FORWARD

The Fine Arts Standards of Learning in this publication represent a significant development in public education in Virginia. Adopted in May 2020 by the Virginia Board of Education, these standards emphasize the importance of instruction in the fine arts—dance arts, music, theatre arts, and visual arts as part of a comprehensive education in the public schools. Knowledge and skills that students acquire through fine arts instruction include the abilities to think critically, solve problems resourcefully, communicate effectively, work collaboratively, understand historical and cultural perspectives, and exercise creative thinking by employing originality, flexibility, and imagination.

GOALS

The Music Standards of Learning support the following goals for students:

• Develop understanding of music through experiences in creating, singing, playing instruments, listening, and moving.
• Think and act creatively to transform ideas and emotions into distinct forms of musical expression.
• Understand and apply a creative process for developing ideas for creating and performing music.
• Develop the ability to read and notate music.
• Develop and apply the technical skills necessary to engage deeply with music.
• Develop critical thinking skills through the analysis, interpretation, and evaluation of the work of self and others.
• Articulate personal responses to musical works, and recognize diverse responses and opinions of others.
• Identify and apply collaboration and communication skills for creating, developing, rehearsing, and performing music.
• Demonstrate understanding of cultural and historical influences of music.
• Develop a lifelong community engagement with music as a performer, listener, audience member, supporter, advocate, and consumer.
• Identify and adhere to ethical and legal standards for the use of intellectual property, and for the safe and ethical use of materials, equipment, and technologies.
• Connect knowledge, skills, and personal interests in music to college and career opportunities, and to skills for the 21^st Century workplace.
• Understand and explore the impact of current and emerging technologies, tools, and innovations on music.
• Cultivate authentic connections between music skills, content, and processes with other fields of knowledge to develop problem-solving skills.

STRANDS

The Music Standards of Learning are organized into five specific content strands: Creative Process; Critical Thinking and Communication; History, Culture, and Citizenship; Innovation in the Arts; and Technique and Application. These strands exemplify the expectations established in the Profile of a Virginia Graduate and are reflective of the skills and attributes students need to excel in the 21^st Century workplace. Although the strands are presented separately for organizational purposes, in practice they are integrated throughout music instruction, regardless of the particular learning experience. Through knowledge and understanding of concepts and through the acquisition of skills, the goals for music education are realized.

Creative Process

Students apply creative thinking to music when they use their skills and knowledge flexibly to create work that has individual voice and vision. A creative process is not a specific formula for developing creative work. Instead, it is following a course of action to guide the development of original work. A creative process includes inquiry and questioning, researching, interpreting, generating, testing, and discussing ideas and solutions, refining work as part of a creative community, and reflecting on the process, product, and performance of making music.

Critical Thinking and Communication

Critical thinking, communication, and collaboration are inherent attributes in the creation, rehearsal, refinement, and performance of music. Students understand that critique is an integral part of an artistic learning environment. Students analyze, classify, and evaluate music, compare and contrast aspects of the art form, and develop a music vocabulary that allows them to recognize, describe, and justify personal responses, beliefs, and opinions regarding music. They recognize the value in evaluating diverse opinions and responses to music. They are responsive to the talents, interests, and cultural perspectives of others. Communication and collaboration, including both verbal and nonverbal cues, active listening, problem-solving, and performance agreement, are integral to the creation, rehearsal, refinement, and performance of music.

History, Culture, and Citizenship

Students hear and understand musical works from many time periods and places and respond to a variety of music and musical styles from diverse composers and performers. Students identify the values, roles, and reasons for the creation and performance of music from the perspective of many time periods, people, and places. Students develop a lifelong engagement with music as a performer, community member, supporter, and advocate. They understand and respect the ethical and legal considerations for engaging with music as a responsible citizen.

