Download Music Standards Document - Last Updated October 2009

Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.1 Beat
Rhythm
K
Understands and remembers the
elements of music while creating,
performing and responding to
music.
Explores and experiences beat
to express fast and slow in song
and movement.
Explores, identifies, and uses
long and short sounds.
 Discovers multiple ways to
demonstrate rhythm and beat.
Elements of
Music
Examples: — Sings and plays fast
and slow beat and rhythm with
multiple rhythm instruments. —
Echoes (copies) teacher led melodic
and rhythmic patterns with
instruments and singing, such as the
rhythms of student names, simple
songs, etc. while maintaining a
steady beat. — Demonstrates steady
beat with body, instruments, alone,
with partners, and in groups. —
Moves to music using games, songs,
and dances. — Plays and performs
music using pitched and non-pitched
instruments. — Uses resources and
materials available in districts that
showcase early childhood music
experiences in body, movement, and
song to learn beat and rhythm.
PossibleResources
Variety of pitched and non-pitched
instruments, collections of songs
and musical games, district adopted
music curriculums, Orff
instruments, etc. Websites:
http://www.menc.org/lessons
1
2
3
4
5
Understands and applies the
elements of music while
creating, performing and
responding to music. Identifies
and performs fast, slow, and
medium tempo in song,
movement and on non-pitched
instruments. Identifies and uses
long and short sounds and silence.
Counts quarter notes and
rests and paired eighth notes
using a steady beat. Identifies
repetition and contrast in beat
and rhythm Examples: —
Echoes rhythmic phrases while
maintaining a steady beat. —
Performs music with appropriate
rhythms and meter. — Creates
short rhythmic patterns. — Moves
to music using games, songs, and
dances. — Plays and performs
music using pitched and nonpitched instruments.
Understands, applies, and
analyzes the elements of music
while creating, performing and
responding to music. Compares
and demonstrates fast, slow, and
medium tempos on pitched and nonpitched instruments. Counts and
demonstrates quarter notes and rests,
paired eighth notes, and half notes
using a steady beat. Identifies and
performs rhythmic phrases in simple
meters. Identifies strong and weak
beats within 4/4 time or common
time signature. Examples: —
Echoes rhythmic phrases. —
Performs music with appropriate
rhythms and meters. — Creates short
rhythmic patterns — Moves to
music using games, songs, and
dances. — Plays and performs music
using pitched and non-pitched
instruments. — Compares the tempi
of two contrasting songs, such as in
the patriotic songs of America and
Yankee Doodle.
Understands, applies, and
analyzes the elements of music
while creating, performing and
responding to music. Compares
and demonstrates fast, slow, and
medium tempos within compositions
in duple and triple meter.
Demonstrates eighth, quarter, half,
dotted half, and whole notes.
Demonstrates quarter, half, and
whole rests. Creates basic
rhythmic patterns in duple meter.
Performs single eighth notes in
basic syncopated rhythms.
Identifies strong and weak beats
in duple and triple meter.
Examples: — Echoes rhythmic
phrases. — Performs music with
appropriate rhythms and meters. —
Creates short rhythmic patterns —
Moves to music using games, songs,
and dances. — Plays and performs
music using pitched and non-pitched
instruments.
Understands, applies, and analyzes the
elements of music while creating,
performing and responding to music.
Creates and improvises rhythmic
phrases. Composes, performs and
identifies compositions in duple and
triple meter on pitched and non-pitched
instruments. Demonstrates whole, half,
quarter and eighth notes and rests.
Demonstrates dotted half, quarter and
eighth note patterns. Creates basic
rhythmic patterns in duple and triple
meters. Demonstrates, experiences,
and reads three eighth notes/triplets and
four sixteenth notes in rhythmic and
song selections. Examples: —
Composes basic rhythmic patterns using
simple meters in short musical
compositions. — Performs music with
appropriate rhythms and meters. —
Moves to music using games, songs, and
dances. — Plays and performs music
using pitched and non-pitched
instruments. — Verbalizes rhythms
using the various counting systems such
as, Kodaly, Orff, Dalcroze, Gordon, etc.
Understands, applies, and
analyzes the elements of music
while creating, performing and
responding to music. Identifies
and describes beat and rhythm in
fast, slow, and medium
compositions with duple and triple
meter. Demonstrates sixteenth,
eighth, quarter, half, and whole
notes and corresponding rests.
Identifies syncopation and
syncopated rhythms in selected
compositions. Demonstrates
single eighth notes and rests in
basic syncopated rhythms.
Examples — Composes basic
rhythmic patterns using simple
meters in short musical
compositions. — Performs music
with appropriate rhythms and
meters. — Verbalizes and uses
rhythms using the various counting
systems such as, Kodaly, Orff,
Dalcroze, Gordon, etc.
Variety of pitched and non-pitched
instruments, collections of songs and
musical games, district adopted
music curriculums, Orff instruments,
etc. Websites:
http://www.menc.org/lessons
Variety of pitched and non-pitched
instruments, collections of songs and
musical games, district adopted
music curriculums, Orff instruments,
etc. Websites:
http://www.menc.org/lessons
Variety of pitched and nonpitched instruments, collections of
songs and musical games, district
adopted music curriculums, Orff
instruments, etc. Websites:
http://www.menc.org/lessons
Variety of pitched and non-pitched
instruments, collections of songs and
musical games, district adopted music
curriculums, Orff instruments, etc.
Websites: http://www.menc.org/lessons
Variety of pitched and non-pitched
instruments, collections of songs
and musical games, district
adopted music curriculums, Orff
instruments, etc. Websites:
http://www.menc.org/lessons
What A Find! All Star Cast
Cartoon Soundtrack Come to the
Fair Zoo Tunes Cat Food
Commercial
CBPAs
Page 1 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.1 Beat
Rhythm
Elements
of Music
Possible
Resources
CBPAs
6
7/8
9/10
11/12
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music.
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music. Performs combinations of rhythms with
increasing complexity including sixteenth, eighth, quarter,
half, dotted rhythms, and corresponding rests.
Demonstrates the ability to perform various tempos and
accurately performs written rhythms independently as a
soloist or in an ensemble. Uses grade level appropriate
rhythmic vocabulary to communicate while rehearsing and
performing. Performs rhythmic patterns used in music
from varied cultural genres and historical periods.
Examples: — Listens to exemplar music to discover,
identify and experience rhythmic patterns from various
genres of music. — Explores rhythmic vocabulary within
music that is rehearsed and performed. — Uses correct
rhythmic interpretations within a rehearsal and
performance. — Selects music that increases in complexity
as students skills increase.
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music. Performs combinations of rhythms with
increasing complexity including sixteenth, eighth, quarter,
half, dotted rhythms, and corresponding rests. Describes
beat and rhythm in fast, slow, and medium compositions
in various meters. Constructs rhythmic patterns using
various tempos and meters in music compositions.
Demonstrates the ability to perform various tempos and
accurately performs written rhythms independently as a
soloist or in an ensemble. Examines how interpretation
impacts the beat and rhythm of a piece of music.
Performs rhythmic patterns used in music from varied
cultural genres and historical periods. Examples: —
Compares and contrasts a Baroque piece with a
Contemporary piece of music. — Discriminates the
rhythmic differences between a variety of musical genres
and styles. — Explores rhythmic vocabulary within music
that is rehearsed and performed. — Uses correct rhythmic
interpretations within a rehearsal and performance. —
Selects music that increases in complexity as students
skills increase.
Evaluates, applies and analyzes the elements of music while
creating, performing and responding to music. Performs
independently demonstrating accurate rhythmic skills using
literature ranging from moderately difficult to difficult.
Describes beat and rhythm in fast, slow, and medium
compositions with simple, compound, and asymmetric meters.
Demonstrates the ability to accurately perform written
rhythms independently as a soloist or in an ensemble.
Examines how interpretation impacts the beat and rhythm of a
piece of music through comparing and contrasting musical
pieces. Critiques beat and rhythm in different pieces of
music. Performs rhythmic patterns used in music from varied
cultural genres and historical periods. Examples: — Critiques
traditional National Anthem in 3/4 time signature vs. a
performance of the National Anthem in 4/4 time signature. —
Critiques performances and justifies compositional choices and
techniques of various rhythms and styles in multiple musical
genres. — Study in Music Theory and/or AP Music Theory —
Explores rhythmic vocabulary within music that is rehearsed
and performed. — Selects music that increases in complexity as
students skills increase. — Rehearses and performs appropriate
musical literature for multiple assignments in the study of
music.
Voice, piano, guitar and traditional band, orchestra,
electronic and world instruments and district adopted music
instructional materials. Websites:
http://www.menc.org/lessons
Voice, piano, guitar and traditional band, orchestra,
electronic and world instruments and district adopted
music instructional materials. Websites:
http://www.menc.org/lessons
All-State All-Stars Bubble Gum Jingle Roller Coaster
Fanatic Music Review Stepping to the Rhythm Festival
Time Solo Festival Time Ensemble Pit Orchestra Audition
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music World
Class All-Stars Pit Orchestra Audition Documentary
Theme Song
Demonstrates the ability to keep a steady beat and
accurately performs written rhythms in an ensemble.
Uses grade level appropriate rhythmic vocabulary to
communicate while rehearsing and performing.
Experiences and compares the rhythmic patterns used
in various cultural and historical musical genres.
Demonstrates and reads three eighth notes/triplets and
four sixteenth notes in rhythmic and song selections.
Examples: — Listens to exemplar music to discover,
identify and experience rhythmic patterns from various
genres of music. — Explores rhythmic vocabulary
within music that is rehearsed and performed. —
Verbalizes and uses rhythms using the various counting
systems such as, Kodaly, Orff, Dalcroze, Gordon, etc.
— Selects music that increases in complexity as
students skills increase.
Voice, piano, guitar and traditional band, orchestra,
electronic and world instruments and district adopted
music instructional materials. Websites:
http://www.menc.org/lessons
What A Find! All Star Cast Cartoon Soundtrack Come
to the Fair Zoo Tunes Cat Food Commercial
Page 2 of 38
Voice, piano, guitar and traditional band, orchestra, electronic
and world instruments and district adopted music instructional
materials. Websites: http://www.menc.org/lessons
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble Sounds of Music World Class AllStars Pit Orchestra Audition Documentary Theme Song
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.2
Pitch
Melody
Elements
of Music
K
1
2
3
4
5
Understands and remembers
the elements of music while
creating, performing and
responding to music.
Illustrates aurally and visually
that sounds can move up, down
or stay the same. Recognizes
upward and downward
sounds. Recognizes aurally
and sings the interval of a minor
third using sol-mi or other
melodic systems. Matches a
given pitch while singing
simple songs. Examples:
Sings and matches pitches by
Understands and applies the elements of
music while creating, performing and
responding to music. Illustrates that
sounds can move up, down or stay the same.
Identifies melodic phrases that move
upward and downward aurally and visually.
Distinguishes between higher/lower and
same/different in musical songs and
performances. Sings and plays short
melodic patterns. Recognizes aurally and
sings intervals using sol-mi-la-do or other
melodic systems. Sings simple songs in
tune while matching teacher pitches.
Recognizes the difference between melody
and accompaniment. Examples: Sings
and matches pitches in simple and traditional
songs such as nursery rhymes, rounds,
traditional, patriotic, and partner songs, such
as Row, Row, Row your Boat, The Eensy
Weensy Spider, Are you Sleeping, World
language songs etc. Improvises within
Understands, applies and analyzes the
elements of music while creating, performing
and responding to music. Identifies steps,
leaps, and repeated pitches of sounds and
notes. Identifies and uses parts of the staff
such as the treble clef, lines and spaces.
Uses steps and leaps to sing and play
melodies, such as do-re; sol-mi; do-re-mi-fasol, etc. Demonstrates higher/lower and
same/different in musical songs and
performances. Creates melodic phrases
through singing and playing. Recognizes
aurally and sings intervals using do, re, mi, sol,
la, etc. in appropriate voice ranges or other
melodic systems. Identifies melody and
accompaniment. Understands that high and
low pitches can be notated using lines and
spaces. Examples: Sings and matches pitches
in simple and traditional songs such as nursery
rhymes, rounds, canons, traditional, patriotic,
and partner songs, Row, Row, Row your Boat,
The Eensy Weensy Spider, Are you Sleeping,
World language songs etc. Uses barred
instruments to improvise melodies and perform
Uses lines and spaces to
Plays ostinati on
Draws musical notation
Moves the
Follows
or copies teacher movements with their voices
and bodies.
Understands, applies and
analyzes the elements of music
while creating, performing and
responding to music. Uses and
demonstrates combinations of
steps, leaps and repeated notes are
used to create a melody.
Differentiates aurally between
same and different melodic
phrases. Recognizes aurally and
sings a variety of intervals using
sol-mila-do-re-fa-ti or do, re, mi,
fa, sol, la, ti, do, in appropriate
voice ranges or other melodic
systems. Incorporates basic
melodic patterns and simple
melodies in musical compositions.
Reads and performs melodic
phrases and notation through
singing and/or playing. Examples:
Sings and matches pitches in
simple and traditional songs such
as nursery rhymes, rounds, canons,
traditional, patriotic, partner songs
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music. Improvises
and performs a melody. Matches
pitches within a music composition
while singing in appropriate voice
ranges. Incorporates basic melodic
patterns and simple melodies in
musical compositions. Uses steps
and leaps within a major scale to
create melodies. Uses half and
whole step intervals within
pentatonic and major scale patterns.
Identifies and writes notes in the
treble clef. Examples: Sings and
matches pitches in simple and
traditional songs such as nursery
rhymes, rounds, canons, traditional,
patriotic, partner songs and World
language songs
Improvises
simple melodies on pitched
instruments, such as barred
instruments, recorders and
Plays and reads simple
melodies on recorders, pitched
Identifies the
pitches and notation of the music
scale, such as do, re, mi, fa, sol, la,
ti, do, nonsense sounds, numbers,
etc. Sings and plays music scales
when given “Do”.
Understands, applies and analyzes
the elements of music while creating,
performing and responding to music.
Composes and performs basic
melodic phrases. Matches pitches
within a music composition while
singing. Matches pitches within a
music composition while playing an
instrument. Uses note names in
singing and playing. Creates and
performs half and whole steps in a
composition in major keys. Identifies
treble, bass and alto clef. Examples:
Sings and matches pitches in simple
and traditional songs such as nursery
rhymes, rounds, canons, traditional,
patriotic, folk, partner songs, World
Improvises
simple melodies on pitched
instruments, such as barred instruments
re
Demonstrates appropriate intonation
while singing and while playing
Reads music and
invented notation with sharps, flats and
Sings independently with
Identifies the pitches
and notation of the music scale, such as
do, re, mi, fa, sol, la, ti, do, nonsense
sounds, numbers, etc.
Nursery Rhymes, Rounds and
Canons, Partner Songs, Echo Songs
and Traditional Folk Songs,
Multicultural Folk Songs,
Collections, world languages, public
domain and district adopted series.
