Download Michigan Bench Marks for Music All students will apply skills and

Michigan Bench Marks for Music All students will apply skills and knowledge to perform in the
Elementary
Middle School
High School
1. Sing and play independently, on
pitch and in rhythm, with appropriate
timbre, diction, posture, and tempo.
1. Sing and play with expression and
technical accuracy a repertoire of vocal
and instrumental literature, including
some songs performed from memory.
1. Sing and play with expression and
technical accuracy a large and varied
repertoire of vocal and instrumental
literature with a moderate level of
difficulty, including some songs
performed from memory.
2. Sing from memory and play a varied
repertoire of music representing genres
and styles from diverse cultures.
2. Sing and play music representing
diverse genres and cultures, with
expression appropriate for the work
being performed.
3. Sing expressively, with appropriate
dynamics, phrasing, and interpretations.
3. Sing accurately with good breath
control throughout singing ranges.
4. Sing ostinatos, partner songs, and
rounds.
4. Sing music written in two and three
parts.
2. Sing music written in four parts, with
and without accompaniment.
5. Sing and play in groups, blending
timbres, matching dynamic levels, and
responding to the cues of a conductor.
5. Perform accurately, with appropriate
technique, on at least one instrument —
solo, in small and large ensembles.
3. Perform an appropriate part in large
and small ensembles, demonstrating
well-developed ensemble skills.
6. Perform easy rhythmic, melodic, and
chordal patterns accurately and
independently on rhythmic, melodic
and harmonic classroom instruments.
6. Use electronic instruments in a
variety of ways as a performance
medium.
4. Perform artistically on electronic
instruments.
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1. Performing Con’t.
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
Music, con’t.
7. Echo short rhythms and melodic
patterns.
8. Perform independent
instrumental parts while other
students sing or play contrasting
parts.
9. Read whole, half, dotted half,
quarter, and eighth notes and rests
in double and triple meter.
10. Use a system to read simple
pitch notation in the treble clef in
major keys.
11. Identify symbols and
traditional terms referring to
dynamics, tempo, and articulation
and interpret them correctly when
performing.
12. Use standard symbols to notate
meter, rhythm, pitch, and
dynamics in simple patterns
presented by the teacher.
7. Play simple melodies and
harmonic accompaniments by ear.
8. Read whole, half, quarter,
eighth, sixteenth, and dotted notes
and rests; simple, compound, and
alla breve meters.
5. Read an instrumental or vocal
score of at least four staffs.
9. Sight read simple melodies in
treble and bass clefs.
6. Sight read, accurately and
expressively, music with a
moderate level of difficulty.
10. Use standard notation to record
personal musical ideas and the
musical ideas of others.
http://www.menc.org/publication/books/performance_standards/9-12.html
These standards are intended for students who have elected course work in music in grades 9 through
12. The proficient level is designed for students who have completed courses involving relevant skills
and knowledge for one to two years beyond grade 8. The Advanced Level: is designed for students who
have completed courses involving relevant skills and knowledge for three to four years beyond grade 8.
Content Standard:
1. Singing, alone and with others, a varied repertoire of music
Achievement Standard
1a. Students sing with expression and technical accuracy a large and varied repertoire of vocal literature
with a level of difficulty13 of 4, on a scale of 1 to 6, including some songs performed from memory
1b. Students sing music written in four parts, with and without accompaniment
1c. Students demonstrate well-developed ensemble skills
Content Standard
2. Performing on instruments, alone and with others, a varied repertoire of music
Achievement Standard
2a. Students perform with expression and technical accuracy a large and varied repertoire of
instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
2b. Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
2c. Students perform in small ensembles with one student on a part
Content Standard
3. Improvising melodies, variations, and accompaniments
Achievement Standard
3a. Students improvise stylistically appropriate harmonizing parts
3b. Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in
major and minor keys
3c. Students improvise original melodies over given chord progressions, each in a consistent style,
meter, and tonality
Content Standard
4. Composing and arranging music within specified guidelines
Achievement Standard
4a. Students compose music in several distinct styles, demonstrating creativity in using the elements of
music for expressive effect
4b. Students arrange pieces for voices or instruments other than those for which the pieces were written
in ways that preserve or enhance the expressive effect of the music
4c. Students compose and arrange music for voices and various acoustic and electronic instruments,
demonstrating knowledge of the ranges and traditional usages of the sound sources
Content Standard
5. Reading and notating music
Achievement Standard
5a. Students demonstrate the ability to read an instrumental or vocal score of up to four staves by
describing how the elements of music are used
5b. Students who participate in a choral or instrumental ensemble or class sightread, accurately and
expressively, music with a level of difficulty of 3, on a scale of 1 to 6
Content Standard
6. Listening to, analyzing, and describing music
Achievement Standard.
6a. Students demonstrate extensive knowledge of the technical vocabulary of music
6b. Students identify and explain compositional devices and techniques used to provide unity and
variety and tension and release in a musical work and give examples of other works that make similar
uses of these devices and techniques
Content Standard
7. Evaluating music and music performances
Achievement Standard
7a. Students evolve specific criteria for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in
their personal participation in music
7b. Students evaluate a performance, composition, arrangement, or improvisation by comparing it to
similar or exemplary models
7c. Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical
means it uses to evoke feelings and emotions
Content Standard
8. Understanding the relationships between music, the other arts, and disciplines outside the arts
Achievement Standard
8a. Students explain how elements, artistic processes (that is, imagination, craftsmanship), and
organizational principles (that is, unity and variety, repetition and contrast) are used in similar and
distinctive ways in the various arts and cite examples
8b. Students compare characteristics of two or more arts within a particular historical period or style and
cite examples from various cultures
8c. Students explain ways in which the principles and subject matter of various disciplines outside the
arts are interrelated with those of music
8d. Students compare the uses of characteristic elements, artistic processes, and organizational principles
among the arts in different historical periods and different cultures
8e. Students explain how the roles of creators, performers, and others involved in the production and
presentation of the arts are similar to and different from one another in the various arts
Content Standard
9. Understanding music in relation to history and culture
Achievement Standard
9a. Students classify by genre or style and by historical period or culture unfamiliar but representative
aural examples of music and explain the reasoning behind their classifications
9b. Students identify sources of American music genres, trace the evolution of those genres, and cite
well-known musicians associated with them
9c. Students identify various roles that musicians perform, cite representative individuals who have
functioned in each role, and describe their activities and achievements
9d. Students identify and describe music genres or styles that show the influence of two or more cultural
traditions, identify the cultural source of each influence, and trace the historical conditions that produced
the synthesis of influences