Innovation in the Arts

Innovation thrives by cultivating authentic connections between fields of knowledge. Students in music courses focus on music’s role in the rapidly changing world and explore the newest tools, instruments, media, and processes in music through demonstrations, experiences, and experimentation that merge traditional forms of musical expression with emerging technologies and innovative techniques. Students are future-ready for evolving opportunities and advancements in music. They explore opportunities to connect fine arts experiences, content, and skills to college preparation, college and career opportunities, and to an expanding range of career prospects in the field of music.

Technique and Application

Students develop and apply the technical skills necessary to express their musical ideas and engage deeply with music. Standards in this strand describe the essential skills necessary at each level to promote high quality instruction for every music student in the Commonwealth. Through sequential study and practice, students develop the physical, conceptual, intellectual, intuitive, and artistic skills necessary for success in music.

KINDERGARTEN MUSIC

The standards for Kindergarten General Music serve as the foundation for musical understanding and provide a pathway to future music instruction. Students come to understand that music ideas are developed through a creative process. Emphasis is placed on acquiring basic musical knowledge, skills, and understanding through singing, playing instruments, listening, and moving. Students identify people who create music and examine how music is a part of personal and community events. Students examine the value of working and sharing creative ideas within a group, and recognize and express personal responses evoked by musical experiences.

Creative Process

K.1                  The student will improvise and compose music.

1. Improvise simple movement.
2. Improvise melodic or rhythmic patterns.
3. Improvise using instruments, voice, and music to enhance stories and poems.

K.2                  The student will apply a creative process for music.

1. Ask questions about music.
2. Identify ways to create music.
3. Share ideas with a group.

Critical Thinking and Communication

K.3                  The student will analyze music.

1. Identify selected instruments visually and aurally.
2. Classify sound sources as vocal, instrumental, or environmental.
3. Recognize basic contrasts in music, including fast/slow, high/low, loud/soft, and same/different.

K.4                  The student will express personal feelings evoked by a musical experience.

K.5                  The student will identify how people work as a team while participating in music experiences.

History, Culture, and Citizenship

K.6                  The student will explore historical and cultural aspects of music.

1. Listen to and recognize patriotic songs.
2. Respond to music from a variety of time periods and places.

K.7                  The student will identify how music is part of personal and community events.

K.8                  The student will identify the value of creating personal music.

Innovation in the Arts

K.9                  The student will identify people who create music (e.g., singers, instrumentalists, composers, conductors).

K.10                The student will identify technology tools for creating music.

K.11                The student will recognize relationships between music and other fields of knowledge.

Technique and Application

K.12                The student will explore music literacy, including high and low pitches and rhythms represented by a variety of notational systems.

K.13                The student will develop skills for individual and ensemble singing performance.

1. Sing songs using echo and ensemble singing.
2. Sing at the appropriate time following a musical introduction.
3. Match pitches within an appropriate range.
4. Demonstrate expressive qualities of music, including loud/soft and fast/slow.

K.14                The student will develop skills for individual and ensemble instrumental performance.

1. Demonstrate high and low.
2. Demonstrate loud/soft and fast/slow.
3. Accompany songs and chants using body percussion as well as instruments.

K.15                The student will identify and perform rhythmic patterns.

1. Include patterns that suggest duple and triple meter.
2. Use instruments, body percussion, and voice.
3. Include sounds and silence.

K.16                The student will demonstrate a steady beat using movement, body percussion, instruments, and voice.

K.17                The student will respond to music with movement.

1. Use locomotor and non-locomotor movements.
2. Demonstrate expressive qualities of music, including loud/soft and fast/slow.
3. Illustrate moods and contrast in music and children’s literature.
4. Perform dances and other music activities.

GRADE ONE MUSIC

The standards for Grade One General Music emphasize the language and production of music and focus on the continued development of skills in singing, playing instruments, listening, moving, and responding to music. Students continue to explore the concept of a creative process to develop music ideas. Emphasis is placed on performing simple rhythms and developing aural skills related to pitch, musical form, and instrument identification. Students investigate how people participate in music in everyday life. Students identify collaboration and communication skills in music and describe personal ideas and emotions evoked by music.