Websites:
http://www.menc.org/lessons
Nursery Rhymes, Rounds and Canons,
Partner Songs, Echo Songs and
Traditional Folk Songs, Multicultural
Folk Songs, Collections, world
languages, public domain and district
adopted series. Websites:
http://www.menc.org/lessons
Sings and matches pitches while
singing simple songs and
melodies such as nursery
rhymes, rounds, traditional,
patriotic, and partner songs, such
as Row, Row, Row your Boat,
The Eensy Weensy Spider, Are
you Sleeping, World language
songs, etc. Explores on barred
Draws musical
notation that demonstrates high
Moves the body to
Draws musical notation that demonstrates
Moves the body to
Follows or
copies teacher movements with their voices
and bodies.
Follows or copies teacher
movements with their voices and
bodies.
Possible
Resources
Nursery Rhymes, Rounds,
Partner Songs, Echo Songs and
Traditional Folk Songs,
Multicultural Folk Songs,
Collections, world languages,
public domain and district
adopted series. Websites:
http://www.menc.org/lessons
Nursery Rhymes, Rounds, Partner Songs,
Echo Songs and Traditional Folk Songs,
Multicultural Folk Songs, Collections, world
languages, public domain and district
adopted series. Websites:
http://www.menc.org/lessons
Nursery Rhymes, Rounds, Partner Songs, Echo
Songs and Traditional Folk Songs, Multicultural
Folk Songs, Collections, world languages,
public domain and district adopted series.
Websites: http://www.menc.org/lessons
Improvises simple melodies on
pitched instruments, such as barred
instruments, recorders and
Matches pitches
while singing pentatonic and
diatonic songs.
Nursery Rhymes, Rounds and
Canons, Partner Songs, Echo
Songs and Traditional Folk Songs,
Multicultural Folk Songs,
Collections, world languages,
public domain and district adopted
series. Websites:
http://www.menc.org/lessons
All Star Cast Come to the Fair Zoo
Tunes Cat Food Commercial
CBPAs
Page 3 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.2 Pitch
Melody
6
7/8
9/10
11/12
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music. Composes and performs a melody. Matches
pitches within a music composition while singing and/or
playing. Performs melodies accurately without
accompaniment as an individual and in a small ensemble.
Recognizes and describes a melody in a song or
composition. Performs in solo and ensemble in the
appropriate vocal and/or instrumental range for rehearsal
and performance. Examples: Matches pitches on open
Sings correctly
using rhythm, phrasing, and appropriate interpretation for
multi-cultural, ethnic and varied genres of music,
Demonstrates the ability
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music. Composes and performs a melody within a
designated key signature. Uses half and whole step
intervals within minor scale patterns. Matches pitches
while singing and/or playing age appropriate literature.
Recognizes and describes a melody in a song or
composition. Writes simple melodic dictation in a major
scale. Demonstrates the chromatic scale with voice and/or
instruments. Demonstrates the ability to improvise by
singing and/or playing. Examples: Introduces the Blues
Improvises short
melodies with a consistent style, meter or tonality, such as a
contemporary melody in the style of Bach, or a Mozart
Sings, plays and
improvises various styles, genres and music across all
Understands, applies, and analyzes the elements of
music while creating, performing and responding to
music. Composes and performs a melodic phrase within a
chord progression. Matches pitches while singing and/or
playing age appropriate literature. Performs melodies
accurately without accompaniment. Performs melodies
accurately with accompaniment. Writes melodic dictation
in a major scale. Demonstrates the ability to improvise by
singing and/or playing. Examples: Composes simple and
complex chord progressions such as I-IV-V-I, blues riffs, viImprovises short
melodies with a consistent style, meter, or tonality, such as a
contemporary melody in the style of Bach, or a Mozart
Uses the modes in
jazz such as Dorian, Phrygian, Lydian, Mixolydian and
Locrian.
Evaluates, applies and analyzes the elements of music
while creating, performing and responding to music.
Composes and performs a melodic phrase within a
designated chord progression or musical style. Matches
pitches while singing and/or playing age appropriate
literature. Performs melodies accurately without
accompaniment. Performs melodies accurately with
accompaniment. Writes melodic dictation in a
major/minor scale. Evaluates and improvises by singing
and/or playing jazz, rock and fusion (jazz and rock).
Examples: Composes simple and complex chord
progressions such as I-IV-V-I, blues riffs, viImprovises melodic embellishments or variations in a major
key, such as all major scales in the Circle of 5th
Improvises short
melodies with a consistent style, meter, or tonality, such as a
contemporary melody in the style of Bach, or a Mozart
Improvises using the
modes in jazz such as Dorian, Phrygian, Lydian, Mixolydian
and Locrian.
Band, Orchestra Choir and World Music methods and sheet
music Websites: http://www.menc.org/lessons
http://musictheory.net
Band, Orchestra Choir and World Music methods and sheet
music Websites: http://www.menc.org/lessons
http://musictheory.net
Band, Orchestra Choir and World Music methods and sheet
music Websites: http://www.menc.org/lessons
http://musictheory.net
All-State All-Stars Bubble Gum Jingle Roller Coaster
Fanatic Music Review Stepping to the Rhythm Festival
Time Solo Festival Time Ensemble Pit Orchestra Audition
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music World
Class All-Stars Pit Orchestra Audition Documentary
Theme Song
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music World
Class All-Stars Pit Orchestra Audition Documentary
Theme Song
Elements
of Music
Demonstrates the ability to play appropriate major scales
Demonstrates the ability to sing major
and minor scales.
Possible
Resources
Band, Orchestra Choir and World Music methods and
sheet music Websites: http://www.menc.org/lessons
CBPAs
Introduces modes in jazz such as Dorian, Phrygian, Lydian,
Mixolydian and Locrian.
All Star Cast Come to the Fair Zoo Tunes Cat Food
Commercial
Page 4 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
Elements
of Music
Possible
Resources
GLE
K
1
2
3
4
5
1.1.3
Harmony
Texture
Timbre/
Tone Color
Understands and remembers the
elements of music while creating,
performing and responding to
music. Recognizes that different
sources make different sounds.
Identifies the difference between
singing, speaking, whispering and
calling voices. Examples: —
Demonstrates humming, whistling,
nonsense syllables, laughing, and
body percussion in songs such as,
Whistle While You Work, I Love to
Laugh and
Supercalifragilisticexpialidocious
Identifies the differences
between the voice and instrument
sounds.
Understands and applies the
elements of music while creating,
performing and responding to
music. Identifies unison in music
examples. Recognizes a variety of
musical timbres. Identifies the
timbre of voices and instruments.
Examples: — Produces humming,
whistling, nonsense syllables,
laughing, and body percussion in
songs such as, Whistle While You
Work, I Love to Laugh and
Supercalifragilisticexpialidocious
Identifies some small percussion and
rhythm instruments by sight and
sound.
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music. Identifies
unison and harmony in music
examples. Identifies differences in
timbre. Distinguishes between
voices as well as pitched and nonpitched instruments. Identifies
child and adult voices aurally.
Examples: — Produces humming,
whistling, nonsense syllables,
laughing, and body percussion in
songs such as, Whistle While You
Work, I Love to Laugh and
Supercalifragilisticexpialidocious
Identifies many small percussion and
rhythm instruments by sight and
sound.
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music.
Discriminates aurally between
unison and harmony in music
examples. Identifies instruments
visually and aurally. Recognizes
the varying sounds of strings,
woodwinds, brass, percussion,
keyboard, electronic instruments
and instruments from other cultures.
Understands that sounds are
produced by vibrations.
Examples: — Demonstrates and
discusses the different sounds made
when humming, whistling, nonsense
syllables, laughing and body
percussion in songs such as, Whistle
While You Work, I Love to Laugh
and
Supercalifragilisticexpialidocious
— Sings songs in unison and
harmony such as rounds, partner
songs and canons.
Understands, applies and analyzes
the elements of music while creating,
performing and responding to
music. Demonstrates unison and
harmony through performance.
Categorizes a variety of musical
instruments and human voice.
Identifies the families of the various
instruments and human voices by
sight and sound. Understands that
sounds are produced by vibrations.
Differentiates major and minor
sounds in music with voices, and
instruments. Examples: —
Demonstrates and discusses the
different sounds made when humming,
whistling, nonsense syllables, laughing
and body percussion in songs such as,
Whistle While You Work, I Love to
Laugh and
Supercalifragilisticexpialidocious —
Sings songs in unison and harmony
such as rounds, partner songs and
songs in two parts.
Understands, applies and analyzes the
elements of music while creating,
performing and responding to music.
Demonstrates unison and harmony
through performance. Identifies
aurally characteristic timbre/tone
color within an ensemble. Uses
pitched, non-pitched and world
instruments to experience, create,
perform and respond to music.
Examples: — Demonstrates and
discusses the different sounds made
when humming, whistling, nonsense
syllables, laughing and body percussion
in songs such as, Whistle While You
Work, I Love to Laugh and
Supercalifragilisticexpialidocious —
Sings songs in unison and harmony such
as rounds, partner songs and songs in two
parts. — Creates a four measure
composition and performs it for the class
using pitched or non-pitched instruments.
World Instruments Nursery
Rhymes, Folk Songs, Patriotic
Songs Websites:
http://www.menc.org/lessons
World Instruments Nursery Rhymes,
Folk Songs, Patriotic Songs
Websites:
http://www.menc.org/lessons
World Instruments Nursery Rhymes,
Folk Songs, Patriotic Songs
Websites:
http://www.menc.org/lessons
World Instruments Nursery
Rhymes, Folk Songs, Patriotic
Songs Websites:
http://www.menc.org/lessons
World Instruments Nursery Rhymes,
Folk Songs, Patriotic Songs Websites:
http://www.menc.org/lessons
World Instruments Nursery Rhymes,
Folk Songs, Patriotic Songs Websites:
http://www.menc.org/lessons
Zoo Tunes All-Star Cast What A Find! Come to the
Fair Cat Food Commercial Cartoon Soundtrack
CBPAs
Page 5 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.3
Harmony
Texture
Timbre/
Tone Color
Elements
of Music
Possible
Resources
CBPAs
6
7/8
9/10
Understands, applies and analyzes the elements of
music while creating, performing and responding to
music. Demonstrates unison and harmony through
performance. Identifies aurally characteristic
timbre/tone color within an ensemble. Identifies the
following vocal registers of soprano, alto, tenor and
bass. Identifies the characteristic timbre of the basic
instruments from the four instrument families: strings,
brass, woodwinds and percussion. Understands that
steps and leaps create intervals. Examples: — Uses
technology as a transparent tool to study, create, perform
and respond to harmony, texture and timbre/tone color.
— Performs in a variety of small and large ensembles
that utilize various vocal and instrumental timbres in a
wide variety of music.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Demonstrates unison and harmony through performance.
Identifies aurally characteristic timbre/tone color within an
ensemble. Demonstrates the characteristics of vocal or
instrumental timbre individually and in groups. Identifies
the following vocal registers of soprano, alto, cambiata,
falsetto, tenor and bass. Identifies the characteristic
timbre of instruments from the four instrument families:
strings, brass, woodwinds and percussion. Understands
that melodies can be accompanied by chordal progressions.
Examples: — Uses technology as a transparent tool to
study, create, perform, and respond to harmony, texture and
timbre/tone color. — Performs in a variety of solo, small
and large ensembles that utilize various vocal and
instrumental timbres in a wide variety of music.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Demonstrates unison and harmony through performance.
Identifies aurally characteristic timbre/tone color within an
ensemble. Demonstrates the characteristics of various
harmonic textures within an ensemble. Identifies the
following vocal registers of soprano, mezzo-soprano, alto,
contralto, cambiata, falsetto, tenor and bass. Identifies the
characteristic timbre of instruments from the four
instrument families: strings, brass, woodwinds and
percussion. Understands basic chord progressions and
intervals, such as unison, M3, m3, P4, P5, M6, octave, I-IV,
I-V, I-V7. Examples: — Uses technology as a transparent
tool to study, create, perform, and respond to harmony,
texture and timbre/tone color. — Performs in a variety of
solo, small and large ensembles that utilize various vocal
and instrumental timbres in a wide variety of music.
Evaluates, applies, and analyzes the elements of music
while creating, performing and responding to music.
Demonstrates unison and harmony through performance.
Identifies aurally characteristic timbre/tone color within an
ensemble. Demonstrates the characteristics of various
harmonic textures within an ensemble. Identifies the
following vocal registers of soprano, mezzo-soprano, alto,
contralto, cambiata, falsetto, tenor, and bass. Identifies
the characteristic timbre of instruments from the four
instrument families: strings, brass, woodwinds and
percussion. Identifies intervals and chords visually and
aurally such as major, minor and perfect. Examples: —
Uses technology as a transparent tool to study, create,
perform, and respond to harmony, texture and timbre/tone
color. — Performs in a variety of solo, small and large
ensembles that utilize various vocal and instrumental
timbres in a wide variety of music.
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
All-State All-Stars Bubble Gum Jingle Roller Coaster
Fanatic Music Review Stepping to the Rhythm Festival
Time Solo Festival Time Ensemble Pit Orchestra Audition
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music World
Class All-Stars Pit Orchestra Audition Documentary
Theme Song
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music World
Class All-Stars Pit Orchestra Audition Documentary
Theme Song
Zoo Tunes All-Star Cast What A Find! Come to the
Fair Cat Food Commercial
Page 6 of 38
11/12
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.4
Form
K
1
2
3
4
5
Understands and remembers the
elements of music while creating,
performing and responding to
music. Demonstrates simple and
basic musical forms through
movement. Demonstrates call and
response, echo songs, rounds and
partner songs. Examples:
Understands and applies the
elements of music while creating,
performing and responding to
music. Recognizes that music has an
overall structure. Identifies
repetition and contrast in music.
Describes and performs various
musical forms visually and aurally.
Demonstrates call and response,
echo songs, rounds and partner songs.
Demonstrates musical phrases
physically and orally through
singing and playing instruments and
with body as the phrase.
Demonstrates repeat signs physically
and orally. Examples:
Understands, applies and analyzes
the elements of music while creating,
performing and responding to
music. Identifies musical forms.
Demonstrates AB and ABA form
through movement. Identifies and
performs various musical forms
visually and aurally. Identifies call
and response, echo songs, rounds and
partner songs. Demonstrates repeat
signs physically and orally.
Demonstrates coda physically and
orally through singing, playing
instruments, body percussion and
world instruments. Examples:
Understands, applies and analyzes
the elements of music while creating,
performing and responding to
music. Identifies musical forms
aurally. Demonstrates AB
(verse/chorus/refrain), ABA, AABA
and Rondo form ABACA through
movement. Understands and
performs various musical forms
visually and aurally. Examines,
identifies, and expresses the form of
music taught, rehearsed and/or
performed. Recognizes repeat signs
and 1st and 2nd ending. Performs
call and response, echo songs, rounds
and partner songs. Identifies and
expresses interlude in multiple musical
forms. Examples:
Understands, applies and analyzes
the elements of music while creating,
performing and responding to
music. Identifies specific parts of
form. Identifies AB (verse/chorus,
refrain), ABA, AABA, Rondo form
ABACA and Theme and Variation.
Identifies and performs various
musical forms visually and aurally.
Examines, identifies, and expresses the
form of music taught, rehearsed and/or
performed. Identifies repeat signs
and 1st and 2nd endings. Performs call
and response, echo songs, rounds,
partner songs and two-part songs.
