth- eighth- sixteenth beamed syncopation Vocal and Instrumental
note note notes together in 6/8 Performance Classes:
pairs pairs syncopation Vocal and Instrumental Interpret and explain
dotted Performance Classes: standard rhythmic notation
half Perform standard in simple and compound
note rhythmic notation in 2/4, meters using all rhythm and
¾, 4/4 and 6/8 meter note values above, and add
signature with bar lines *syncopation
using all rhythm and *alla breve
note values above
National MU 5 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 FA 2
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
15
Rev. 2/15/2011Elements 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
sharps Identify accidentals notes in the bass
flats sharps clef
natural signs flats
natural signs Identify accidentals
sharps
Vocal and flats
Instrumental natural signs
Performance
Classes: Vocal and
Employ standard Instrumental
pitch notation in the Performance
clef appropriate to Classes:
student’s Employ standard
instrument or voice pitch notation in the
in an appropriate clef appropriate to
range and *keys student’s
instrument or voice
in an appropriate
range and keys
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
16
Rev. 2/15/2011Elements 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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
17
Rev. 2/15/2011Elements 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
dynamics dynamics dynamics for rhythm, pitch, and Use standard
presented by presented by the presented by the expressive elements to notation for rhythm,
the teacher teacher teacher in 2/4, ¾ record musical ideas pitch, and expressive
whole whole note/rest and 4/4 meter of 2 to 4 measures elements to record
note/rest quarter note/rest signature using (See Elements of musical ideas of 2 to
quarter half note/rest bar lines Music) 4 measures (See
note/rest eighth-note pairs whole note/rest Elements of Music)
half dotted half note quarter note/rest Vocal and
note/rest p for piano half note/rest Instrumental Vocal and
eighth-note f for forte eighth-note pairs Performance Classes: Instrumental
Elements
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
18
Rev. 2/15/2011Elements 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
ranges, and varied
interpretive
requirements]
Advanced
Sight read standard
musical notation at
level 4 difficulty
[Level 4—moderately
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
19
Rev. 2/15/2011Artistic 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
soft/loud patterns verse/refrain partner partner repeat signs ABA/ternary
up/down [ostinati] repeat sign songs songs coda song form
verse/ canon rondo rondo two-part songs sonata
refrain ABA first and first and theme and rondo
repeat introduction/ second second variation fugue
sign *interlude endings endings DC/Fine opera
*introdu *coda blues DS al coda/Fine ballet
ction *blues coda AABA/song *musical theatre
theme and form symphonic
variation fugue Jazz
*DC/*Fine *sonata
*DS al Vocal and
coda/*Fine Instrumental Vocal and
Performance Instrumental
Classes: Performance Classes:
Identify forms Identify forms used in
used in selected selected ensemble
ensemble repertoire
repertoire
National MU 6 MU 6 MU 6 MU 6 MU 6 MU 6 MU 6 MU 6
Standards
Content FA 3 FA 3 FA 3 FA 3 FA 3 FA 3 FA 3 FA 3
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
20
Rev. 2/15/2011Artistic 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
made, and beat/no beat up/down Visually and instruments rhythm,
animal sounds question/answer aurally identify as expression, Determine the order and
Differentiate between call/response instrumental representati form, and organization of an aural
Differentiate male, female, and AB families ve of various timbre (e.g., example
between children’s voices repeated pattern cultures voice
various vocal [ostinati] Distinguish classification- Determine the possible origin
productions: Differentiate between verse/refrain between SATB, of an aural example (e.g.,
singing accompanied and methods of instrumental location and time)
whispering unaccompanied Differentiate between sound ensemble
shouting classroom production groupings- Characterize the use of music
speaking pitched/non-pitched Jazz by its intended function
percussion Differentiate Band/Concert (purpose) and its intended
instruments between Band, etc.) audience
ensemble
groupings (solo
vs. group)
National MU 6 MU 6 MU 6 MU 6 MU 7 MU 7 MU 6
Standards
Content FA 3 FA 3 FA 3 FA 3 FA 3 FA 3 FA 3
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
21
Rev. 2/15/2011Artistic 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
loud/soft self-assessment with musical elements: performance through listening
steady beat regard to the following tone quality and self-assessment with
posture/stage presence musical elements: expression/phrasing regard to the following musical
tone quality rhythmic accuracy elements:
expression/phrasing pitch accuracy tone quality
rhythmic accuracy part acquisition expression/phrasing
pitch accuracy blend/balance rhythmic accuracy
part acquisition diction/articulation pitch accuracy
blend/balance posture/stage part acquisition
posture/stage presence blend/balance
presence diction/articulation
style
posture/stage
presence
National MU 7 MU 7 MU 7 MU 7
Standards
Content FA 3 FA 3 FA 3 FA 3
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
22
Rev. 2/15/2011Artistic 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
) improvement) Vocal and Instrumental
Instrumental Performance
Performance Classes:
Classes: Demonstrate the
Demonstrate the ability to distinguish
ability to between quality
distinguish and non-quality
between quality performance
and non-quality through listening,
performance performing, and
through self-assessment
listening,
performing, self- Use musical
assessment, and terminology to
offer describe their
suggestions for personal response
improvement to musical example
National MU 7 MU 7 MU 7 MU 7 MU 7 MU 7 MU 7 MU 7
Standards
Content FA 3 FA 3 FA 3 FA 3 FA 3 FA 3 FA 3 FA 3
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
23