Creative Process

1.1                   The student will improvise and compose music.

1. Improvise vocal responses to given melodic questions.
2. Improvise body percussion.
3. Improvise to enhance stories, songs, and poems.
4. Compose simple rhythmic patterns represented by a variety of notational systems.

1.2                   The student will apply a creative process for music.

1. Brainstorm multiple solutions to a musical prompt.
2. Identify steps taken in the creation of music.
3. Share ideas for creating music with a group.

Critical Thinking and Communication

1.3                   The student will analyze music.

1. Identify and classify the timbres of pitched and non-pitched instruments by sounds.
2. Differentiate vocal and instrumental music.
3. Distinguish between accompanied and unaccompanied vocal music.
4. Recognize differences in melodic and rhythmic patterns and dynamics.

1.4                   The student will describe personal ideas and emotions evoked by music.

1.5                   The student will identify collaboration and communication skills for music rehearsal and performance.

1. Etiquette appropriate to different types of events/situations (e.g., classical concert, rock concert, sporting event).
2. Understand active listening as a musician.
3. Work together to reach a common goal.

History, Culture, and Citizenship

1.6                   The student will explore historical and cultural aspects of music.

1. Recognize how music is used in the customs and traditions of a variety of cultures.
2. Describe how people participate in music experiences.

1.7                   The student will identify musicians in the school, community, and media.

1.8                   The student will identify appropriate sources of information for learning about music.

Innovation in the Arts

1.9                   The student will describe the roles of music and musicians.

1.10                 The student will recognize how music can be created using innovative tools and new media.

1.11                 The student will identify relationships between music and concepts learned in another content area.

Technique and Application

1.12                 The student will demonstrate music literacy.

1. Identify high and low pitches represented by a variety of notational systems.
2. Read and notate rhythmic patterns that include quarter notes, paired eighth notes, and quarter rests represented by a variety of notational systems.
3. Identify basic music symbols.

1.13                 The student will develop skills for individual and ensemble singing performance.

1. Sing high/low pitches and melodic contour.
2. Demonstrate expressive qualities of music, including changes in dynamics and tempo.
3. Use the head voice when singing or matching high pitches.
4. Sing songs using echo and ensemble singing.

1.14                 The student will develop skills for individual and ensemble instrumental performance.

1. Play two-pitch melodies using imitation.
2. Play expressively with appropriate dynamics and tempo.
3. Accompany songs and chants using body percussion as well as instruments.
4. Use proper playing techniques.

1.15                 The student will recognize and perform rhythmic patterns.

1. Include patterns that suggest duple and triple meter.
2. Use instruments, body percussion, and voice.
3. Include quarter notes, paired eighth notes, and quarter rests.

1.16                 The student will demonstrate the difference between melodic rhythm and steady beat using body percussion, instruments, and voice.

1.17                 The student will respond to music with movement.

1. Use locomotor and non-locomotor movements.
2. Demonstrate high and low pitches.
3. Demonstrate expressive qualities of music, including changes in dynamics and tempo.
4. Perform dances and other music activities.
5. Dramatize songs, stories, and poems.

GRADE TWO MUSIC

The standards for Grade Two General Music enable students to continue developing musical skills and concepts in singing, playing instruments, listening, performing, responding with expression, creating/composing, and moving with a focus on fine motor skills. Students continue to explore the concept of a creative process and how it can be used to develop ideas for creating music. Emphasis is placed on ensemble playing, notating pitches and rhythms, and identifying instruments. Students investigate how people experience music in everyday life and explore how music evokes personal ideas and emotions.

Creative Process

2.1                   The student will improvise and compose music.

1. Improvise simple rhythmic question-and-answer phrases.
2. Improvise accompaniments, including ostinatos.
3. Improvise to enhance stories, songs, and poems.
4. Compose simple pentatonic melodies represented by a variety of notational systems.