Understands and demonstrates the use
of D.C. al fine and D.S. al Coda in
multiple forms of music. Examples:
Constructs and performs various
musical forms visually and aurally.
Examines, identifies, and expresses the
form of music taught, rehearsed and/or
performed.
Understands, applies and analyzes
the elements of music while creating,
performing and responding to
music. Creates and performs various
musical forms visually and aurally.
Identifies specific parts of form.
Identifies and performs simple music
forms AB (verse/chorus, refrain),
ABA, AABA, Rondo form ABACA
and Theme and Variation. Examines,
identifies, and expresses the form of
music taught, rehearsed and/or
performed. Identifies repeat signs
and 1st and 2nd endings. Performs call
and response, echo songs, rounds,
partner songs and two-part songs.
Examples: Constructs and performs
various musical forms visually and
Examines, identifies, and
expresses the form of music taught,
y-Weensy
Sleeping?
rent, same,
-Weensy
Elements
of Music
Sleeping?
sy-
Observes and demonstrates first and
Creates a rhythmic rondo.
Possible
Resources
Folk Songs Patriotic Songs Partner
Songs Websites:
http://www.menc.org/lessons
Folk Songs Patriotic Songs Partner
Songs Websites:
http://www.menc.org/lessons
Folk Songs Patriotic Songs Partner
Songs Websites:
http://www.menc.org/lessons
Folk Songs Patriotic Songs Partner
Songs Websites:
http://www.menc.org/lessons
Folk Songs Patriotic Songs Partner
Songs Choral Octavos Beginning
Instrumental Method Books Websites:
http://www.menc.org/lessons
Folk Songs Patriotic Songs Partner
Songs Choral Octavos Beginning
Instrumental Method Books Websites:
http://www.menc.org/lessons
Zoo Tunes What A Find! Come to the
Fair Cat Food Commercial
CBPAs
Page 7 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.4
Form
6
7/8
9/10
11/12
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Creates and performs a variety of musical forms.
Examines, identifies, and expresses the form of music
taught, rehearsed and/or performed. Identifies repeat
signs, 1st and 2nd ending, da Capo and del Segno. Examples:
Performs music in small and
large ensembles that contains repeat signs, da Capo and del
Observes and demonstrates first and second
endings in a piece of music.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Identifies introduction, coda and bridge in the music taught,
rehearsed and/or performed. Identifies repeat signs, 1st
and 2nd ending, da Capo and del Segno. Constructs and
performs various musical forms visually and aurally.
Examines, identifies, and expresses the form of music
taught, rehearsed and/or performed. Identifies specific
parts of musical forms: Introduction Interlude Coda
Exposition Development Re-Exposition Theme and
Variation Examples: Creates and composes an eight
Performs
music in small and large ensembles that contains an
Responds to music that is played
in various forms, such as ABA, and trio, compared to
Observes and demonstrates
Performs
music in small and large ensembles that is a theme and
variation.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Identifies forms of performance and listening repertoire.
Creates and performs an original theme and variations
Identifies advanced musical forms such as sonata-allegro
and fugue, visually and aurally. Examples: Creates and
composes an eight measure song, jingle, instrumental piece,
Performs music in small and large ensembles that
Responds to music that
is played in various forms, such as ABA, and trio, compared
Observes and
Evaluates, applies, and analyzes the elements of music
while creating, performing and responding to music.
Identifies forms of performance and listening repertoire.
Creates and performs an original theme and variations
Demonstrates advanced musical forms such as sonataallegro and fugue, visually and aurally. Examples:
Creates and composes an eight measure song, jingle,
Performs music in small and large
Performs music in small and large ensembles that is a theme
and variation.
Responds to music that is played in various forms, such as
ABA, and trio, compared to marches and symphonies, etc.
Observes and demonstrates first and second endings in a
Performs music in small and large
ensembles that is a theme and variation.
Marches Symphonies Jingles Octavos Websites:
http://www.menc.org/lessons
Marches Symphonies Jingles Octavos Websites:
http://www.menc.org/lessons
Marches Symphonies Jingles Octavos Websites:
http://www.menc.org/lessons
Marches Symphonies Jingles Octavos Websites:
http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial What A Find! Come to
the Fair
Bubble Gum Jingle Music Review Festival Time Solo
Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Documentary Theme Song
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Documentary Theme Song
Elements
of Music
Possible
Resources
CBPAs
Page 8 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
1.1.5
Expression
Dynamics Style
Tempo
Phrasing
Elements
of Music
Possible
Resources
K
Understands and remembers the
elements of music while creating,
performing and responding to
music. Explores and uses loudquiet (dynamics) and fast-slow
(tempos). Experiences the
differences between rhymes and
songs. Examples: Moves to a
steady beat in fast and slow tempos
as played by the teacher, such as
clapping with a drum, body
percussion, pitched or non-pitched
Demonstrates loud-quiet (dynamics)
through movement, such as moving
in big motions when the music is
loud, and moving in small motions
when the music is quiet; using inside
and outside voices, etc.
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Action Songs Rhyming Songs
Websites:
http://www.menc.org/lessons
1
2
3
4
5
Understands and remembers the
elements of music while creating,
performing and responding to
music. Understands and uses loudquiet (dynamics) and fast-slow
(tempos). Experiences the
differences between rhymes and
songs. Experiences various
musical styles through listening.
Understands and uses fast-slow in
singing and playing instruments.
Examples: Identifies musical
phrases through movement such as
using scarves as props to show the
musical phrase (sentence of speech).
Performs a piece of music that has
both speaking, singing, such as the
song Bakery Shop, Shave and a
Haircut, Little Bunny Foo Foo
Performs action songs such as Three
Bears, In the Cabin in the Woods, etc.
Performs a piece of music that has
dynamic changes, such as John Jacob
Jingle Heimer Schmidt. Performs
songs that have tempo changes such
as Head, Shoulders, Knees and Toes.
Understands, remembers, and
applies the elements of music while
creating, performing and
responding to music.
Understands and uses forte (f) and
piano (p). Understands and uses
allegro, presto and largo while singing
and playing instruments.
Experiences the differences between
rhymes and songs. Recognizes and
identifies various musical styles
through listening. Examples:
Recognizes the expressive
characteristics of different types of
music such as, classical, rock and roll,
jazz, modern, etc.
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music. Understands
and uses crescendo/decrescendo.
Understands and uses allegro presto,
andante and largo while singing and
playing instruments. Uses
accelerando and ritardando,
rallentando in singing, playing
instruments and moving to music.
Compares and contrasts musical styles
through listening. Identifies the
beginning and ending of a musical
phrase. Examples:
identifies some characteristics such as
instrumentation, form, function,
timbre, etc., of various styles of music.
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music.
Understands and uses dynamic
symbols such as pp, p, mp, mf, f
and ff. Demonstrates accelerando
and ritardando, rallentando in
singing, playing instruments and
moving to music. Identifies
musical phrases in a piece of music.
Examples: — Recognizes the
expressive characteristics of different
types of music such as, classical, rock
and roll, jazz, modern, etc.
Understands, applies and analyzes
the elements of music while
creating, performing and
responding to music. Performs
using a variety of dynamic markings
through singing and playing
instruments. Performs accelerando
and rallentando for performance.
Creates a four measure phrase of
music using dynamics and tempo.
Identifies uses and understands largo,
andante, allegro and presto tempos
within a musical composition.
Examples: — Recognizes the
expressive characteristics of different
types of music such as, classical, rock
and roll, jazz, modern, etc. — Creates
a piece of music in the Hawaiian style
using the Ukulele as the
accompaniment instrument.
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Octavos Partner Songs and Canons
Websites:
http://www.menc.org/lessons
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Octavos Partner Songs and Canons
Websites:
http://www.menc.org/lessons
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Action Songs Rhyming Songs
Websites:
http://www.menc.org/lessons
characteristics of different types of
music such as, classical, rock and roll,
jazz, modern, etc.
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Action Songs Rhyming Songs Partner
Songs and Canons Websites:
http://www.menc.org/lessons
Nursery Rhymes Silly Songs Folk
Songs Patriotic Songs World Music
Action Songs Rhyming Songs Partner
Songs and Canons Websites:
http://www.menc.org/lessons
Cartoon Soundtrack Come to the
Fair Zoo Tunes Cat Food
Commercial
CBPAs
Page 9 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.
Component 1.1: Understands and applies music concepts and vocabulary.
GLE
6
7/8
9/10
11/12
1.1.5
Expression
Dynamics Style
Tempo
Phrasing
Understands, applies and analyzes the elements of
music while creating, performing and responding
to music. Understands and uses staccato, legato
and accent. Composes using a musical style.
Performs using a variety of dynamic markings
through singing and playing instruments. Identifies
uses and understands largo, andante, allegro and
presto tempos within a musical composition.
Examples: — Recognizes the expressive
characteristics of different types of music such as,
classical, rock and roll, jazz, modern, etc. — Creates
a piece of music in the Hawaiian style using the
Ukulele as the accompaniment instrument, including
dynamic and tempo markings.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Understands tempo markings such as largo, andante,
allegro, presto, ritardando and accelerando. Composes
using a musical style. Performs using a variety of
dynamic markings through singing and playing instruments.
Identifies uses and understands largo, andante, allegro and
presto tempos within a musical composition. Examples: —
Recognizes the expressive characteristics of different types
of music such as, classical, rock and roll, jazz, modern, etc.
Understands, applies and analyzes the elements of music
while creating, performing and responding to music.
Performs and composes tempo markings such as largo,
andante, allegro, presto, ritardando, and accelerando.
Composes using a musical style. Performs using a variety
of dynamic markings through singing and playing
instruments. Identifies uses and understands largo,
andante, allegro and presto tempos within a musical
composition. Examples: — Recognizes the expressive
characteristics of different types of music such as, classical,
rock and roll, jazz, modern, etc.
Evaluates, applies, and analyzes the elements of music
while creating, performing and responding to music. 
Creates and compares musical styles through selected
literature. Performs using the various styles of music.
Composes using a musical style. Performs using a variety
of dynamic markings through singing and playing
instruments. Identifies uses and understands largo,
andante, allegro and presto tempos within a musical
composition. Examples: — Recognizes the expressive
characteristics of different types of music such as, classical,
rock and roll, jazz, modern, etc.
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Bubble Gum Jingle Roller Coaster Fanatic Music Review
Stepping to the Rhythm Festival Time Solo Festival Time
Ensemble Pit Orchestra Audition
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music Pit
Orchestra Audition Documentary Theme Song
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music Pit
Orchestra Audition Documentary Theme Song
Elements
of Music
Possible
Resources
CBPAs
Cartoon Soundtrack Come to the Fair Zoo Tunes
Cat Food Commercial
Page 10 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.2: Develops music skills and techniques.
GL
E
1.2.1
K
1
2
3
4
5
Analyzes, understands, and
applies skills and techniques
while creating, performing and
responding. Explores music
skills and techniques with teacher
direction and assistance: Reading
Music Performing Composing
Sight Singing/Reading Playing
Instruments Singing Improvising
Conducting Chanting Examples:
Performs melodic and rhythmic
echoes.
Analyzes, understands, and
applies skills and techniques
while creating, performing and
responding. Explores music
skills and techniques with teacher
direction and assistance: Reading
Music Performing Composing Sight
Singing/Reading Playing
Instruments Singing Improvising
Conducting Chanting Examples:
Sings or plays response patterns.
Analyzes, understands, and
applies skills and techniques
while creating, performing and
responding. Explores and
demonstrates music skills and
techniques with teacher direction
and assistance: Reading Music
Performing Composing Sight
Singing/Reading Playing
Instruments Singing Improvising
Conducting Chanting Examples:
Reads and performs simple
Creates an
improvisational response to a given
pattern.
Analyzes, understands, and
applies skills and techniques while
creating, performing and
responding. Explores and
demonstrates music skills and
techniques with teacher direction
and assistance: Reading Music
Performing Composing Sight
Singing/Reading Playing
Instruments Singing Improvising
Conducting Chanting
Demonstrates music skills and
techniques while playing unpitched
percussion instruments.
Demonstrates appropriate care of
musical instruments. Examples:
Shows proper skills and techniques
on several non-pitched percussion
instruments.
Analyzes, understands, and
applies skills and techniques
while creating, performing and
responding. Demonstrates music
skills and techniques with teacher
direction and assistance: Reading
Music Performing Composing Sight
Singing/Reading Playing
Instruments Singing Improvising
Conducting Demonstrates proper
music skills and techniques while
playing a pitched instrument, such
as recorder, guitar or Orff
Instruments. Examples:
Demonstrates proper skills and
techniques on at least one pitched
instrument.
Analyzes, understands, and
applies skills and techniques
while creating, performing and
responding. Demonstrates music
skills and techniques with teacher
direction and assistance; Reading
Music Performing Composing Sight
Singing/Reading Playing
Instruments Singing Improvising
Conducting Explores music skills
and techniques by learning to play a
band or orchestra instrument and/or
singing in a choir. Examples:
Composes a piece of music in ABA
form.
Arts Elements, Principles,
Foundations, Skills and
Techniques Chart Mini-Poster
2009
Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Skills/Techniques
Possible
Resources
CBPAs
Page 11 of 38
Zoo Tunes All-Star Cast What A
Find! Come to the Fair Cat Food
Commercial
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.2: Develops music skills and techniques.
GL
E
1.2.1
6
7/8
9/10
11/12
Analyzes, understands, and applies skills
and techniques while creating, performing
and responding. Demonstrates music skills
and techniques while working towards
independence: Reading Music Performing
Composing Sight Singing/Reading Playing
Instruments Singing Improvising Conducting
Develops music skills and techniques by
learning to play a band and/or orchestra
instrument and/or singing in a choir.
Examples: Performs melodies accurately
Performs a
cappella accurately.
Analyzes, understands, and applies skills and
techniques while creating, performing and responding.
Demonstrates music skills and techniques while working
towards independence: Reading Music Performing
Composing Sight Singing/Reading Playing Instruments
Singing Improvising Conducting Performs an
independent musical line within an ensemble.
Demonstrates listening skills by correcting individual tone
and volume instrumentally and vocally. Examples:
Analyzes, understands, and applies skills and
techniques while creating, performing and
responding. Demonstrates music skills and techniques
while working towards independence: Reading Music
Performing Composing Sight Singing/Reading Playing
Instruments Singing Improvising Conducting Uses
music skills and techniques to sing and/or play a solo.
Performs instrumentally and vocally using resonance and
vowel placement to produce a characteristic tone.
Demonstrates listening skills by correcting intonation
instrumentally and vocally. Examples Prepares music
Prepares
musical composition to be performed by other students
Conducts
music class sectionals.
Analyzes, understands, and applies skills and
techniques while creating, performing and responding.
Demonstrates music skills and techniques
independently: Reading Music Performing Composing
Sight Singing/Reading Playing Instruments Singing
Improvising Conducting Organizes music elements to
compose music. Demonstrates informed and
independent music making. Performs in extreme ranges
of instruments and/or voice with mature and appropriate
tone production and placement. Demonstrates
achievement in areas of choice such as recitals,
composition, production, conducting, research, etc.
Examples: Prepares music for solo/ensemble
Prepares musical
composition to be performed by other students and for a
Conducts music class
sectionals.