Rev. 2/15/2011Interdisciplinary 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
art class same and painting and two or more interrelationships in
different and contrast arts how the theatre) can be used Explain how the roles of creators, performers,
listening to (e.g., characteristic to transform similar and others involved in the arts resemble and
Identify ways a musical listen to a materials of events, scenes, differ from one another in the various arts
ideas are piece rondo and each art emotions, or ideas disciplines
used study (sound in into works of art
differently in pictures of music, visual Vocal and Instrumental Performance Classes:
music, art, buildings stimuli in visual Compare Compare the uses of characteristic elements,
dance, or designed arts, characteristics of two artistic processes, and organizational
theatre (e.g., by famous movement in or more arts within a principles among the arts in different
how music architects; dance, human particular historical historical periods and different cultures
heard or tell where interrelationshi period or style and
sung in class you see or ps in theatre) cite examples from Explain how the roles of creators, performers,
makes you hear can be used to various cultures and others involved in the production and
feel, and do examples transform presentation of the arts are similar to and
the same of similar events, Discuss ways that different from one another in the various arts
after viewing repetition scenes, each of the arts can
a painting, or emotions, or enhance Compare characteristics of two or more arts
play, or ideas into understanding and within a particular historical period or style
ballet works of art communication and cite examples from various cultures
globally
National MU 8 MU 8 MU 8 MU 8 MU 8 MU 8 MU 8 MU 8
Standards
Content FA 4 FA 4 FA 4 FA 4 FA 4 FA 4 FA 4 FA 4
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
24
Rev. 2/15/2011Interdisciplinary 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
d with science of subject areas (e.g., importance of group
those of Show how Relate ideas sound as it tell how sound is participation, arts to their use in other
music the arts are learned or relates to created and relate perseverance, and subject areas such as
studied in discussed in stringed this to string commitment in mathematics, literature,
List ways music to (violin, piano) instruments and musical and non- and the physical or
common common to other and percussion musical settings. social sciences
themes other situations in percussion instruments)
found in subjects life (e.g., instruments Describe the Vocal and Instrumental
all subject (e.g., relate learn a song (e.g., Compare and similarities between Performance Classes:
areas rhythmic about production of contrast patterns in other subject areas List several skills learned
(e.g., groups in imagination, sound, music (e.g., and the arts, (e.g., in ensembles and relate
repetition) music to sets and talk vibrations) sequence, ABA talk about the them to those skills
in about how form, scale relationships between needed in areas such as
mathematics) imagination patterns) with interpreting music the work force, church
can help you patterns in notation and or community group,
in many mathematics interpreting written and other school groups
ways) language)
National MU 8 MU 8 MU 8 MU 8 MU 8 MU 8 MU 8
Standards
Content FA 4 FA 4 FA 4 FA 4 FA 4, 1.6 FA 4, 1.10 FA 4, 1.10
Standards
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
25
Rev. 2/15/2011Historical 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
games *Singing Identify ―The dances *patriotic Jazz elements of
*call and Games Star-Spangled *Spirituals songs *Orchestral music
response Banner‖ as the *Blues Opera Classical/
National Ballet contemporary Vocal and
Recognize Anthem Identify music Blues American/world Instrumental
music of now representing *Ragtime Musical Theater Performance
and *long ago diverse Classes:
cultures Vocal and Identify genre
including Instrumental or style from
Missouri Performance various
(including the Classes: historical
music of Identify genre or periods through
*Scott style from listening to
Joplin) and various historical selected
American periods through ensemble
heritage listening to repertoire
selected
ensemble
repertoire
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
26
Rev. 2/15/2011Historical 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
nursery Western American music dances selected Vocal and
rhymes/ music African National Spirituals musical Instrumental
chants circle American anthem Ragtime examples Performance Classes:
games Singing Blues
call and Games Vocal and Proficient and
response Describe how Instrumental Advanced
elements of Performance Conclude possible
music are used Classes: origin and/or
in teacher- Conclude historical period of an
selected possible origin aural example by
examples of and/or applying artistic
diverse historical period perceptions to
cultures of an aural selected musical
including example by examples
Missouri and applying artistic
American perceptions to Describe the historical
heritage selected significance of
musical selected musical
examples literature
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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
27
Rev. 2/15/2011Historical 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:
Music’s 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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
28
Rev. 2/15/2011Historical 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
performance Identify Compare and contrast
ensemble available music and music-
setting music related vocations and
involvement avocations
opportunities
in the school Cite well-known
setting such composers and/or
as band, performers of various
orchestra, styles and periods
choir, musical specific to ensemble
theatre, etc. repertoire
Cite well-known
performers specific to
student’s 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
Missouri Department of Elementary and Secondary Education
Music Grade Level Expectations
29
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