2.2                   The student will apply a creative process for music.

1. Brainstorm ideas for creating music.
2. Describe steps taken in the creation of music.
3. Develop questions for evaluating and revising music ideas as a group.

Critical Thinking and Communication

2.3                   The student will analyze music.

1. Identify selected instruments visually and aurally.
2. Describe sudden and gradual changes in dynamics and tempo using music terminology.
3. Identify and categorize selected musical forms.
4. Use music vocabulary to describe music.

2.4                   The student will describe how music evokes personal ideas and emotions.

2.5                   The student will demonstrate collaboration and communication skills for music rehearsal and performance.

1. Use audience and participant etiquette appropriate for the purposes and settings in which music is performed.
2. Use active listening as a musician.
3. Work together to reach a common goal.

History, Culture, and Citizenship

2.6                   The student will explore historical and cultural aspects of music.

1. Identify music representing heritage, customs, and traditions of a variety of cultures.
2. Explore styles of musical examples from various historical periods.

2.7                   The student will describe roles of music and musicians in communities.

2.8                   The student will identify appropriate sources for listening to music.

Innovation in the Arts

2.9                   The student will identify how individuals create music.

2.10                 The student will identify how music can be created using technology tools.

2.11                 The student will identify relationships between music and other fields of knowledge.

Technique and Application

2.12                 The student will demonstrate music literacy.

1. Identify written melodic patterns that move upward, downward, and stay the same.
2. Use the musical alphabet to notate melodic patterns.
3. Read and notate melodies based on a pentatonic scale.
4. Read and notate rhythmic patterns that include half notes, half rests, whole notes, and whole rests.
5. Use basic music symbols.

2.13                 The student will develop skills for individual and ensemble singing performance.

1. Sing melodic patterns that move upward, downward, and stay the same.
2. Sing melodies within the range of a sixth.
3. Increase pitch accuracy while singing phrases and simple songs.
4. Demonstrate expressive singing by changing dynamics and tempo.

2.14                 The student will develop skills for individual and ensemble instrumental performance.

1. Play melodic patterns that move upward, downward, and stay the same.
2. Play expressively, following changes in dynamics and tempo.
3. Accompany songs and chants with ostinatos and single-chords.
4. Use proper playing techniques.

2.15                 The student will classify, perform, and count rhythmic patterns.

1. Use a counting system.
2. Include patterns that suggest duple and triple meter.
3. Use instruments, body percussion, and voice.
4. Include half notes, half rests, whole notes, and whole rests.

2.16                 The student will understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments, and voice.

2.17                 The student will respond to music with movement.

1. Use locomotor and non-locomotor movements of increasing complexity.
2. Demonstrate expressive qualities of music including, changes in dynamics and tempo.
3. Create movement to illustrate AB and ABA musical forms.
4. Perform dances and other musical activities.

GRADE THREE MUSIC

The standards for Grade Three General Music enable students to continue building mastery in the areas of music literacy, including singing, playing instruments, listening, moving, and creating/composing music. Students continue to demonstrate the use of a creative process for creating music. Emphasis is placed on developing skills for singing and instrumental ensemble performance, and the continued development of musical understanding through the study of rhythm, musical form, and melodic notation. Students investigate music from different periods of music history and reflect on ways that music has value to people and communities.

Creative Process

3.1                   The student will improvise and compose music.

1. Improvise rhythmic question-and-answer phrases.
2. Improvise accompaniments, including ostinatos.
3. Compose melodies represented by a variety of notational systems.

3.2                   The student will apply a creative process for music.

1. Brainstorm multiple ideas for creating music as a group.
2. Identify elements of a creative process for music.
3. Reflect on the quality and technical skill of a personal or group music performance.