Band, Orchestra, Choir and World Music Instructional
Materials Arts Elements, Principles, Foundations, Skills
and Techniques Chart Mini-Poster 2009
Band, Orchestra, Choir and World Music Instructional
Materials Arts Elements, Principles, Foundations, Skills
and Techniques Chart Mini-Poster 2009
Band, Orchestra, Choir and World Music Instructional
Materials Arts Elements, Principles, Foundations, Skills
and Techniques Chart Mini-Poster 2009
Bubble Gum Jingle Roller Coaster Fanatic Music Review
Stepping to the Rhythm Festival Time Solo Festival Time
Ensemble Pit Orchestra Audition
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music Pit
Orchestra Audition Documentary Theme Song
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Sounds of Music Pit
Orchestra Audition Documentary Theme Song
Prepares music for
solo/ensemble performance presentations.
Skills/Techniques
Possible
Resources
CBPAs
Page 12 of 38
Band, Orchestra, Choir and World Music
Instructional Materials Arts Elements,
Principles, Foundations, Skills and Techniques
Chart Mini-Poster 2009
Zoo Tunes All-Star Cast What A Find! Come
to the Fair Cat Food Commercial
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.3: Understands and applies music genres and styles
from various artists, cultures and times.
GL
E
1.3.1
K
1
2
3
4
5
Remembers and recalls musical
experiences from diverse genres,
artists, cultures and/or times.
Recalls musical experiences
from the community, culture
and traditions of the students.
Examples: Shares a musical
example and experience from your
community tradition, such as folk
songs, nursery rhymes, game
songs, children’s melodies,
lullabies, etc.
Remembers and recalls musical
experiences from diverse genres,
artists, cultures and/or times.
Describes musical experiences from
the community, culture and traditions
of the students. Examples: Shares
a musical example and experience
from your community tradition, such
as folk songs, nursery rhymes, game
songs, children’s melodies, lullabies,
etc.
Remembers and recalls musical
experiences from diverse genres,
artists, cultures and/or times.
Identifies musical experiences from
various artists, cultures and/or
times. Examples: Shares a
musical example and experience from
your community tradition, such as
folk songs, nursery rhymes, game
songs, children’s melodies, lullabies,
etc.
Understands and applies musical
experiences from diverse genres,
artists, cultures and/or times.
Compares musical experiences from
various artists, cultures and/or times.
Describes the attributes used by
specific musicians and cultures and/or
times. Examples: — Uses drums in a
performance of African music. —
Compares the instrumentation
between music of various cultures. —
Study of where Orff instruments
originated.
Understands and applies musical
experiences from diverse genres,
artists, cultures and/or times.
Summarizes the cultural and/or
historical aspects of a musical
performance. Uses cultural
and/or historical aspects in a
musical performance. Uses
aspects of various artists, cultures
and times to create a piece of
music. Examples: — Identifies a
piece of Native American music from
the Pacific Northwest such as the
Raven Song from the Northwest
Coastal Pacific Indians story of How
Raven Stole Crows Potlatch. — Uses
historical information about Lewis
and Clark to create a performance
about their journey, such as, Arlene
Ydstie’s Musical about Washington’s
Centennial in 1989.
Understands and applies musical
experiences from diverse genres,
artists, cultures and/or times.
Interpreting the use of cultural and
historical aspect in a musical
performance or piece of music.
Implements cultural and historical
aspects in a musical performance or
piece of music. Examples: —
Explores the Pacific Rim culture of
Java through the demonstration,
playing and use of the Javanese
Gamelan. — Explores the historical
instruments, music, and dance of the
American Colonial time period.
Folk songs, nursery rhymes, game
songs, children’s melodies, lullabies,
etc. Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
Folk songs, nursery rhymes, game
songs, children’s melodies, lullabies,
etc. Arts Elements, Principles,
Foundations, Skills and Techniques
Chart Mini-Poster 2009
World Instruments and music Arts
Elements, Principles, Foundations,
Skills and Techniques Chart MiniPoster 2009
Native American Music Songs of
Woody Guthrie Arts Elements,
Principles, Foundations, Skills and
Techniques Chart Mini-Poster 2009
Genres.
Styles.
Artists.
Cultures
Possible
Resources
CBPAs
Folk songs, nursery rhymes, game
songs, children’s melodies,
lullabies, etc. Arts Elements,
Principles, Foundations, Skills and
Techniques Chart Mini-Poster
2009
Music of Stephen Foster, Spirituals,
Shape Notes (Southern tradition),
Patriotic Songs, American folk,
popular music. Arts Elements,
Principles, Foundations, Skills and
Techniques Chart Mini-Poster 2009
Zoo Tunes Come to the Fair Cat
Food Commercial
Page 13 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.3: Understands and applies music genres and styles
from various artists, cultures and times.
GL
E
1.3.1
6
7/8
9/10
11/12
Remembers and creates musical experiences
from diverse genres, artists, cultures and/or
times. Identifies musical elements of
compositions from various genres, artists, cultures
and /or times. Examples: — Uses and extends
bending notes (detuning one’s pitch) and/or trills
within popular music and jazz.
Creates musical experiences from diverse genres, artists,
cultures and/or times. Develops a musical performance
from various genres, artists, cultures and/or times.
Identifies composition and performance techniques from
various genres, artists, cultures and/or times. Examples: —
Recognizes a piece of music by its instrumentation, such as
a Baroque piece of music by J.S. Bach, featuring a
harpsichord.
Analyzes musical experiences from diverse genres,
artists, cultures and/or times. Composes, performs, and
examines musical performances from various genres,
artists, cultures and/or times. Examples: — Develops a
musical project that encompasses composing, performing,
and examining a piece of music in the style of Shona
marimba music from Africa.
Evaluates musical experiences from diverse genres, artists,
cultures and/or times. Critiques a musical performance
from various genres, artists, cultures and/or times. Applies
knowledge of artistic styles and cultural traditions to make
informed choices for a musical presentation. Examples: —
Presents a senior recital. — Critiques musical groups at a
festival.
Various Exemplar Samples: Jazz and Blues, Popular,
Classical, Renaissance, Band, Orchestra, Choral,
Percussion, Chamber Music, Symphonic Music, Blue
Grass, Country Western, Gregorian Chant, Folk, Roots,
Opera, Metal, World Music, Industrial, and Electronic. Arts
Elements, Principles, Foundations, Skills and Techniques
Chart Mini-Poster 2009
Various Exemplar Samples: Jazz and Blues, Popular,
Classical, Renaissance, Band, Orchestra, Choral,
Percussion, Chamber Music, Symphonic Music, Blue
Grass, Country Western, Gregorian Chant, Folk, Roots,
Opera, Metal, World Music, Industrial, and Electronic. Arts
Elements, Principles, Foundations, Skills and Techniques
Chart Mini-Poster 2009
Various Exemplar Samples: Jazz and Blues, Popular,
Classical, Renaissance, Band, Orchestra, Choral, Percussion,
Chamber Music, Symphonic Music, Blue Grass, Country
Western, Gregorian Chant, Folk, Roots, Opera, Metal, World
Music, Industrial, and Electronic. Arts Elements, Principles,
Foundations, Skills and Techniques Chart Mini-Poster 2009
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble Documentary Theme Song
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble Documentary Theme Song
Genres.
Styles.
Artists.
Cultures
Possible
Resources
CBPAs
Various Exemplar Samples: Jazz and Blues,
Popular, Classical, Renaissance, Band, Orchestra,
Choral, Percussion, Chamber Music, Symphonic
Music, Blue Grass, Country Western, Gregorian
Chant, Folk, Roots, Opera, Metal, World Music,
Industrial, and Electronic. Arts Elements,
Principles, Foundations, Skills and Techniques
Chart Mini-Poster 2009
Zoo Tunes Come to the Fair Cat Food
Commercial
Bubble Gum Jingle Roller Coaster Fanatic Music Review
Stepping to the Rhythm Festival Time Solo Festival Time
Ensemble
Page 14 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 —Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.4: Understands and applies audience conventions in a
variety of arts settings and performances for music.
GL
E
1.4.1
K
1
2
3
4
5
Remembers and applies
audience conventions in a
variety of musical settings and
performances. Demonstrates
self-control. Describes
appropriate behavior for a
music performance in a specific
setting. Examples: — Sits
quietly while keeping hands to
self.
Remembers and applies audience
conventions in a variety of musical
settings and performances.
Demonstrates how to focus
attention during a music
performance. Examples:
Observes with a quiet body in self
Remembers and applies audience
conventions in a variety of musical
settings and performances.
Compares and contrasts (by
telling/sharing) being an audience
member for a “live” versus a
recorded performance. Discusses
the impact of audience behavior on
audience and performer.
Examples: — Focuses attention on
performers. — Observes with a quiet
body in self space while others are
performing.
Remembers and applies audience
conventions in a variety of musical
settings and performances.
Demonstrates audience manners
active listening and viewing skills
in a performance setting.
Examples: — Maintains focus and
attention toward performers. —
Comments appropriately following a
performance. — Observes with a
quiet body in self space while others
are performing.
Remembers and applies audience
conventions in a variety of musical
settings and performances.
Demonstrates and models audience
manners. Demonstrates active
listening and appropriate viewing
skills in a performance setting.
Examples: — Maintains focus and
attention toward performers. —
Avoids participation in distracting
and inappropriate behaviors. —
Comments/responds appropriately
following a performance.
Remembers and applies audience
conventions in a variety of musical
settings and performances.
Demonstrates and models audience
manners. Demonstrates active
listening and appropriate viewing
skills in a performance setting.
Responds appropriately for various
types of performances. Examples: —
Demonstrates appropriate behavior in
a music performance venue. —
Maintains focus and attention toward
performers. — Avoids participation in
disrespectful, distracting and
inappropriate behaviors such as
laughing when something is not
funny. — Comments/responds
appropriately following a
performance.
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Various School and Community
Performances. Websites:
http://www.menc.org/lessons
Demonstrates appreciation at the end
of a performance by applauding
appropriately.
Audience
Conventions
Possible
Resources
CBPAs
Page 15 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 1 —Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. Component 1.4: Understands and applies audience conventions in a variety
of arts settings and performances for music.
GL
Audience
Conventions
E
1.4.1
6
7/8
9/10
11/12
Understands and applies the relationship and interactive
responsibilities of the artist/performer and audience in
dance, music, theatre and visual arts. Demonstrates and
models audience manners/etiquette. Demonstrates active
listening and appropriate viewing skills in a performance
setting. Responds with appropriate audience protocols
depending upon the performance venue, style and/or
cultural context. Identifies how the audience and
artist/performer interact. Examples: Demonstrates
appropriate behavior in a music performance venue, such
Maintains focus
Applauds at appropriate
Avoids participation in distracting and
inappropriate behaviors such as laughing when something is
Comments/responds appropriately following a
Makes observation statements regarding the
performance.
Understands and applies the relationship and interactive
responsibilities of the artist/performer and audience in
dance, music, theatre and visual arts. Demonstrates and
models audience etiquette. Demonstrates an understanding
of how audience behavior and response impacts the
performance and performers. Demonstrates active
listening and appropriate viewing skills in a performance
setting. Examples: Demonstrates appropriate behavior in
a variety of venues, such as turning off cell phones, pagers,
Maintains foc
Identifies ways that
appropriate behaviors positively impact the performance and
the performers such as: performers performing with
confidence and focus, entire audience can appreciate all
aspects of the performance, the performers and audience
achieve the connectedness of participating in an artistic
Identifies ways that inappropriate audience
behaviors negatively impact the performance and the
performers such as: performers unable to hear
accompaniment, performers losing track of sequence or
place, chance of possible injury due to distraction (a cell
phone and/or watch beeping), and performers becoming
“self-conscious” and/or losing confidence in their
performance.
Analyzes, applies and evaluates how audience
conventions differ according to style and culture in
dance, music, theatre and visual arts. Demonstrates
active listening and appropriate viewing skills in a
performance setting. Differentiates between types of
performance venues, styles and cultural contexts and
responds appropriately. Examples: Demonstrates
appropriate behavior in a variety of venues, such as turning
Maintains focus and
Understands that during an
interactive theatre performance, the audience response may
be vocal as in a “call and response” between the audience
and performers, whereas; the audience may refrain from
vocal response and applause until the end of the
Examines
audience behavior(s) when in an unfamiliar venue and/or
cultural setting to determine appropriate audience etiquette
Articulates how protocols and
responsibilities differ according to style and culture.
Analyzes, applies and evaluates how audience
conventions differ according to style and culture in
dance, music, theatre and visual arts. Demonstrates
active listening and appropriate viewing skills in a
performance setting. Justifies appropriate audience
conventions depending upon the performance venue, style,
and cultural context. Evaluates how and why the artistic
purpose of the performance was and/or was not achieved.
Examples: Demonstrates appropriate behavior in a
variety of venues, such as turning off cell phones, pagers,
Examines audience behavior(s) when in an
unfamiliar venue and/or cultural setting to determine and
Analyzes how the idea, feeling and/or story of the
performance communicates in relation to personal,
emotional, social, psychological, cultural, and/or artistic
Critiques through writing, discussion, and/or
presentation how the elements, techniques/skills and
Analyzes how style,
Rehearses and performs appropriate musical literature for
multiple assignments in the study of music related to the
audience.
Possible
Resources
Various School and Community Performances. Websites:
http://www.menc.org/lessons
CBPAs
Various School and Community Performances. Websites:
http://www.menc.org/lessons
Various School and Community Performances. Websites:
http://www.menc.org/lessons
Various School and Community Performances. Websites:
http://www.menc.org/lessons
Festival Time Solo Festival Time Ensemble
Festival Time Solo Festival Time Ensemble
Festival Time Solo Festival Time Ensemble
Page 16 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component
2.1: Applies a creative process in music. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents)
GLE K
1
2
3
4
5
2.1.1
Remembers and understands
using a creative process
through music. Explores
music elements to create,
experience and discover music.
Implements music elements
to create music through guided
exploration. Examples:
Explores music elements through
multi- sensory experiences such
Moves to music choices
following peers or teacher.
Creative
Process
Possible
Resources
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music
CDs and DVDs, etc. Websites:
http://www.menc.org/lessons
Remembers, understands, and
applies using a creative process
through music. Explores music
elements to create music.
Interprets information to create
music. Uses ideas and skills, to
create music through guided
exploration. Implements choices
of music elements to create music.
Refines music through
feedback. Presents music to self
and others. Examples: — Creates
sol, mi, la songs with made up
nursery rhymes and phrases using
weather, seasons, school and subject
rules, etc. — Improvises a simple
melody based upon sol-mi-la on
barred instruments. — Creates
music alone and with a partner, such
as simple call and response phrases.
Understands, applies, and creates
using a creative process through
music. Explores music elements
to create music. Interprets
information to create music. Uses
ideas, skills, and techniques to
create music through guided
exploration. Implements choices
of music elements to create music.
Refines music through
feedback. Presents music to self
and others. Examples: —
Discusses with a partner ways to
strengthen a musical phrase. —
Improvises a simple melody based
upon a pentatonic scale on barred
instruments. — Designs a music
sequence in AB form.
Understands, applies, and creates
using a creative process through
music. Explores music elements to
create music. Interprets information
to create music. Uses ideas, skills,
fundamentals, and techniques to
create music through guided
exploration. Implements choices of
music elements to create music.
