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School City of Hobart |
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School City of Hobart Music |
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Music - 9th through 12 Grades |
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Standard 1 - All Courses
The learner will be able to
identify vocal characteristics. They sing a varied repertoire of vocal literature.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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H.1.1
The learner will be able to
describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality.
Example: After hearing a number of recordings of the same vocal work, discuss the differences between the tone qualities of the singers.
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| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.1.2
The learner will be able to
sing songs or song excerpts in a style appropriate to each.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 1 - (Proficient Level)
The learner will be able to
sing accurately and expressively from memory, with proper technique and steady breath control, alone or in ensembles. Choral music students sing music written in four parts, with or without accompaniment, and demonstrate well-developed ensemble skills.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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H.1.3
The learner will be able to
sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.1.4
The learner will be able to
sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.1.5
The learner will be able to
sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.1.6
The learner will be able to
follow the cues of a conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 1 - (Advanced Level)
The learner will be able to
sing in small ensembles with one student on a part.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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H.1.7
The learner will be able to
sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 2 - All Courses
The learner will be able to
play by ear simple melodies or accompaniments on an instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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H.2.1
The learner will be able to
echo melodic, rhythmic or harmonic patterns.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 2 - Choral Ensembles
The learner will be able to
perform an appropriate instrumental part in an ensemble, demonstrating well-developed ensemble skills.
| Strand |
Source |
| Playing an instrument |
IDOE |
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H.2.2
The learner will be able to
play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 2 - Instrumental Ensembles
The learner will be able to
perform on at least one instrument accurately and independently, alone or in ensembles. They perform with expression and technical accuracy a varied repertoire of instrumental literature.
| Strand |
Source |
| Playing an instrument |
IDOE |
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H.2.3
The learner will be able to
perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.2.4
The learner will be able to
play accurately and in tune while maintaining a steady tempo and following the director.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.2.5
The learner will be able to
maintain an independent instrumental part while others play different parts.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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H.2.6
The learner will be able to
play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 2 - (Advanced Level)
The learner will be able to
perform in small ensembles with one student on a part.
| Strand |
Source |
| Playing an instrument |
IDOE |
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H.2.7
The learner will be able to
participate in chamber music ensembles and perform exemplary literature of a professional level.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Reading, notating and interpreting music
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Standard 3 - All Courses
The learner will be able to
identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.1
The learner will be able to
name and explain the meaning of symbols found on a musical score.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.2
The learner will be able to
demonstrate the correct use of musical terminology when discussing music.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Standard 3 - (Proficient Level)
The learner will be able to
correctly interpret a vocal or instrumental score. They sight read simple melodies in all clefs applicable to their performance medium. They use standard notation to communicate musical ideas.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.3
The learner will be able to
accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.4
The learner will be able to
read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.5
The learner will be able to
notate rhythms and melodies in simple and compound meters.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Standard 3 - (Advanced Level)
The learner will be able to
interpret a full vocal or instrumental score including transpositions and clefs.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.6
The learner will be able to
read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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H.3.7
The learner will be able to
accurately interpret nonstandard notation symbols used by some contemporary composers.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4 - All Courses
The learner will be able to
improvise stylistically appropriate melodies or harmonies.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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H.4.1
The learner will be able to
create a melody that is compatible with a given chord progression.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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H.4.2
The learner will be able to
create a harmony for a given melody.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Standard 4 - (Proficient Level)
The learner will be able to
improvise rhythmic and melodic variations on given simple melodies in various keys and modes. They improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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H.4.3
The learner will be able to
embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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H.4.4
The learner will be able to
upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Standard 4 - (Advanced Level)
The learner will be able to
improvise harmonizing parts in a variety of styles.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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H.4.5
The learner will be able to
create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5 - All Courses
The learner will be able to
compose music creatively and expressively, using elements of music as they do so.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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H.5.1
The learner will be able to
create short musical works, with assistance by the instructor as needed, to convey an original idea.
Example: As part of a music history and appreciation class study of music technology, visit an electronic music studio and create a short piece choosing your own pitches, instrumental sounds, rhythmic patterns, and other electronically produced effects.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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Standard 5 - (Proficient Level),
The learner will be able to
arrange pieces for voices or instruments other than those for which the pieces were originally written.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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H.5.2
The learner will be able to
arrange a piece of music or a song in a different manner than originally written.
Example: Arrange a favorite song that your choral ensemble can perform at a public event.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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Standard 5 - (Advanced Level)
The learner will be able to
compose music that exhibits imagination and technical skill in applying the principles of composition. They implement arranging techniques 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. They compose and arrange music for voices, acoustical or electronic instruments, demonstrating knowledge of the pitch ranges and usages of the particular sound source used.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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H.5.3
The learner will be able to
create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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H.5.4
The learner will be able to
arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved.
Example: Adapt Beethoven's Sonata for Piano, Opus 27, No. 2 ("Moonlight") for flute and guitar, preserving the same dynamic markings, melodic phrases, and broken chord patterns used by the composer.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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H.5.5
The learner will be able to
compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument.