Critical Thinking and Communication

 3.3                  The student will analyze and evaluate music.

1. Identify and explain examples of musical form.
2. Compare and contrast instruments visually and aurally.
3. Listen to and describe basic music elements using music terminology.
4. Compare and contrast stylistic differences in music from a variety of cultures.
5. Describe music compositions and performances.

3.4                   The student will explain personal motivations for making music.

3.5                   The student will explain collaboration and communication skills for music rehearsal and performance.

1. Use audience and participant etiquette appropriate for the purposes and settings in which music is performed.
2. Active listening for musical understanding.
3. Nonverbal communication (e.g., eye contact, body language).

History, Culture, and Citizenship

3.6                   The student will explore historical and cultural aspects of music.

1. Recognize music compositions from different periods of music history.
2. Listen to and describe instruments from a variety of time periods and places.

 

3.7                   The student will describe why music has value to people and communities.

3.8                   The student will recognize ethical use of the Internet for exploring music topics.

Innovation in the Arts

3.9                   The student will identify a variety of careers in music.

3.10                 The student will identify how music can be created using innovative tools and new media.

3.11                 The student will describe relationships between music and other fields of knowledge.

Technique and Application

3.12                 The student will demonstrate music literacy.

1. Identify written melodic movement as step, leap, or repeat.
2. Demonstrate the melodic shape (contour) of a written musical phrase.
3. Use a variety of notational systems.
4. Read melodies of increasing complexity based on a pentatonic scale.
5. Divide rhythms into measures.
6. Read and notate rhythmic patterns that include sixteenth notes, single eighth notes, eighth rests, and dotted half notes.
7. Explain the functions of basic music symbols.

3.13                 The student will develop skills for individual and ensemble singing performance.

1. Sing in tune with a clear tone quality.
2. Sing melodies within the range of an octave.
3. Sing melodies notated in varying forms.
4. Sing with expression using a wide range of tempos and dynamics.
5. Sing rounds, partner songs, and ostinatos in two-part ensembles.
6. Maintain proper posture for singing.

3.14                 The student will develop skills for individual and ensemble instrumental performance.

1. Play music in two-part ensembles.
2. Play melodies notated in varying forms.
3. Play a given melody on an instrument.
4. Play with expression using a wide range of tempos and dynamics.
5. Accompany songs and chants with tonic and dominant chords.
6. Demonstrate proper playing techniques.

3.15                 The student will classify, perform, and count rhythmic patterns.

1. Use a counting system.
2. Include patterns that suggest duple and triple meter.
3. Use instruments, body percussion, and voice.
4. Include sixteenth notes, single eighth notes, eighth rests, and dotted half notes.

3.16                 The student will demonstrate understanding of meter.

1. Determine strong and weak beats.
2. Perform sets of beats grouped in twos and threes.

3.17                 The student will respond to music with movement.

1. Illustrate rondo form (ABACA).
2. Perform non-choreographed and choreographed movements.
3. Perform dances and other music activities.

GRADE FOUR MUSIC

The standards for Grade Four General Music emphasize a deeper understanding of musical concepts including singing, playing instruments, listening, creating, composing, and performing. Students expand on the use of a creative process as they reflect on the process and outcome of creating music and revise work based on peer and teacher feedback. Emphasis is placed on developing more advanced techniques in singing and playing instruments, expanded understanding of rhythmic and harmonic techniques, and using a system for improved melodic and rhythmic sight-reading. Students use an expanding music vocabulary to explain personal preferences for musical works and performances.

Creative Process

4.1                   The student will improvise and compose music.

1. Improvise melodies and rhythms using a variety of sound sources.
2. Compose short melodic and rhythmic phrases within specified guidelines.

4.2                   The student will apply a creative process for music.

1. Describe ideas for creating music as a group.
2. Describe elements of a creative process for music.
3. Reflect on the process and outcome of creating music and revise work based on peer and teacher feedback.