Refines music through feedback.
Presents music to self and others.
Examples: — Explores possible
musical solutions to a given musical
sequence, such as the teacher playing
or singing an unresolved musical
pattern and the students responding
with their interpretation of the
answer/solution. — Creates music in
AB form in two sections with the first
section in a slow tempo, and the
second section in a fast tempo.
Understands, applies, and creates
using a creative process through
music. Explores music elements to
create music. Gathers and interprets
information to create music. Uses
ideas, skills, fundamentals, and
techniques to create music through
guided exploration. Implements
choices of music elements, principles
and skills to create music. Reflects
for the purposes of self-evaluation and
improvement. Refines music
through feedback and self reflection.
Presents music to self and others.
Examples: — Collaborates with a
group to select musical elements and
create a musical sequence. —
Implements peer or teacher feedback
about the music. — Explores music
choices that express individuality
when creating and experiencing
various styles of music.
Understands, applies, and creates
using a creative process through
music. Explores music elements
to create music. Gathers and
interprets information to create
music. Uses ideas, skills,
fundamentals, and techniques to
create music through guided
exploration. Implements choices
of music elements, principles and
skills to create music. Reflects
for the purposes of self-evaluation
and improvement. Refines music
through feedback and self
reflection. Presents music to self
and others. Examples: — Creates
an original musical composition
using the elements of music in
ABA form. — Creates a rhythmic
four measure piece of music to
demonstrate understanding of
rhythm and dynamics.
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music CDs
and DVDs, etc. Websites:
http://www.menc.org/lessons
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music CDs
and DVDs, etc. Websites:
http://www.menc.org/lessons
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music CDs
and DVDs, etc. Websites:
http://www.menc.org/lessons
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music CDs
and DVDs, etc. Websites:
http://www.menc.org/lessons
Kodaly, Orff, Dalcroze, Nursery
Rhymes, Folk Songs, Nonsense
Songs, musical games, music CDs
and DVDs, etc. Websites:
http://www.menc.org/lessons
What A Find! Cartoon Soundtrack
Zoo Tunes Cat Food Commercial
CBPAs
Page 17 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.1: Applies a
creative process in music. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines and presents)
GL
E
2.1.1
6
7/8
9/10
11/12
Applies, analyzes, evaluates, and creates music
using a creative process with teacher direction.
Explores, gathers, and interprets information from
diverse sources to create music. Uses ideas, skills,
fundamentals, and techniques to create music through
guided exploration. Implements choices of music
elements, principles, and skills to create music.
Reflects for the purposes of self-evaluation and
improvement. Refines music through feedback and
self reflection. Presents music to self and others.
Examples: — Creates a musical phrase using the
elements of music to begin composing. — Uses
relationships within the music elements to create
simple melodies, harmonies and musical phrases.
Applies, analyzes, evaluates, and creates music using a
creative process with teacher assistance/guidance.
Identifies audience and purpose for the creation of a music
composition. Explores, gathers, and interprets information
from diverse sources to create music. Uses ideas, skills,
fundamentals, and techniques to create music through guided
exploration. Implements choices of music elements,
principles, skills, Fundamentals and techniques to create
music. Reflects for the purposes of self-evaluation and
improvement. Refines music through feedback and self
reflection. Presents music to self and others. Examples: —
Reflects by journaling about creating music, using music
vocabulary. — Creates a theme song or jingle to understand
and develop skills and technique in music composition.
Applies, analyzes, evaluates, and creates music using a
creative process with teacher as mentor, moving toward
independence. Identifies audience and purpose for the
creation of a music composition. Explores, gathers, and
interprets information from diverse sources to create music.
Uses ideas, skills, fundamentals, and techniques to create
music through guided exploration. Implements choices of
music elements, principles, skills, Fundamentals and
techniques to create music. Reflects for the purposes of
self-evaluation and improvement. Refines music through
feedback and self reflection. Presents music to self and
others. Examples: — Creates an appropriate rubric for self
evaluation and reflection with the assistance of the
teacher/student peers. — Creates theme and variations in a
music composition.
Applies, analyzes, evaluates, and creates music using a
creative process independently. Identifies audience and
purpose for the creation of a music composition. Explores,
gathers, and interprets information from diverse sources to
create music. Uses ideas, skills, fundamentals, and
techniques to create music through guided exploration.
Implements choices of music elements, principles, skills,
Fundamentals and techniques to create music. Reflects for
the purposes of self-evaluation and improvement. Refines
music through feedback and self reflection. Presents music
to self and others. Examples: Composes a chamber piece
Composes for a chamber ensemble.
Creates original music material informed by genres (jazz,
blues, opera, rock, gospel, bluegrass, etc.), styles (Duke
Ellington, Billy Holiday, Pavoratti, Beetles, Elvis Presley,
etc.) and techniques being studied.
Kodaly, Orff, Dalcroze, Nursery Rhymes, Folk Songs,
Nonsense Songs, musical games, music CDs and
DVDs, etc. Websites: http://www.menc.org/lessons
CDs, DVDs, Part Songs, Octavos, Musical Scores, SoloEnsemble music, music theory, etc Websites:
http://www.menc.org/lessons
CDs, DVDs, Part Songs, Octavos, Musical Scores, SoloEnsemble music, music theory, etc. Websites:
http://www.menc.org/lessons
CDs, DVDs, Part Songs, Octavos, Musical Scores, SoloEnsemble music, music theory, etc. Websites:
http://www.menc.org/lessons
What A Find! Cartoon Soundtrack Zoo Tunes Cat
Food Commercial
Bubble Gum Jingle Roller Coaster Fanatic Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble Documentary Theme Song
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble Documentary Theme Song
Creative
Process
Possible
Resources
CBPAs
Page 18 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.2: Applies a
performance process in music. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects and self evaluates)
GLE
K
1
2
345
2.2.1
Remembers and understands
using a performance process
through music. Rehearses
and presents music for
performance. Examples:
Performs music elements
through multi-sensory
Performs a
circle dance with multi-cultural
music.
Remembers, understands, and
applies using a performance
process through music.
Rehearses and presents music for
performance. Examples:
Rehearses movements in various
styles of music for performance.
Rehearses and performs music
using the singing voice and
instruments.
Understands, applies, and creates
using a performance process
through music. Interprets
meaning through personal
understanding of the music and/or
performance. Rehearses, adjusts,
and refines music through
evaluation, reflection and problem
solving. Presents and produces
music and/or performance for
others. Examples: — Rehearses the
movements for cultural music alone,
with a partner and with the ensemble.
Understands, applies, and creates
using a performance process
through music. Interprets meaning
through personal understanding of
the music and/or performance.
Rehearses, adjusts, and refines music
through evaluation, reflection and
problem solving. Presents and
produces music and/or performance
for others. Reflects and selfevaluates music and/or performance
to set goals. Examples: — Selects,
rehearses and performs music using
given topics, ideas, and
onomatopoeia (a word or a grouping
of words that imitates the sound that
it is describing, such as chirp, quack,
tick-tock, tweet, ring, vroom, clang,
snap, crackle, beat, clap, thump, etc.)
— Rehearses and performs music in
slow, medium and fast tempos.
Understands, applies, and creates
using a performance process
through music. Selects artistic
resources, materials, and/or repertoire
to create, perform and present.
Interprets meaning through personal
understanding of the music and/or
performance. Rehearses, adjusts,
and refines music through evaluation,
reflection, and problem solving.
Presents and produces music and/or
performance for others. Reflects
and self-evaluates music and/or
performance to set goals. Examples:
— Rehearses a musical sequence
with a group for performance. —
Rehearses and performs music to
express individuality.
Understands, applies, and creates
using a performance process
through music. Selects artistic
resources, materials, and/or repertoire
to create, perform and present.
Analyzes the structure and context, of
the music. Interprets meaning
through personal understanding of
the music and/or performance.
Rehearses, adjusts and refines music
through evaluation, reflection and
problem solving. Presents and
produces music and/or performance
for others. Reflects and selfevaluates music and/or performance
to set goals. Examples: — Rehearses
and performs easy rhythmic, melodic
and harmonic patterns to various
styles of music.
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Performance
Process
Possible
Resources
Zoo Tunes Cat Food Commercial
CBPAs
Page 19 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.2: (Identifies,
selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects and self evaluates)
GL
E
2.2.1
6
7/8
9/10
11/12
Applies, analyzes, evaluates, and creates using a
performance process through music. Identifies
audience and purpose of the work and/or performance.
Selects artistic resources, materials and/or repertoire to
create, perform and present. Analyzes the structure,
context and/or aesthetics of the work. Interprets
meaning through personal understanding of the work
and/or performance. Rehearses, adjusts, and refines
music through evaluation, reflection and problem solving.
Presents and produces work and/or performance for
others. Reflects and self-evaluates work and/or
performance to set goals. Examples: — Rehearses and
performs music composed of phrases with expression and
technical accuracy. — Performs in a choral group by
blending tones and timbres, matching vowel placement,
balancing dynamic levels and responding to a conductor.
Applies, analyzes, evaluates, and creates using a
performance process through music. Identifies
audience and purpose of the work and/or performance.
Selects artistic resources, materials, and/or repertoire to
create, perform, and present. Analyzes the structure,
context and/or aesthetics of the work. Interprets meaning
through personal understanding of the work and/or
performance. Rehearses, adjusts, and refines music
through evaluation, reflection and problem solving.
Presents and produces work and/or performance for others.
Reflects and self-evaluates work and/or performance to
set goals. Examples: — Rehearses and performs a selfcomposed music following reflective journaling. —
Rehearses and performs music that includes both solo and
unison sections/parts. — Performs transposed music
phrases with clarity and accuracy. — Selects music with
appropriate range and timbre. — Adjusts and refines vowel
placement to achieve a blended choral sound. — Performs
in small ensemble formats for peers, community and/or
adjudication.
Applies, analyzes, evaluates, and creates using a
performance process through music. Identifies
audience and purpose of the work and/or performance.
Selects artistic resources, materials, and/or repertoire to
create, perform and present. Analyzes the structure,
context, and/or aesthetics of the work. Interprets meaning
through personal understanding of the work and/or
performance. Rehearses, adjusts, and refines music
through evaluation, reflection and problem solving.
Presents and produces work and/or performance for others.
Reflects and self-evaluates work and/or performance to
set goals. Examples: — Refines musical pieces between
performances following peer or professional feedback. —
Performs music phrases with seamless transitions, technical
accuracy and expression. — Performs in solo and/or small
ensemble formats for peers, community and/or
adjudication.
Applies, analyzes, evaluates, and creates using a
performance process through music. Identifies
audience and purpose of the work and/or performance.
Selects artistic resources, materials, and/or repertoire to
create, perform and present. Analyzes the structure,
context and/or aesthetics of the work. Interprets meaning
through personal understanding of the work and/or
performance. Rehearses, adjusts, and refines music
through evaluation, reflection and problem solving.
Presents and produces work and/or performance for others.
Reflects and self-evaluates work and/or performance to
set goals. Examples: — Creates and/or chooses music for
performance. — Rehearses music and refines for
performance. — Revises musical pieces between
performances following self-reflection. — Revises musical
pieces between and during performances based upon
critique and reflection of previous performance. —
Recognizes the need for intentional practice and strategy to
overcome difficult and challenging repertoire within a
passage of music for solo, ensemble or honor group(s).
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial
Bubble Gum Jingle Roller Coaster Fanatic Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble
Performance
Process
Possible
Resources
CBPAs
Page 20 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.3: Applies a
responding process to a music presentation. (Engages, describes, analyzes, interprets and evaluates)
GL
E
2.3.1
K
1
2
3
4
5
Remembers and understands using a
responding process through music.
Engages the senses actively and
purposefully while experiencing music.
Describes what is seen, felt and/or heard
(perceived/experienced). Examples:
Identifies and describes movements seen
Draws a
picture following a live or recorded
Relates sounds to
personal experiences.
Remembers, understands, and
applies using a responding process
through music. Engages the
senses actively and purposefully
while experiencing music.
Describes what is seen, felt and/or
heard (perceived/experienced).
Examples: Identifies the
characters and describes the story in
Draws a picture
and writes a caption, following a live
or recorded music performance.
Understands, applies, and creates
using a responding process
through music. Engages the
senses actively and purposefully
while experiencing music.
Describes what is seen, felt and/or
heard (perceived/experienced).
Analyzes the use and organization of
elements. Interprets meaning
based on personal experiences and
knowledge. Examples: — Identifies
music elements in live or recorded
music. — Describes a live or
recorded music performance.
Understands, applies, and creates
using a responding process
through music. Engages the
senses actively and purposefully
while experiencing music.
Describes what is seen, felt and/or
heard (perceived/experienced).
Analyzes the use and organization
of elements, principles, skills,
fundamentals and/or techniques.
Interprets meaning based on
personal experiences and
knowledge. Examples: — Observes
and identifies the music elements
used in Western and World Music.
Understands, applies, and creates
using a responding process
through music. Engages the
senses actively and purposefully
while experiencing music.
Describes what is seen, felt and/or
heard (perceived/experienced).
Analyzes the use and organization of
elements, principles, skills,
fundamentals and/or techniques.
Interprets meaning based on personal
experiences and knowledge.
Evaluates and justifies using
supportive evidence. Examples: —
Interprets the meaning of recorded or
live music. — Identifies and
interprets the use of music elements
in compositions by peers. —
Compares and contrasts Western and
World Music.
Understands, applies, and creates
using a responding process
through music. Engages the
senses actively and purposefully
while experiencing music.
Describes what is seen, felt and/or
heard (perceived/experienced).
Analyzes the use and organization of
elements, principles, skills,
fundamentals and/or techniques.
Interprets meaning based on
personal experiences and
knowledge. Evaluates and justifies
using supportive evidence.
Examples: — Provides feedback to
peers on the clarity of musical
elements in musical compositions.
— Compares and contrasts Western
and World Music. — Discusses the
function of recorded versus live
music.
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Responding
Process
Possible
Resources
Websites: http://www.menc.org/lessons
CBPAs
Zoo Tunes Come to the Fair
Page 21 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 2—Music: The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. Component 2.3: Applies a
responding process to a music presentation. (Engages, describes, analyzes, interprets and evaluates)
GL
Responding
Process
E
2.3.1
6
7/8
9/10
11/12
Applies, analyzes, evaluates and creates using a
responding process through music. Engages the
senses actively and purposefully while experiencing
music. Describes what is seen, felt and/or heard
(perceived/experienced). Analyzes the use and
organization of elements, principles, skills,
fundamentals and/or techniques. Interprets
meaning based on personal experiences and
knowledge. Evaluates and justifies using
supportive evidence and aesthetic criteria.
Examples: — Categorizes various genres of music
through listening for specific elements, such as the
harpsichord timbre heard in Baroque music. —
Listens to and critiques a performance of self, peer
or ensemble. — Performs music phrases with
seamless transitions.
Applies, analyzes, evaluates and creates using a
responding process through music. Engages the senses
actively and purposefully while experiencing music.
