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Essential Music Benchmarks Draft 1.0
Advanced High School Band
ML – Musical Literacy, MR – Musical Response, CR – Contextual Relevancy
Musical Literacy
Knowledge
Identify consistencies in the characteristic tones of like
instruments (A.ML.1.1)
Identify consistencies in pitch of like instruments (A.ML.1.1)
Recognize the following terms: (A.ML.2.3)
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Tempo: Grave, Largo, Lento, Adagio, Andante,
Moderato, Allegretto, Allegro, Presto, Vivace,
Ritardando, Accelerando, Maestoso, Rallentando,
Allargando
Terminology: Da Capo (D.C), Dal Segno (D.S.), 1st
Ending, 2nd Ending, Coda, Repeat Sign, Fine, Fermata,
Accidental, Sharp, Flat, Natural, Tie, Poco a poco,
Meno, Piu, Subito
Articulations: Slur, Staccato, Legato, Tenuto,
Marcato, Accent, Sforzando (sfz)
Dynamics: pp, p, mp, mf, f, ff, crescendo,
decrescendo, fp
Identify the pitch indicated on the staff and clef of the primary
instrument within the ranges indicated (see attached).
(A.ML.2.2)
Recognize the concert key signatures of C, F, Bb, Eb, Ab, Db
(A.ML.2.3)
Recognize the time signatures of 2/4, 3/4, 4/4, 6/8, Common
Time, Cut Time, and Mixed Meter. (A.ML.2.3)
Skills
Execute refined tone on their primary instrument (A.ML.1.1)
Execute consistent pitch individually and within ensembles of
various sizes and instrumentations (A.ML.1.1)
Illustrate appropriate posture, breath support, hand position, and
fingerings or stick control while performing an 8 measure musical
example on the primary instrument (A.ML.1.2)
Execute musical sample(s) that conform to the following
parameters: (A.ML.1.2, A.ML.2.1, A.ML.2.2)
 Ranges (see attached)
 Key Signatures (no more than two and no more than two
key changes): C, F, Bb, Eb, Ab, Db
 Time Signatures (no more than one meter change):
2/4, 3/4, 4/4, 6/8, Cut Time, and Common Time.
 Rhythmic Patterns (notes and rests): Quarter, Half, Dotted
Half, Whole, Dotted Quarter-Eighth, Eighth, and EighthQuarter-Eighth, Eighth-Two Sixteenth, Four Sixteenth,
Dotted-Eighth-Sixteenth and Eighth Note Triplets.
Percussion Only: Open and Closed Rolls.
 Articulations: Legato, Staccato, Tenuto, Accent, Slur,
Marcato, Sforzando (sfz)
 Dynamics: pp, p, mp, mf, f, ff, fp, crescendo, decrescendo
 Tempo:  = 90-120, no tempo changes
Implement the following skills while performing alone and/or within
an ensemble setting: (A.ML.1.3)
 Intonation
 Blend (collaboration only)
 Balance (collaboration only)
 Phrasing
 Pulse/Timing
 Stylistically appropriate i.e. March Style, Chorale Style, etc.
In a work of music being performed by the student(s), analyze and
discuss the use of any of the following elements of music:
(A.ML.2.4)
 Melody
 Harmony (accompaniment)
 Rhythm
 Tempo
Essential Curriculum Draft 1.0
Advanced High School Band
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Timbre
Expression (dynamics)
Form
Design an 8 measure melody for the primary instrument that
conforms to the following parameters: (A.ML.2.3) (A.ML.3.2)
 Ranges (see attached)
 Key Signatures (choose one of the following): F, Bb, Eb, Ab
 Time Signatures (choose one of the following): 2/4, 3/4,
4/4, 6/8, Cut Time, Common Time
 Rhythmic Patterns (notes and rests): Sixteenth, Eighth,
Quarter, Dotted Quarter, Half, Dotted Half, and Whole.
 Tempo:  = 90-120, no tempo changes
 Dynamics: (choose at least two) p, mp, mf, f, crescendo,
decrescendo
Musical Response
Knowledge
Skills
Analyze musical works using correct music terminology, in
terms of the interaction of elements that make the works
unique, interesting, and expressive. (A.MR.1.2)
Evaluate a given piece of music to determine its aesthetic
qualities. (A.MR.1.3)
Design an evaluative tool to reflect the following criteria:
(A.MR.1.4)
 Tone Quality
 Pitch Accuracy
 Rhythmic Accuracy
 Dynamics
 Musicality
Translate the gestures of the conductor to perform the following
expressive and technical musical elements on the primary
instrument: (A.MR.1.1)
 Time Signatures (choose one of the following): 2/4, 3/4,
4/4
 Articulations: Legato, Staccato, Tenuto, Accent, Slur
 Dynamics: pp, p, mp, mf, f, ff, crescendo, decrescendo
 Phrasing
 Attacks/Releases
 Fermata
 Stylistically appropriate i.e. March Style, Chorale Style, etc.
 Tempo  = 90-120, no tempo changes
Evaluate music performances, including ones own, by comparing
them to exemplary models. (A.MR.1.4)
Contextual Relevancy
Knowledge
Create an artifact representative of their understanding of
music from a personal, cultural, or historical context.
(A.CR.1.1)
Identify the linguistic origin (i.e. Italian, German, French,
English, etc.) of basic music terminology (A.CR.1.2)
Summarize the ethical and legal issues surrounding the access
and use of music in the 21st Century. (A.CR.1.3)
Skills
Implement effective strategies for recognizing, monitoring, and
overcoming performance anxiety. (A.CR.1.4)