Critical Thinking and Communication

4.3                   The student will analyze and evaluate music.

1. Identify instruments from a variety of music ensembles both visually and aurally.
2. Distinguish between major and minor tonality.
3. Listen to, compare, and contrast music compositions from a variety of cultures and time periods.
4. Identify elements of music through listening using music terminology.
5. Identify rondo form (ABACA).
6. Review criteria used to evaluate compositions and performances.
7. Describe performances and offer constructive feedback.

4.4                   The student will explain personal preferences for musical works and performances using music terminology.

4.5                   The student will apply collaboration and communication skills for music rehearsal and performance.

1. Demonstrate audience and participant etiquette appropriate for the purposes and settings in which music is performed.
2. Explain active listening for musical understanding.
3. Give and receive age-appropriate feedback on performance.

History, Culture, and Citizenship

4.6                   The student will explore historical and cultural aspects of music.

1. Describe music compositions from different periods of music history.
2. Describe musical styles from a variety of time periods and places.
3. Listen to and describe music from a variety of world cultures.
4. Examine how music from popular culture reflects the past and influences the present.
5. Explain how criteria used to value music may vary between people and communities.

4.7                   The student will explain how music is an integral part of one’s life and community.

4.8                   The student will describe digital citizenship for exploring music topics.

Innovation in the Arts

4.9                   The student will identify skills learned in music class that relate to a variety of career options.

4.10                 The student will compare and contrast digital and traditional methods for creating music.

4.11                 The student will explore connections between music and other fields of knowledge for the development of problem-solving skills.

Technique and Application

4.12                 The student will demonstrate music literacy.

1. Read melodies based on a hexatonic scale.
2. Use traditional notation to write melodies containing stepwise motion.
3. Read two-note accompaniment patterns (bordun).
4. Read and notate rhythmic patterns that include dotted quarter note followed by an eighth note.
5. Use a system to sight-read melodic and rhythmic patterns.
6. Identify the meaning of the upper and lower numbers of simple time signatures (,  ,  ).
7. Identify dynamic markings (e.g., p, mp, mf, f).

4.13                 The student will develop skills for individual and ensemble singing performance.

1. Sing with a clear tone quality and correct intonation.
2. Sing diatonic melodies.
3. Sing melodies notated in varying forms.
4. Sing with expression using dynamics and phrasing.
5. Sing in simple harmony.
6. Demonstrate proper posture for singing.

4.14                 The student will develop skills for individual and ensemble instrumental performance.

1. Play music of increasing difficulty in two-part ensembles.
2. Play melodies of increasing difficulty notated in varying forms.
3. Play a given melody on an instrument.
4. Play with expression using dynamics and phrasing.
5. Accompany songs and chants with tonic, subdominant, and dominant chords.
6. Demonstrate proper playing techniques.

4.15                 The student will classify, perform, and count rhythmic patterns.

1. Use a counting system.
2. Include patterns that suggest duple and triple meter.
3. Use instruments, body percussion, and voice.
4. Include dotted quarter note followed by an eighth note.

4.16                 The student will demonstrate meter.

1. Apply strong and weak beats.
2. Perform and illustrate sets of beats grouped in twos and threes.

4.17                 The student will respond to music with movement.

1. Perform non-choreographed and choreographed movements.
2. Perform dances and other music activities.
3. Create movement to illustrate rondo (ABACA) musical form.

GRADE FIVE MUSIC

The standards for Grade Five General Music enable students to use their music knowledge and skills to synthesize information and create music. Students continue to read, write, and compose music, using increasingly complex rhythms and meters. Students document questions about music and explore sources for investigating music concepts. They begin to develop choral skills, including singing in two- and three-part harmony. Students explore and perform a variety of music styles and develop personal criteria to be used for describing and analyzing musical performances.

Creative Process

5.1                   The student will improvise and compose music.

1. Improvise melodies and rhythms of increasing complexity.
2. Compose a short original composition within specified guidelines.