Describes what is seen, felt and/or heard
(perceived/experienced). Analyzes the use and
organization of elements, principles, skills, fundamentals
and/or techniques. Interprets meaning based on personal
experiences and knowledge. Evaluates and justifies using
supportive evidence and aesthetic criteria. Examples: —
Evaluates the use of set design, costumes and music to
support the meaning of a live or recorded musical
performance, such as opera, musical theatre, period music,
multicultural and genres, etc. — Performs music phrases
with seamless transitions. — Provides feedback to peer
composers. — Listens to and critiques a performance of
self, peer or ensemble.
Applies, analyzes, evaluates and creates using a
responding process through music. Engages the senses
actively and purposefully while experiencing music.
Describes what is seen, felt and/or heard
(perceived/experienced). Analyzes the use and
organization of elements, principles, skills, fundamentals
and/or techniques. Interprets meaning based on personal
experiences and knowledge. Evaluates and justifies using
supportive evidence and aesthetic criteria. Examples: —
Observes, reflects upon, and provides feedback to peer
composers preparing for performance. — Performs music
phrases with seamless transitions. — Listens to and
critiques a performance of self, peer, or ensemble. —
Evaluates the use of set design, costumes, and music to
support the meaning of a live or recorded musical
performance, such as opera, musical theatre, period music,
multicultural and genres, etc.
Applies, analyzes, evaluates and creates using a
responding process through music. Engages the senses
actively and purposefully while experiencing music.
Describes what is seen, felt and/or heard
(perceived/experienced). Analyzes the use and
organization of elements, principles, skills, fundamentals
and/or techniques. Interprets meaning based on personal
experiences and knowledge. Evaluates and justifies using
supportive evidence and aesthetic criteria. Examples: —
Discusses differences in styles and techniques of conductors
such as Leonard Bernstein’s rendition of Ludwig von
Beethoven’s 5th Symphony with the New York
Philharmonic versus Sir Georges Solti’s rendition of
Beethoven’s 5th Symphony with the Chicago Symphony. —
Reflects upon and evaluates a recorded version of own
performance. — Listens to and critiques a performance of
self, peer, or ensemble. — Evaluates the use of set design,
costumes, and music to support the meaning of a live or
recorded musical performance, such as opera, musical
theatre, period music, multicultural and genres, etc.
Possible
Resources
CBPAs
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial Come to the
Fair
Bubble Gum Jingle Music Review Festival Time Solo
Festival Time Ensemble
Prime Time TV Festival Time Solo Festival Time
Ensemble Documentary Theme Song
Prime Time TV Festival Time Solo Festival Time
Ensemble Documentary Theme Song
Page 22 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.1: Uses music to express and present ideas and feelings.
GL
Presents
Ideas and
Feelings
E
K
1
2
3
4
5
3.1.1
Remembers and understands that
and how music is used to express
ideas and feelings. Recognizes
that feelings can be expressed
through music. Examples: Shares
feelings after hearing various types of
musical pieces, such as the Flight of
the Bumble Bee by Nikolai RimskyKorsakov.
Remembers and understands that
and how music is used to express
ideas and feelings. Identifies how
feelings are expressed through
music. Examples: — Shares,
discusses, and describes ideas and
feelings after reading the story and
listening to the music, and/or
attending a performance of, or
watching a video of Peter and the
Wolf by Sergei Prokofiev. —
Describes how different
combinations of instruments can
evoke specific emotions.
Remembers, understands, and
applies how music is used to
express ideas and feelings.
Recognizes that ideas and feelings
can be expressed through music.
Examples: — Explores and reflects
upon various pieces and styles of
world musical ideas, traditions, and
instruments, such as East Indian
Raga, which is meant to be
performed at specific times of the day
and night to evoke specific emotions.
— Composes a simple vocal
composition using a variety of vocal
timbres to illustrate emotions such as
happy, sad or angry. — Identifies a
specific emotion when other students
improvise on instruments and with
their voice.
Understands, applies and creates
music to be used to express and
present ideas and feelings.
Demonstrates how ideas are
expressed through music.
Examples: — Creates a spooky
ostinato to the melody of Dance
Macabe by Camille Saint-Saëns. —
Makes music maps with pictures such
as, Three Places in New England by
Charles Ives.
Understands, applies and creates music to
be used to express and present ideas and
feelings. Explains how ideas and feelings
are expressed through music. Examples: —
Compares and contrasts the different ideas and
feelings that are expressed within two pieces
of music such as Carnival of the Animals by
Camille Saint-Saëns and Night on Bald
Mountain by Modest Mussorgsky. —
Compares and contrasts Native American
music and Folk music, lullabies, campfire
songs, ballads, traditional and multi-cultural
songs, dances and music games. — Discusses
how rhythmic elements of Sondanese
angklung compositions replicate sounds made
in nature. — Writes a short story and
composes a piece of program music to portray
the story.
Applies, analyzes, evaluates and
creates music to express and
present ideas and feelings.
Expresses ideas and feelings using
musical symbols and performing in
a variety of genres and styles with
teacher direction. Examples:
Composes music to communicate
ideas and feelings for a specific
purpose such as completing the Zoo
Justifies the musical
choices made to illustrate the text
after composing a tone poem for a
presentation.
Possible
Resources
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
http://www.inquiry.net/outdoor/native/song/
www.contemplator.com/America/
CBPAs
Websites:
http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial
Page 23 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts. (dance, music, theatre and visual arts). Component 3.1: Uses music to express and present ideas and feelings.
GL
Presents
Ideas
and
Feelings
E
3.1.1
6
7/8
9/10
11/12
Applies, analyzes, evaluates and creates music to
express and present ideas and feelings.
Expresses ideas and feelings using musical symbols
and performing in a variety of genres and styles with
teacher direction. Examples: Shapes musical
lines with dynamics and tempo in the performance
of musical compositions.
Applies, analyzes, evaluates and creates music to express
and present ideas and feelings. Expresses ideas and
feelings using musical symbols and performing in a variety
of genres and styles with teacher assistance/guidance.
Examples: Responds to the director’s conducting to add
dynamic shape to a melody in an instrumental or vocal
Responds to historical, traditional,
geographical, cultural and political information that
surrounded the music that is being learned and performed.
Applies, analyzes, evaluates and creates music to express
and present ideas and feelings. Expresses and presents
ideas and feelings using musical symbols and performing in
a variety of genres and styles with teacher mentoring,
working towards independence. Examples: — Incorporates
and compares various expressive elements in developing an
interpretation for a musical composition by comparing and
contrasting — Demonstrates the ability to shape musical
lines with dynamics and tempo in musical compositions. —
Responds to historical, traditional, geographical, cultural and
political information that surrounded the music that is being
learned and performed.
Applies, analyzes, evaluates and creates music to express
and present ideas and feelings. Expresses and
synthesizes and presents ideas and feelings using musical
symbols in a variety of genres and styles working
independently. Examples: — Rehearses a vocal or
instrumental chamber ensemble piece independent of the
teacher, such as sectionals, where students determine the
interpretation of the musical composition. — Justifies
dynamic phrasing within a musical phrase to communicate
the composer’s intent. — Rationalizes the use of musical
elements in the creation of musical compositions that shape
melodic and harmonic lines to communicate the composer’s
intent. — Provides the historical, traditional, geographical,
cultural and political information that surrounded the music
that is being learned and performed.
Possible
Resources
CBPAs
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial
Bubble Gum Jingle Roller Coaster Fanatic Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time Solo
Festival Time Ensemble
Page 24 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.2: Uses music to communicate for a specific purpose.
GL
E
K
1
2
3
4
5
3.2.1
Remembers and understands that
music communicates for a specific
purpose. Experiences music that
communicates for a given purpose
with teacher direction. Explains
how musical styles and genres can
communicate for a specific purpose.
Sings multiple folk and children’s
songs and games. Examples: — Sings
London Bridges, Old McDonald,
BINGO, nursery rhymes, etc. and plays
the musical game with classmates, etc.
Remembers and understands how
music communicates for a specific
purpose. Describes music that
communicates for a given purpose
with teacher direction. Discusses
how musical styles and genres can
communicate for a specific purpose.
Examples: — Moves body to depict
an animal after listening to Carnival
of the Animals by Camille SaintSaens. — Moves body to represent
different types and styles of music,
such as disco and Gregorian chant,
and illustrates through movement
which style works best for dancing.
Applies ways that music
communicates for a specific
purpose. Discovers, explores,
dramatizes, and presents the ways
music communicates for a given
purpose with teacher direction.
Reflects about musical styles and
genres and how they can
communicate for a specific purpose.
Examples: — Dramatizes the story
of the Sorcerer’s Apprentice by Paul
Dukas.
Applies ways that music
communicates for a specific
purpose. Discovers, explores,
dramatizes, expresses and presents the
ways music communicates for a given
purpose with teacher direction.
Reflects about musical styles and
genres and how they can communicate
for a specific purpose. Examples:
Sings the West African Greeting Song
Funga Alafia and learns the traditional
Sings the
Austrian Folk Song Orchestra Song
and dramatizes the instruments they
are singing about, etc.
Creates and evaluates how and
that music communicates for a
specific purpose. Creates,
performs and responds to music that
communicates for a given purpose
with teacher direction. Compares
and contrasts how musical styles and
genres can communicate for a
specific purpose. Examples: —
Creates a song using the pentatonic
scale to accompany a Haiku poem
reading. (Haiku formula = three
lines. The first and last lines have
five syllables and the middle line has
seven syllables. The lines rarely
rhyme). — Composes a field holler
after studying African American
work songs. — Discusses how
listening choices vary from activity
to activity, such as why we listen to
one kind of music when we are
relaxing and another kind of music
when we are exercising.
Creates and evaluates how and
that music communicates for a
specific purpose. Creates,
performs and responds to music
that communicates for a given
purpose with teacher direction.
Interprets, compares and
contrasts how musical styles and
genres can communicate for a
specific purpose. Examples:
Creates an opera based upon a
traditional story, such as The Three
Little Pigs, performs for a younger
grade level, and evaluates the
performances of the other students.
Discusses why certain types of
music are used in sporting events.
Websites:
http://www.menc.org/lessons Utilizes
approved musical movies that depict
through illustration how music
communicates stories, sound, feelings,
etc., such as: Fantasia and Fantasia
2000 the Sorcerer’s Apprentice
segments.
Websites:
http://www.menc.org/lessons
Utilizes approved musical movies
that depict through illustration how
music communicates stories, sound,
feelings, etc., such as: Fantasia and
Fantasia 2000 the Sorcerer’s
Apprentice segments.
Websites:
http://www.menc.org/lessons
Utilizes approved musical movies
that depict through illustration how
music communicates stories, sound,
feelings, etc., such as: Fantasia and
Fantasia 2000 the Sorcerer’s
Apprentice segments.
Communicating
through Music
Websites: http://www.menc.org/lessons
Utilizes approved musical movies that
depict through illustration how music
communicates stories, sound, feelings,
etc., such as: Fantasia and Fantasia
2000 the Sorcerer’s Apprentice
segments.
Possible
Resources
Websites:
http://www.menc.org/lessons
Utilizes approved musical movies
that depict through illustration how
music communicates stories, sound,
feelings, etc., such as: Fantasia and
Fantasia 2000 the Sorcerer’s
Apprentice segments.
Websites:
http://www.menc.org/lessons
Utilizes approved musical movies
that depict through illustration how
music communicates stories, sound,
feelings, etc., such as: Fantasia and
Fantasia 2000 the Sorcerer’s
Apprentice segments.
CBPAs
Zoo Tunes Cat Food Commercial
Page 25 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.2: Uses music to communicate for a specific purpose.
GL
E
6
7/8
9/10
11/12
3.2.1
Communicating
through Music
Possible
Resources
CBPAs
Creates music that communicates for a specific
purpose. Performs music to communicate for a
given purpose with teacher direction. Compares
and contrasts how musical styles and genres can
communicate for a specific purpose. Examples: —
Develops a concert program that ties into state
recognized holidays, such as Veteran’s Day and
Martin Luther King Day. — Listens to the Tales of
Hoffman by Jacques Offenbach and identifies and
writes the instruments that portray the motifs in the
song as they are introduced. — Chooses an era or
subject and combines visual art with music that
correlates to the visual images, such as a computer
presentation using images by Vincent Van Gogh,
accompanied by the music and the lyrics of
composer/songwriter and lyricist Don McLean’s
song Starry, Starry Night.
Creates music that communicates for a specific
purpose. Performs music to communicate for a selected
purpose with teacher assistance/guidance. Compares and
contrasts how musical styles and genres can communicate
for a specific purpose. Examples: — Chooses an era or
subject and combines visual art with music that correlates
to the visual images, such as a computer presentation using
images by Vincent Van Gogh, accompanied by the music
and the lyrics of composer/songwriter and lyricist Don
McLean’s song Starry, Starry Night. — Creates a
computer presentation of student created artworks
accompanied by student composed music that correlates to
the student created images. — Listens, performs, and
discusses the historical and political impact and purpose of
the song, Abraham, Martin, and John, composed by Dick
Holler, first recorded by Dion in 1968 as a tribute to the
memories of icons of social change, Abraham Lincoln,
Martin Luther King, Jr., John F. Kennedy and Robert F.
Kennedy.
Applies, analyzes, evaluates and creates music that
communicates for a specific purpose. Examines how
the deliberate use of musical elements communicates for a
specific purpose with teacher mentoring, working towards
independence. Performs music to communicate for a
selected purpose with teacher mentoring and working
towards independence. Examples: — Discusses how the
entire orchestra effectively uses dynamics to represent the
Roman army marching into Rome on the Appian Way (the
old highway that came into Rome) fourth movement of
The Pines of Rome by Ottorino Respighi or any piece of
Program Music (music associated with non-musical ideas,
of a scene, image, or mood, often inspired by nature, art or
literature) from the late Romantic Period (1820-1910) to
present. — Discusses how the composition, instruments,
orchestration, and musical elements effectively portray the
purpose of Peter Tchaikovski‘s (1840-1893) 1812
Overture, written in 1880, to commemorate the defense of
Moscow against Napoleon’s advancing grande armée and
the Battle of Borodino in 1812.
Applies, analyzes, evaluates and creates music that
communicates for a specific purpose. Critiques how
the deliberate use of musical elements, fundamentals, skills
and techniques communicates for a specific purpose in a
variety of genres and styles working independently.
Performs music to communicate for a selected purpose
working independently. Examples: Provides examples
of how life experience, inspiration, competition, and
deadlines impact the creative process of the composer,
performer and responder, such as how Georges Gershwin’s
Rhapsody in Blue. Researches and reflects on the
following example: The story: - Band leader, Paul
Whiteman, in 1923, commissioned Georges Gershwin (age
24) to write a “concerto-like” piece for an all-jazz concert,
for solo-piano and orchestra. This work was a new musical
idea which was in jeopardy of being stolen by a rival
promoter of Whiteman. Gershwin composed the
commission in five weeks. The debut of the piece,
featuring Gershwin at the piano, was historic for music and
music history. The piece has grown to be a world favorite.
Vincent Van Gogh’s Starry, Starry Night (PPT)
Websites: http://www.menc.org/lessons
Vincent Van Gogh’s Starry, Starry Night (PPT) Websites:
http://www.menc.org/lessons
Fantasia 2000- Whale Segment Websites:
http://www.menc.org/lessons
Commercials and Jingles Music by multiple composer
from around the world and from all periods and genres,
such as: Duke Ellington, George Gershwin, Clara
Schumann, Meredith Monk, Nancy Wilson, Quincy Jones,
Aaron Copland, Leonard Bernstein, Georges Frederick, J.