Example: Write a song for four vocal parts, with each part written in a comfortable range for the singers. Be sure that the lyrics are not placed so that certain difficult vowel sounds, such as long e, take place on pitches that are high for that particular part.e
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6 - All Courses
The learner will be able to
identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.1
The learner will be able to
identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.2
The learner will be able to
use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.3
The learner will be able to
compare and contrast music of different styles, genres, and time-periods.
Example: As a study project for the school orchestra, take part in a small group that makes a class presentation of a comparison of the Baroque orchestra, the orchestra of Mozart's day, and the modern orchestra, using visual aids and aural examples. The project may also be presented at a concert as part of an 'informance.'
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Standard 6-Choral Ensembles-Proficiency
The learner will be able to
analyze a variety of aural examples of choral music for their uses of musical and expressive elements. They identify and explain compositional devices and techniques that provide unity, citing examples from choral or vocal works.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.4
The learner will be able to
listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.5
The learner will be able to
identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Standard 6 -Choral Ensembles-Advanced
The learner will be able to
demonstrate advanced knowledge of the technical vocabulary of music as they describe significant or interesting events occurring in a given aural example. They compare similarity of form and usage of musical materials in works of the same style or genre.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.6
The learner will be able to
describe in musical terms the unique features of a choral work.
Example: Conduct the choir in a short rehearsal of a segment from a piece being learned. Explain in musical terms what changes are present in the music as well as how singers can make these changes heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.7
The learner will be able to
identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Standard 6-Instrumental Ensembles-Prof.
The learner will be able to
analyze a variety of aural examples of instrumental music for their uses of musical and expressive elements. They identify and explain compositional devices and techniques that provide unity, citing examples from instrumental works.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.8
The learner will be able to
compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.9
The learner will be able to
describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Standard 6-Instrumental Ensembles-Adv
The learner will be able to
demonstrate extensive knowledge of the technical vocabulary of music as they describe significant events in a given aural example. They compare similarity of form and uses of musical materials or devices within instrumental works of the same style or genre.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.10
The learner will be able to
describe in musical terms the unique features of an instrumental work.
Example: Present a brief explanation of a segment from Holst's St. Paul's Suite to the class. Offer rehearsal guidelines and suggestions in musical terminology.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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H.6.11
The learner will be able to
identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7 - All Courses
The learner will be able to
describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
| Strand |
Source |
| Understanding relationships |
IDOE |
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H.7.1
The learner will be able to
compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social sciences.
| Strand |
Source |
| Understanding relationships |
IDOE |
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H.7.2
The learner will be able to
compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
Example: As part of a study of the artistic process, interview a dancer, artist, professional musician and actor or actress. Obtain their opinions about issues such as what constitutes artistry in their area and the keys to mastery of their art form.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 7 - Choral or Instrumental
The learner will be able to
apply the musical and non-musical skills learned through participation in performance ensembles to other life settings. They integrate the elements of music (such as form, texture, contrast, thematic material, and structure) with other art forms. They also compare and contrast the job descriptions involved within the various arts areas.
| Strand |
Source |
| Understanding relationships |
IDOE |
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H.7.3
The learner will be able to
list several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
Example: As part of a concert, write a brief essay on non-musical benefits that have resulted through taking part in an ensemble. Read it to the audience or have it printed in the program.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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H.7.4
The learner will be able to
analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music.
Example: As part of an integrated arts unit, compare an opera to a ballet from the same historical period, and compare their uses of thematic material and musical effects.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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H.7.5
The learner will be able to
explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8 - All Courses
The learner will be able to
classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
| Strand |
Source |
| Understanding music |
IDOE |
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H.8.1
The learner will be able to
upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
| Strand |
Source |
| Understanding music |
IDOE |
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H.8.2
The learner will be able to
describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
| Strand |
Source |
| Understanding music |
IDOE |
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H.8.3
The learner will be able to
describe musical characteristics that make certain works suitable for specific situations.
Example: Given a list of known works, select from among them plan a musical program suitable for an upcoming occasion such as a wedding or an award ceremony. Explain your choices using musical terminology and examples.
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| Strand |
Source |
| Understanding music |
IDOE |
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H.8.4
The learner will be able to
document times and places within a recent time period where you have heard music, and write down the function the music was serving, the type of performance and performance medium, and personal reactions to each.
| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9 - All Courses
The learner will be able to
define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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H.9.1
The learner will be able to
name specific criteria to be used in evaluating the quality of a musical work or performance.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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H.9.2
The learner will be able to
write or present a critique of a performance, composition, improvisation, or arrangement.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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H.9.3
The learner will be able to
take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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Standard 9 - Choral or Instrumental
The learner will be able to
extend and refine the concept of musical quality. They evaluate a given musical work in terms of its aesthetic qualities and the musical means used to evoke emotional responses.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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H.9.4
The learner will be able to
apply specific criteria for musical quality to your personal participation in music.
Example: Upon hearing a live performance by a professional vocal or instrumental organization, discuss your impressions of the group's performance. Evaluate the performance and discuss ways your ensemble can improve its own progress based upon what you have heard.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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