5.2                   The student will apply a creative process for music.

1. Investigate music by documenting questions and conducting research on a musical topic of interest.
2. Explain the role of a creative process in developing a music product or performance.
3. Share finished works of music with a group.

Critical Thinking and Communication

5.3                   The student will analyze and evaluate music.

1. Group a variety of instruments into categories based on how their sounds are produced.
2. Experiment with the science of sound.
3. Analyze elements of music through listening using music terminology.
4. Explain theme-and-variation form.
5. Apply accepted criteria when judging the quality of compositions and performances.

5.4                   The student will analyze personal preferences among music compositions using music terminology.

5.5                   The student will apply collaboration and communication skills for music creation, rehearsal, and performance.

1. Exhibit acceptable performance etiquette as a participant and/or listener in relation to the context and style of music performed.
2. Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

History, Culture, and Citizenship

5.6                   The student will explore historical and cultural aspects of music.

1. Identify representative composers and music compositions from different periods of music history.
2. Compare and contrast a variety of musical styles using music terminology.
3. Examine factors that may inspire musicians to perform or compose.

5.7                   The student will describe how people may participate in music within the community as performers, consumers of music, and music advocates.

5.8                   The student will define intellectual property as it relates to music and the music industry.

Innovation in the Arts

5.9                   The student will recognize various professional music careers (e.g., music producer, recording engineer, composer, arranger, music business, arts administrator, performer, music therapist, music teacher).

5.10                 The student will investigate and explore innovative ways to make music.

5.11                 The student will compare and contrast relationships between music and other fields of knowledge for the development of problem-solving skills.

Technique and Application

5.12                 The student will demonstrate music literacy.

1. Identify the treble (G) and bass (F) clefs.
2. Use a system to sight-read melodies based on the diatonic scale.
3. Use traditional notation to write melodies containing skips and leaps.
4. Read and notate rhythmic patterns of increasing complexity.
5. Identify the meaning of the upper and lower numbers of compound time signatures ( ).
6. Identify tempo markings.

5.13                 The student will develop skills for individual and ensemble singing performance.

1. Sing with attention to blend, balance, intonation, and expression.
2. Sing melodies of increasing complexity notated in varying forms.
3. Sing in two- and three-part harmony.
4. Model proper posture for singing.

5.14                 The student will develop skills for individual and ensemble instrumental performance.

1. Play music of increasing difficulty in a variety of ensembles.
2. Play melodies and accompaniments of increasing difficulty notated in varying forms.
3. Play with expression.
4. Apply proper playing techniques.

5.15                 The student will classify, perform, and count rhythmic patterns.

1. Use a counting system.
2. Include patterns that suggest duple and triple meter.
3. Use instruments, body percussion, and voice.
4. Increase complexity, including syncopations.

5.16                 The student will demonstrate meter.

1. Apply accent.
2. Identify duple and triple meter.

5.17                 The student will respond to music with movement.

1. Perform non-choreographed and choreographed movements including music in duple and triple meters.
2. Perform dances and other music activities.

ELEMENTARY INSTRUMENTAL MUSIC

The standards for Elementary Instrumental Music enable students to begin receiving instruction on a wind, percussion, or string instrument of their choice with guidance from the music teacher. Instruction may begin at any elementary school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure, and tone production. Music literacy skills are emphasized as students read, notate, and perform music. Students begin to respond to, describe, interpret, and evaluate works of music both as performers and listeners. Students use a creative process to identify and apply the skills involved in creating original work. Opportunities are provided for students to participate in local and district music events as appropriate to level, ability, and interest.

Creative Process

EI.1                  The student will create music as a means of individual expression.

1. Compose a four-measure rhythmic-melodic variation.
2. Improvise simple rhythmic and melodic examples in call-and-response styles.
3. Play and write rhythmic variations of four-measure selections taken from existing melodies, exercises, or etudes.