S. Back, Maurice Ravel, Beetles etc., Fantasia 2000
Websites: http://www.menc.org/lessons
Zoo Tunes Cat Food Commercial
Bubble Gum Jingle Roller Coaster Fanatic Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble
Melody of Your Dreams Prime Time TV Festival Time
Solo Festival Time Ensemble
Page 26 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.3: Develops personal aesthetic criteria to communicate
artistic choices in music.
GL
E
K
1
2
3
4
5
3.3.1
Remembers that personal aesthetic
criteria are used to communicate
artistic choices. Identifies and
shares music and why it is pleasing.
Shares how personal aesthetic
choices are reflected in music and/or
performances with teacher
direction. Describes how personal
aesthetic choices in music are
influenced by culture and history
with teacher direction. Examples: —
Shares favorite types of music. —
Describes a piece of music that is
pleasing and tells why.
Remembers how personal aesthetic
criteria are used to communicate artistic
choices. Shares how personal aesthetic
choices are reflected in music and/or
performances with teacher direction.
Describes how personal aesthetic choices
in music are influenced by culture and
history with teacher direction. Identifies
personal aesthetic choices in music.
Examples: — Shares favorite types of
music. — Describes a piece of music that
is pleasing and tells why.
Remembers how personal aesthetic
criteria are used to communicate artistic
choices. Shares how personal aesthetic
choices are reflected in music and/or
performances with teacher direction.
Describes how personal aesthetic choices
in music are influenced by culture and
history with teacher direction. Identifies
the aesthetic choices of others. Examples:
— Discusses with a partner or group why a
piece of music is pleasing. — Shares
favorite types of music. — Describes a
piece of music that is pleasing and tells
why.
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.
php
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.
php
Develops
Aesthetic
Criteria
Possible
Resources
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/peri
ods.php
Understands how personal
aesthetic choices are reflected in
music and/or performances with
teacher direction. Explains how
personal aesthetic choices are
reflected in music and/or
performances with teacher direction.
Experiences how personal
aesthetic choices in music are
influenced by culture and history
with teacher direction. Examples:
— Learns the folk music of various
world cultures and examines how
the songs were influenced by culture
and historical events. — Shares
favorite types of music. —
Describes a piece of music that is
pleasing and why. — Discusses with
a partner or group why a piece of
music is and/or is not pleasing.
Understands how personal
aesthetic choices are reflected
in music and/or performances
with teacher direction.
Explains how personal
aesthetic choices are reflected
in music and/or performances
with teacher direction.
Experiences how personal
aesthetic choices in music are
influenced by culture and
history with teacher direction.
Examples: — Compares and
contrasts Native American
music from various tribes such
as, Southwest Apache and
Northwest Coast Salish. —
Shares favorite types of music.
— Discusses with a partner or
group why a piece of music is
and/or is not pleasing.
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/p
eriods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/r
ep/periods.php
Understands how personal aesthetic
choices are reflected in music and/or
performances with teacher direction.
Explains how personal aesthetic choices
are reflected in music and/or performances
with teacher direction. Experiences how
personal aesthetic choices in music are
influenced by culture and history with
teacher direction. Examples: — Examines
how the music from each decade of the 20th
Century was influenced by popular culture
and historical events, such as the Beetles
and their incorporation of Jazz, Blues,
Rock and Roll, Rockabilly, Rhythm and
Blues (R & B), Folk, Country, Gospel, etc.
— Shares favorite types of music. —
Discusses with a partner or group why a
piece of music is and/or is not pleasing.
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.
php
CBPAs
Page 27 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 3 — Music: The student communicates through the arts (dance, music, theatre and visual arts). Component 3.3: Develops personal aesthetic criteria to communicate
artistic choices in music.
GLE 6
3.3.1
Understands how personal aesthetic choices are
reflected in music and/or performances with
teacher direction. Explains how personal aesthetic
choices in music are influenced by culture and history
with teacher direction. Examples: Attends a local
Explores the music and styles of multiple genres of
music by attending museums, research, reporting, and
performing the life stories of the composers and music
Creates own concert to portray musical
styles and culture throughout history.
7/8
9/10
11/12
Analyzes and evaluates how personal aesthetic choices
are reflected in music and/or performances with teacher
assistance/guidance. Discusses how personal aesthetic
choices in music are influenced by culture and history with
teacher assistance/guidance. Examples: Attends a local,
regional, or state music museum that portrays country music,
jazz, modern, rock and roll, etc., such as Experience Music
Explores the music and styles of multiple
genres of music by attending museums, research, reporting,
and performing the life stories of the composers and music
Creates own concert to portray musical styles
and culture throughout history.
Analyzes and evaluates how personal aesthetic choices
are influenced and reflected in music and/or
performances with teacher mentoring, working towards
independence. Examines and justifies how personal
aesthetic choices are reflected in music and/or performances
with teacher assistance/guidance. Examines and discusses
how cultural and historical perspectives in music influence
personal aesthetic criteria. Categorizes the sequence of the
development of musical genres and how they relate to one
another. Examples: Attends a local, regional, state,
national and/or international music museum that portrays
country music, jazz, modern, rock and roll, etc., such as
Experience Music Project, Rock and Roll Hall of Fame,
Country Music Hall of Fame, International Blue Grass
Explores the music and
styles of multiple genres of music by attending museums,
research, reporting, and performing the life stories of the
Creates own concert to
portray musical styles and culture throughout history.
Analyzes and evaluates how personal aesthetic choices
are influenced and reflected in music and/or
performances independently. Critiques and justifies
how personal aesthetic choices are reflected in music and/or
performances independently. Provides examples of how
cultural and historical perspectives in music influence
personal aesthetic criteria. Discriminates and differentiates
how the various historical time periods influenced musical
styles and genres across the centuries to create musical
masterpieces. Examples: Watches American Idol and
experiences how the contestants perform a piece of music
adapted to their own personal choices, which may and/or
Plays or
sings music originally written in any period that has a repeat
without dynamic markings, and interprets and performs the
dynamics that are appropriate for the particular musical
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Develops
Aesthetic
Criteria
Possible
Resources
CBPAs
Page 28 of 38
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Demonstrates how a trill is played or sung in the Baroque
Analyzes a piece of
classical music and variations, such as Wolfgang Amadeus
Mozart’s Ah Vous Derai- Je Maman (Twinkle Twinkle Little
Star).
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. Component 4.1: Demonstrates and
analyzes the connections among the arts disciplines.
GL
E
4.1.1
K
1
2
3
4
5
Remembers skills, concepts and
vocabulary common among the arts
disciplines. Explores and discovers
music concepts used in multiple arts
disciplines. Uses common arts
vocabulary when describing artworks.
Examples: — Listens to and retells a
story, such as The Very Hungry
Caterpillar or Brown Bear Brown Bear by
Eric Carle using small percussion
instruments. — Recalls “Going on a Bear
Hunt” and describes how using loud/soft
and fast/slow is used in music and speech
(theatre). — Demonstrates age appropriate
audience skills in a variety of
presentations/performances.
Remembers skills, concepts and
vocabulary common among the
arts disciplines. Explores,
identifies and demonstrates common
concepts through arts disciplines.
Uses common arts vocabulary when
describing artworks. Examples: —
Tells the story of Under the Willow
Tree by Hans Christian Anderson,
and improvises the repeated words
on the Orff instruments. —
Demonstrates ABA (samedifferentsame form when singing, then
dancing to “Twinkle, Twinkle Little
Star”. — Performs folk dances such
as “shoo, Fly” to illustrate form. —
Demonstrates age appropriate
audience skills in a variety of
presentations/performances.
Understands and remembers skills,
concepts and vocabulary common
among the arts disciplines. Identifies
common compositional elements through
arts disciplines. Demonstrates skills
and processes common among arts
disciplines, such as creating, practicing,
performing, exhibiting, collaborating,
etc. Demonstrates how an idea can be
presented through various disciplines.
Examples: — Performs an elementary
musical that integrates a theme such as
insects, animals, plants, etc., with dance,
music, theatre and visual arts. — Creates
a dance using AB form. — Demonstrates
age appropriate audience skills in a
variety of presentations/performances.
Remembers and applies skills,
concepts and vocabulary common
among the arts disciplines.
Identifies common compositional
elements through arts disciplines.
Demonstrates skills and processes
common among arts disciplines,
such as creating, practicing,
performing, exhibiting,
collaborating, etc. Examples: —
Identifies common compositional
elements through arts disciplines,
such as beginning, middle- and
thematic developments, ABC motifs.
— Performs a multi-cultural winter
concert about different holidays from
around the world in the native
languages, and with cultural and
traditional costumes, instruments,
music, food, masks, etc. — Discovers
the link between dances from around
the world, and the music of various
countries. — Demonstrates age
appropriate audience skills in a
variety of
presentations/performances.
Understands and applies skills,
concepts and vocabulary common
among the arts disciplines.
Describes skills, concepts and
vocabulary common among arts
disciplines. Demonstrates skills and
processes common among arts
disciplines, such as creating,
practicing, performing, exhibiting,
collaborating, etc. Examples: —
Performs a Native American program
incorporating a visual artwork,
cultural dances, storytelling and
songs. — Discovers the link between
Native American dances and the
music of Native American cultures.
— Demonstrates age appropriate
audience skills in a variety of
presentations/performances. —
Describes both a piece of music and a
piece of visual art using common
vocabulary such as tempo, density,
color, etc.
Applies and analyzes skills,
concepts and vocabulary common
among the arts disciplines.
Describes skills, concepts and
vocabulary common among arts
disciplines. Demonstrates skills and
processes common among arts
disciplines, such as creating,
practicing, performing, exhibiting,
collaborating, etc. Examples: —
Presents a Veteran’s Day Assembly
incorporating music, slide show,
dance, theatre, student generated
artwork, and involving the Veteran’s
of the community. — Discovers the
link between colonial country dances,
and the music of colonial America.
— Demonstrates age appropriate
audience skills in a variety of
presentations/performances. —
Discusses and categorizes elements of
style, and compositional devices that
are common across arts disciplines,
such as Impressionism, Romanticism,
etc.
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Connections
Possible
Resources
CBPAs
Websites: http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Page 29 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. Component 4.1: Demonstrates and
analyzes the connections among the arts disciplines.
GLE 6
4.1.1
7/8
9/10
11/12
Understands that artworks from different disciplines
share common attributes and artistic processes.
Reflects upon music processes and compares them to other
arts disciplines. Distinguishes arts processes that are
unique to each arts discipline. Examples: — Reflects upon
the use of musical elements used by an inspirational
speaker/actor who incorporate rhythm and expressive
elements into their presentation. — Demonstrates age
appropriate audience skills in a variety of
presentations/performances. — Draws a reflective artwork
using the creative process, while listening to a favorite piece
of music. — Discusses the communalities in creating a
piece of visual and performance artwork. — Demonstrates
age appropriate audience skills in a variety of
presentations/performances.
Analyzes and applies understanding of how attributes
in artworks and/or performances are common among
arts disciplines. Reflects upon music processes and
compares them to other arts disciplines. Distinguishes arts
processes that are unique to each arts discipline. Examples:
— Discusses the similarities and differences of Antonia
Vivaldi’s The Four Seasons and the paintings of Liu’s
Landscapes of the Four Seasons. — Compares and contrasts
the artwork Twilight in the Wilderness by Frederic Edwin
Church with the band piece Twilight in the Wilderness by
Christopher Tucker. — Demonstrates age appropriate
audience skills in a variety of presentations/performances.
Analyzes, evaluates and applies understanding of how
attributes in artworks and/or performances are common
among arts disciplines. Analyzes an arts presentation
that integrates two or more arts disciplines. Examines and
discusses how art forms interact, in movies, musicals,
operas, etc. to enhance the meaning of the storyline.
Examples: — Demonstrates age appropriate audience skills
in a variety of presentations/performances. — Observes and
describes how the various art forms enhance a musical
production, such as “South Pacific” and “West Side Story”.
Analyzes, evaluates, and creates arts presentations that
integrate multiple arts disciplines. Creates an arts
presentation integrating two or more arts disciplines.
Critiques arts presentations integrating two or more arts
disciplines. Examples: — Participates in various ensembles
to perform an expressive piece of music, such as music from
the soundtrack of Schindler’s List or Lincoln’s Portrait by
Aaron Copeland, with a dance ensemble performing a field
show, in uniform/costume, to a selected theme, where the
movements create the illusion of visual artwork. —
Observes and critiques a visual recording of a performance.
— Demonstrates age appropriate audience skills in a variety
of presentations/performances. — Constructs a PowerPoint
depicting artwork and music clips from a particular time
period.
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Connections
Possible
Resources
CBPAs
Page 30 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.2: Demonstrates and
analyzes the connections among the arts and other content areas.
GLE
K
1
234
4.2.1
Remembers skills, concepts and
vocabulary common to the arts
and other content areas.
Explores and recognizes that arts
concepts occur in other content
areas. Examples: — Sings songs
that align to district adopted reading
curriculum. — Performs chants that
relate to core concepts to aide in
memory.
Remembers skills, concepts and
vocabulary common to the arts and
other content areas. Explores and
identifies concepts common to the
arts and other areas. Examples: —
Connects the concepts of pattern in
math and form in music.
Remembers and understands skills,
concepts and vocabulary common
to the arts and other content areas.
Identifies concepts common to the
arts and other areas. Examples: —
Discusses that music notation aligns
with math for rhythm. —
Understands that reading literature
and music notation both move from
left to right.
Remembers and understands skills,
concepts and vocabulary common
to the arts and other content areas.
Applies arts knowledge and skills
to reinforce learning in other content
areas. Examples: — Explores the
science of sound and sound waves. —
Role plays characters throughout
history, by reporting about,
performing and/or sharing musical
compositions, composers, etc.
Understands and applies skills,
concepts and vocabulary common
to the arts and other content areas.
Discusses steps of processes
common to the arts and other content
areas. Examples: — Describes how
the process of writing a poem is
similar to composing a song. —
Explores how inquiry in music is
similar to inquiry in science.
5
Applies and analyzes skills,
concepts and vocabulary common
to the arts and other content areas.
Discusses skills, concepts and
common vocabulary to the arts and
other content areas. Examples: —
Describes how fractions correlate to
music notation. — Writes musical
notation and demonstrates an
understanding of how musical
notation and fractions correlate with
math.
Multiple CDS and colored sound
waves on the computer. Musical
Instruments and sound waves for
high and low, large and small
instruments, such as Orff, rhythm,
brass, woodwinds, strings, piano,
percussion, etc. Meet the
Soundtrack segment from Fantasia.
Websites:
http://www.menc.org/lessons
Multiple CDS and colored sound
waves on the computer. Musical
Instruments and sound waves for high
and low, large and small instruments,
such as Orff, rhythm, brass,
woodwinds, strings, piano,
percussion, etc. Meet the Soundtrack
segment from Fantasia. Websites:
http://www.menc.org/lessons
Web Multiple CDS and colored
sound waves on the computer.
