Topic: Musical composition and arrangement |
Music |
| Standard 4. Composes and arranges music within specified guidelines |
| | Level I (Grade K-2) |
| | | Benchmark 1. | Uses a variety of sound sources when composing (e.g., classroom instruments, electronic sounds, body sounds) |
| | | | Knowledge/skill statements |
| | | | | 1. | Uses a variety of sound sources, such as classroom instruments, when composing |
| | | | | 2. | Uses a variety of sound sources, such as electronic sounds, when composing |
| | | | | 3. | Uses a variety of sound sources, such as body sounds, when composing |
| | Level II (Grade 3-5) |
| | | Benchmark 1. | Creates and arranges music to accompany readings or dramatizations (e.g., manipulate dimensions such as the variety of sounds, tempo, loudness, mood) |
| | | | Knowledge/skill statements |
| | | | | 1. | Creates and arranges music to accompany readings |
| | | | | 2. | Creates and arranges music to accompany dramatizations |
| | | | | 3. | Manipulate dimensions, such as the variety of sounds, when creating and composing music |
| | | | | 4. | Manipulate dimensions, such as the tempo, when creating and composing music |
| | | | | 5. | Manipulate dimensions, such as the loudness, when creating and composing music |
| | | | | 6. | Manipulate dimensions, such as the mood, when creating and composing music |
| | | Benchmark 2. | Creates and arranges short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique) |
| | | | Knowledge/skill statements |
| | | | | 1. | Creates and arranges short songs within specified guidelines |
| | | | | 2. | Creates and arranges instrumental pieces within specified guidelines |
| | | | | 3. | Creates and arranges short songs within specified guidelines, such as in a particular style |
| | | | | 4. | Creates and arranges instrumental pieces within specified guidelines, such as in a particular style |
| | | | | 5. | Creates and arranges short songs within specified guidelines, such as in a particular form |
| | | | | 6. | Creates and arranges instrumental pieces within specified guidelines, such as in a particular form |
| | | | | 7. | Creates and arranges short songs within specified guidelines, such as with particular instrumentation |
| | | | | 8. | Creates and arranges instrumental pieces within specified guidelines, such as with particular instrumentation |
| | | | | 9. | Creates and arranges short songs within specified guidelines, such as with a particular compositional technique |
| | | | | 10. | Creates and arranges instrumental pieces within specified guidelines, such as with a particular compositional technique |
| | Level III (Grade 6-8) |
| | | Benchmark 1. | Knows how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions |
| | | | Knowledge/skill statements |
| | | | | 1. | Knows how the elements of music are used to achieve unity and variety in musical compositions |
| | | | | 2. | Knows how the elements of music are used to achieve tension and release in musical compositions |
| | | | | 3. | Knows how the elements of music are used to achieve balance in musical compositions |
| | | Benchmark 2. | Composes short pieces within specified guidelines (e.g., ABA form, limited range, simple rhythms) |
| | | | Knowledge/skill statements |
| | | | | 1. | Composes short pieces within specified guidelines, such as an ABA form |
| | | | | 2. | Composes short pieces within specified guidelines, such as in a limited range |
| | | | | 3. | Composes short pieces within specified guidelines, such as with simple rhythms |
| | | Benchmark 3. | Arranges simple pieces for voices or instruments other than those for which the pieces originally were written (e.g., a guitar accompaniment for a folk song) |
| | | | Knowledge/skill statements |
| | | | | 1. | Arranges simple pieces for voices other than those for which the pieces originally were written |
| | | | | 2. | Arranges simple pieces for instruments other than those for which the pieces originally were written |
| | | Benchmark 4. | Uses a variety of traditional and nontraditional sound sources and electronic media (e.g., synthesizer, sequencer) when composing and arranging |
| | | | Knowledge/skill statements |
| | | | | 1. | Uses a variety of traditional sound sources when composing and arranging |
| | | | | 2. | Uses a variety of nontraditional sound sources when composing and arranging |
| | | | | 3. | Uses a variety of electronic media when composing and arranging |
| | | | | 4. | Uses a variety of electronic media, such as synthesizers, when composing and arranging |
| | | | | 5. | Uses a variety of electronic media, such as sequencers, when composing and arranging |
| | Level IV (Grade 9-12) |
| | | Benchmark 1. | Composes music in a variety of distinct styles (e.g., classical, folk, pop, jazz, rock) |
| | | | Knowledge/skill statements |
| | | | | 1. | Composes music in a distinct style, such as classical |
| | | | | 2. | Composes music in a distinct style, such as folk |
| | | | | 3. | Composes music in a distinct style, such as pop |
| | | | | 4. | Composes music in a distinct style, such as jazz |
| | | | | 5. | Composes music in a distinct style, such as rock |
| | | Benchmark 2. | Uses the elements of music for expressive effect (e.g., pitch, rhythm, harmony, dynamics, timbre, texture, form) |
| | | | Knowledge/skill statements |
| | | | | 1. | Uses the element of pitch for expressive effect |
| | | | | 2. | Uses the element of rhythm for expressive effect |
| | | | | 3. | Uses the element of harmony for expressive effect |
| | | | | 4. | Uses the element of dynamics for expressive effect |
| | | | | 5. | Uses the element of timbre for expressive effect |
| | | | | 6. | Uses the element of texture for expressive effect |
| | | | | 7. | Uses the element of form for expressive effect |
| | | Benchmark 3. | Arranges pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music (e.g., piano music, 4-part hymns, duets, trios, quartets) |
| | | | Knowledge/skill statements |
| | | | | 1. | Arranges pieces for voices other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music |
| | | | | 2. | Arranges pieces for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music |
| | | | | 3. | Arranges piano music in ways that preserve or enhance the expressive effect of the music |
| | | | | 4. | Arranges 4-part hymns in ways that preserve or enhance the expressive effect of the music |
| | | | | 5. | Arranges duets in ways that preserve or enhance the expressive effect of the music |
| | | | | 6. | Arranges trios in ways that preserve or enhance the expressive effect of the music |
| | | | | 7. | Arranges quartets in ways that preserve or enhance the expressive effect of the music |
| | | Benchmark 4. | Composes and arranges music for voices and various acoustic and electronic instruments |
| | | | Knowledge/skill statements |
| | | | | 1. | Composes and arranges music for voices |
| | | | | 2. | Composes and arranges music for various acoustic instruments |
| | | | | 3. | Composes and arranges music for various electronic instruments |
| Standard 6. Knows and applies appropriate criteria to music and music performances |
| | Level IV (Grade 9-12) |
| | | Benchmark 3. | Understands compositional devices and techniques that are used to provide unity and variety and tension and release in a musical work (e.g., motives, imitation, retrograde, inversion) |
| | | | Knowledge/skill statements |
| | | | | 1. | Understands compositional devices and techniques that are used to provide unity and variety in a musical work |
| | | | | 2. | Understands compositional devices and techniques that are used to provide tension and release in a musical work |