EI.2                  The student will apply a creative process for music.

1. Identify and apply steps of a creative process.
2. Collaboratively identify and examine inquiry-based questions related to music.
3. Monitor individual practice and progress toward goals.

Critical Thinking and Communication

EI.3                  The student will analyze, interpret, and evaluate music.

1. Describe diverse works of music using inquiry skills and music terminology.
2. Identify accepted criteria used for evaluating works of music.
3. Describe performances of music using music terminology.

EI.4                  The student will formulate and justify personal responses to music.

1. Identify reasons for preferences among works of music using music terminology.
2. Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

EI.5                  The student will identify and demonstrate collaboration and communication skills for music.

1. Participate in school performances and community events as appropriate to level, ability, and interest.
2. Describe and demonstrate rehearsal and concert etiquette as a performer (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest position).
3. Describe and demonstrate active listening in rehearsal and as an audience member.

History, Culture, and Citizenship

EI.6                  The student will explore historical and cultural influences of music.

1. Identify the cultural influences, musical styles, composers, and historical periods associated with the music literature through listening, performing, and studying.
2. Identify ways in which culture influences the development of instruments, instrumental music, and instrumental music styles.

EI.7                  The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.

EI.8                  The student will identify intellectual property as it relates to music.

Innovation in the Arts

EI.9                  The student will identify career options in music.

EI.10                The student will identify ways in which culture and technology influence the development of music and musical styles.

EI.11                The student will identify the connections of instrumental music to the other fine arts and other fields of knowledge.

Technique and Application

EI.12                The student will demonstrate music literacy.

1. Identify, define, and use basic standard and instrument specific notation for pitch, rhythm, meter, articulation, dynamics, and other elements of music.
2. Notate student-created compositions using standard notation.
3. Sing selected lines from music being studied.
4. Echo, read, count (using a counting system), and perform simple rhythms and rhythmic patterns, including whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, and corresponding rests.
5. Identify, read, and perform music in simple meters ( ,  ,  , C).
6. Define and apply music terminology found in the music literature being studied.
7. Read and interpret standard music notation while performing music of varying styles and levels of difficulty.
8. Sight-read music of varying styles.

EI.13                The student will identify and demonstrate half-step and whole-step patterns in order to read, notate, and perform scales and key signatures.

1. Wind/percussion student—one-octave concert F and B-flat major scales.
2. Orchestral string student—one-octave D and G major scales.

EI.14                The student will demonstrate preparatory instrumental basics and playing procedures.

1. Identify and select an appropriate instrument.
2. Identify parts of the instrument.
3. Identify procedures for care of the instrument.
4. Identify proper playing posture and instrument position.
5. Understand procedures for basic tuning of the instrument with a visual aid or electronic tuner.

EI.15                The student will demonstrate proper instrumental techniques.

1. Correct hand positions, finger/slide placement, fingerings/positions, and finger/slide patterns.
2. Production of tones that are clear, free of tension, and sustained.
3. Wind student—proper breathing techniques and embouchure; contrasting articulations (tonguing, slurring, staccato, accent).
4. Orchestral string student—bow hold, straight bow stroke; contrasting articulations (pizzicato, legato, staccato, two-note slurs).
5. Percussion student—stick control, appropriate grip, and performance of beginning roll, diddle, and flam rudiments, and multiple bounce roll.

EI.16                The student will demonstrate musicianship and ensemble skills at a beginning level.

1. Identify the characteristic sound of the instrument being studied.
2. Playing unisons.
3. Differentiate between unisons that are too high or low in order to match pitches.
4. Make adjustments to facilitate correct intonation.
5. Balance instrumental timbres.
6. Match dynamic levels and playing style.
7. Maintain a steady beat at various tempos in the music literature being studied.
8. Respond to conducting patterns and gestures.
9. Begin to use articulations and dynamic contrasts as a means of expression.