Musical Instruments and sound
waves for high and low, large and
small instruments, such as Orff,
rhythm, brass, woodwinds, strings,
piano, percussion, etc. Meet the
Soundtrack segment from Fantasia.
sites: http://www.menc.org/lessons
Multiple CDS and colored sound
waves on the computer. Musical
Instruments and sound waves for high
and low, large and small instruments,
such as Orff, rhythm, brass,
woodwinds, strings, piano,
percussion, etc. Meet the Soundtrack
segment from Fantasia. Websites:
http://www.menc.org/lessons
Multiple CDS and colored sound
waves on the computer. Musical
Instruments and sound waves for
high and low, large and small
instruments, such as Orff, rhythm,
brass, woodwinds, strings, piano,
percussion, etc. Meet the Soundtrack
segment from Fantasia. Websites:
http://www.menc.org/lessons
Multiple CDS and colored sound
waves on the computer. Musical
Instruments and sound waves for high
and low, large and small instruments,
such as Orff, rhythm, brass,
woodwinds, strings, piano,
percussion, etc. Meet the Soundtrack
segment from Fantasia. Websites:
http://www.menc.org/lessons
Connections
Possible
Resources
CBPAs
Page 31 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.2: Demonstrates and
analyzes the connections among the arts and other content areas.
GL
E
4.2.1
6
7/8
9/10
11/12
Analyzes and evaluates relationships
between the arts and other content
areas. Determines how arts concepts
occur in other content areas. Examples:
Examines how creative problem
solving in the arts can be transferred to
math, science and writing.
Analyzes and evaluates relationships between the arts
and other content areas. Examines the relationship
between the arts and other content areas. Determines how
arts concepts occur in other content areas. Examples:
Describes the similarities between the scientific method
(question, research, hypothesis, experiment, draw
conclusions, report results) and the creative process in the
arts (see 2.1).
Analyzes and evaluates and applies understanding of
how arts attributes are used in other content areas.
Analyzes an arts presentation that uses arts and other
content areas. Produces an arts presentation integrating
other content areas with teacher assistance/guidance.
Examples: — Describes how the process of writing a short
essay and/or story is similar to composing a song, such as a
Describes the similarities
between the scientific method (question, research,
hypothesis, experiment, draw conclusions, report results)
and the creative process in the arts (see 2.1).
Analyzes, evaluates, and creates presentations that integrate the
arts with other content areas. Creates an arts presentation
integrating the arts with another content area. Analyzes the
connections between the arts and other content areas in artworks.
Analyzes and critiques an arts presentation that uses arts and other
content areas. Examples: Creates presentations for senior projects,
e –folios, websites, IB and AP portfolios that utilize the connections
within and across the arts to other disciplines, life, cultures, and work.
Analyzes and demonstrates how the themes and stories depicted in
operas, live theatre performances, ballet, musical theatre, performed
poetry, electronic and mixed media performances connect to personal
Combines literary, theatrical, musical, visual arts and
dance in combined projections, such as: Championship Wrestling
Observes a
performance of Mark Morris’s L'Allegro, il Penseroso ed il Moderato
, and analyzes how George Frederick Handel’s composition, John
Milton’s poetry, and William Blake’s watercolor artworks are
integrated into a unified performance. (The piece includes: a musical
oratorio composed by George Frederick Handel in 1740, L'Allegro, il
Penseroso ed il Moderato, set to a libretto constructed from John
Milton’s poems, “L’Allegro” and “Il Penseroso,” written in 1631. In
1796, artist William Blake painted 12 watercolors to depict Milton’s
Connections
Examines theatre and visual arts as they progress through the eras,
such as how classical theatre reflects the form of visual arts from the
same era.
Possible
Resources
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
CBPAs
Page 32 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component: 4.3
Understands how the arts impact and reflect lifelong choices.
Connections
GLE
K
123
4.3.1
Remembers how the arts impact
personal choices. Recognizes
examples of music in the classroom.
Examples: — Recognizes songs sung
at school, home, and in the
community.
Remembers how the arts impact
personal and school choices.
Identifies how music impacts home
and family choices. Describes a
specific piece of music from home
and family. Recognizes examples
of music in the classroom and school.
Examples: — Celebrations of
traditional holidays, events, traditions,
etc. — Shares a piece of music from
home with the class describing two
musical elements from the piece, such
as dynamics and tempo.
45
Understands how the arts impact
personal, school and community
choices. Identifies and compares
examples of musical works, activities
and events in the community.
Examples: — Describes a music
event in the community. — Identifies
and compares examples of music
activities in the community.
Understands how the arts impact
personal and community choices.
Identifies how the arts impact choices
of activities outside of school.
Examples: — Describes a music
event in the community. — Identifies
and compares examples of music
activities in the community.
Applies understanding of how the
arts impact personal, school and
community choices. Speculates
and analyzes how music impacts
consumer choices. Examples: —
Guesses and predicts about the
importance of music in all aspects of
life.
Analyzes how the arts impact
personal and community choices.
Examines and responds to how the
arts impact personal and
community choices. Examples: —
Guesses, predicts, and demonstrates
about the importance of music in all
aspects of life.
Possible
Resources
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
Websites:
http://www.menc.org/lessons
CBPAs
Page 33 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component: 4.3 Understands how the
arts impact and reflect lifelong choices.
GL
E
6
7/8
9/10
11/12
4.3.1
Analyzes and evaluates how the arts impact
local, economic, political, and environmental
choices. Examines how the arts impact choices
in society. Reflects about how the arts impact
personal and group choices. Examples: —
Guesses, predicts and demonstrates about the
importance of music in all aspects of life. —
Demonstrates how their instrument choice is
impacting personal choices.
Analyzes and evaluates how the arts impact state
economic, political, and environmental choices. 
Examines how the arts impact choices in society. Reflects
about how the arts impact personal and group choices.
Examples: — Guesses, predicts, and demonstrates about
the importance of music in all aspects of life. — Discusses
why ensemble music for a community performance was
chosen.
Analyzes and evaluates how the arts impact national
economic, political, and environmental choices.
Determines how music impacts environmental choices in
a community and/or society. Examples: — Guesses,
predicts and demonstrates about the importance of music in
all aspects of life. — Selects music for an ensemble
performing in a community concert.
Analyzes and evaluates the role of the artist and the
impact of the arts on global economic, political, and
environmental choices. Researches and justifies how
music impacts future personal choices. Analyzes how
the arts impact lifelong choices. Examples: — Guesses,
predicts and demonstrates about the importance of music in
all aspects of life. — Selects music for a solo in a
community performance.
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Websites: http://www.menc.org/lessons
Connections
Possible
Resources
CBPAs
Page 34 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.4:
Understands how the arts influence and reflect cultures/civilization, place and time.
GL
E
4.4.1
K
1
2
3
4
5
Remembers specific attributes of
artworks that reflect culture and
history. Recognizes songs from
various cultures. Examples: —
Moves to and sings simple songs
from various cultures. — Explores
and plays instruments from various
cultures — Learns that music
represents and celebrates all
people, cultures, traditions.
Remembers specific attributes of
artworks that reflect culture and
history Describes a specific piece
of music from a culture. Examples:
— Views a cultural event, such as a
Potlatch, and describes the music that
was heard. — Learns that music
represents and celebrates all people,
cultures, traditions.
Remembers specific attributes of
artworks that reflect culture and
history. Describes and explores
specific pieces of cultural music in
the community. Examples: —
Views a cultural event, such as a
Luau, and describes the music that
was heard. — Learns that music
represents and celebrates all
people, cultures, traditions.
Understands specific attributes of
artworks that reflect culture and
history. Recognizes and describes
how music reflects culture.
Examples: — Examines the cultures
and music from several different
places, and describes how the music
reflects the culture of each place.
Understands specific attributes of
artworks that reflect culture and
history. Examines general
attributes of music from a specific
culture. Examples: — Examines the
cultures of several Island countries,
such as the Philippines, Caribbean
and Australia, and describes how the
music reflects the culture of each
place. — Learns that music
represents and celebrates all people,
cultures, traditions.
Analyzes and applies
understanding of how specific
attributes of artworks reflect
culture and history. Examines
specific attributes of music that
reflect culture. Examples: —
Examines and describes the attributes
of music that reflect culture in West
African music. — Explores how
geography and culture contributed to
the development of South East Asian
music. — Recognizes characteristics
of music from different time periods
in western music and how these
characteristics are representational of
that time period. — Learns that music
represents and celebrates all people,
cultures, traditions.
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/
periods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/pe
riods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/pe
riods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/pe
riods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/pe
riods.php
Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/pe
riods.php
Connections
Possible
Resources
CBPAs
Page 35 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.4:
Understands how the arts influence and reflect cultures/civilization, place and time.
GL
E
4.4.1
6
7/8
9/10
11/12
Applies understanding of how specific attributes of
artworks reflect and/or influence culture and history.
Identifies specific attributes of music that reflect
culture and history. Examples: — Develops a concert
program that ties into state recognized holidays, such as
Veteran’s Day and Martin Luther King Day. — Listens
to music, such as the Tales of Hoffman by Jacques
Offenbach and identifies the instruments that portray the
motifs in the song as they are introduced.
Analyzes and applies understanding of how specific
attributes of artworks reflect and influence culture and
history. Examines specific attributes of music that reflect
culture and history. Compares specific attributes of music
from different time periods. Compares specific attributes
of music from different cultures during the same time
periods. Examples: — Chooses an era or subject and
combines visual art with music that correlates to the visual
images, such as a computer presentation using images by
Vincent Van Gogh, accompanied by the music and the
lyrics of composer/songwriter and lyricist Don McLean’s
song Starry, Starry Night. — Creates a computer
presentation of student artworks accompanied by student
compositions. — Listens, performs, and discusses the
historical and political impact and purpose of the song,
Abraham, Martin, and John, composed by Dick Holler.
Analyzes and evaluates how the arts reflect and
influence culture, place and history. Determines and
interprets specific attributes of music that shape culture
and/or history. Selects and compares specific pieces of
music that have shaped cultures or history. Compares
specific attributes of music from different time periods.
Examples: Discusses how the composition, instruments,
orchestration, and musical elements effectively portray the
purpose of Peter Tchaikovsky‘s (1840-1893) 1812 Overture,
written in 1880, to commemorate the defense of Moscow
against Napoleon’s advancing grande armée and the Battle
Discusses how the expressive
elements used in the late Romantic period (ie. Pines of
Rome) are different from the Baroque period.
Analyzes and evaluates how the arts reflect and
influence culture, place and history. Critiques,
interprets and evaluates how a musical work can shape and
reflect culture and history over time. Determines how
specific pieces of music have shaped or reflected culture
and history. Researches specific musical works that have
shaped cultures or history. Compares and contrasts
specific attributes of music from different time periods.
Examples: Provides examples of how life experience,
inspiration, competition, and deadlines impact the creative
process of the composer, performer and responder, such as
Rhapsody in Blue
Researches
Rhapsody in Blue by George Gershwin to determine its
influence on American culture.
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Connections
Possible
Resources
CBPAs
Websites: http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Vincent Van Gogh’s Starry, Starry Night (PPT) Websites:
http://www.menc.org/lessons
http://www.classical.net/music/rep/periods.php
Page 36 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component 4.5:
Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
GLE
K
12
34
5
4.5.1
Remembers how arts knowledge, skills, and
work habits are used in the world of work,
including careers in the arts. Explores and
practices work habits needed to create music.
Shares and demonstrates different arts careers
(in music) and work habits through creative
dramatics. Examples: — Dramatizes
conducting while listening to music.
Remembers and understands how arts
knowledge, skills, and work habits are used
in the world of work, including careers in the
arts. Explores and practices work habits
needed to create music. Shares and
demonstrates different arts careers (in music)
and work habits through creative dramatics.
Examples: — Dramatizes conducting while
other students sing a song.
Understands and applies how arts
knowledge, skills, and work habits are used
in the world of work, including careers in the
arts. Identifies goals and practices meeting
deadlines to complete work. Explores and
defines various careers in music. Examples: —
Creates a poster with various music careers.
Understands how arts knowledge, skills, and
work habits are used in the world of work,
including careers in the arts. Identifies
goals and practices meeting deadlines to
complete work. Examples: — Creates an
instrument to explore the musical career of
instrument making.
Applies understanding of how arts
knowledge, skills, and work habits are
needed and used in the world of work
including careers in the arts. Identifies and
defines career roles and how musical skills and
work habits are used in the world of work.
Defines goals and practices meeting deadlines
to complete work. Examples: — Examines a
want ad section in a newspaper and identifies
listings for music careers.
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Connections
Possible
Resources
Applies understanding of
how arts knowledge,
skills, and work habits are
needed and used in the
world of work including
careers in the arts.
Identifies and defines
career roles and how
musical skills and work
habits are used in the
world of work.
Demonstrates and reflects
upon the arts skills used
in the world of work.
Defines goals and
practices meeting
deadlines to complete
work. Examples: —
Defines music work habits,
and discusses how it applies
to the world of work.
Websites:
http://www.menc.org/lesson
s
http://www.menc.org/care
ers/view/careercentercareer-glossary
CBPAs
Page 37 of 38
Music Standards Document Draft – Last updated October 2009: OSPI Arts Program, WA State – All rights reserved-uto-arj
EALR 4 — Music: The student makes connections within and across the arts (dance, music, theatre and visual arts), to other disciplines, life, cultures and work. Component: 4.5
Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
GL
E
4.5.1
6
7/8
9/10
11/12
Analyzes and applies understanding of how
arts knowledge, skills, and work habits are
needed and used in the world of work,
including careers in the arts. Examines and
describes how musical knowledge, skills, and
work habits are needed and used in the world of
work. Identifies jobs and specific skills for
music careers. Defines goals and practices
meeting deadlines to complete work. Examples:
Creates a presentation identifying careers in
Discusses work habits that are used in
music class and how they are used in the world of
work.
Analyzes and applies understanding of how arts
knowledge, skills, and work habits are needed and used
in the world of work, including careers in the arts.
Examines and describes how musical knowledge, skills and
work habits are needed and used in the world of work.
Describes work habits and skills needed for careers in
music. Examples: Explains and discusses which work
habits and skills are needed in music careers such as
Conducting, or Instrument Repair.
Analyzes and evaluates how arts knowledge, skills, and
work habits are vital and transferable to the world of
work, including careers in the arts. Examines and
compares careers in music. Determines how musical
knowledge and skills are used in the world of work.
Defines goals and practices meeting deadlines to complete
work. Demonstrates safety habits, skills, standards, and
expectations needed to be successful in the workplace.
Examples: Designs an educational plan that includes a
Develops career plans
Attends a music career fair, and
compares/contrasts various music careers
Analyzes and evaluates how arts knowledge, skills, and
work habits are vital and transferable to the world of
work, including careers in the arts. Researches careers
in music and practices appropriate work habits and skills.
Interprets how music knowledge and skills influence the
world of work. Organizes and meets deadlines to
complete work. Demonstrates safety habits, skills,
standards, and expectations needed to be successful in the
workplace. Examples: Presents Senior Project
presentations regarding music careers and/or projects.
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/careercentercareer-glossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/career-centercareerglossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/career-centercareerglossary
Websites: http://www.menc.org/lessons
http://www.menc.org/careers/view/career-centercareerglossary
Connections
Possible
Resources
CBPAs
Page 38 of 38