C&I

Curriculum and Instruction

Standard 1 - Music

Key idea: Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

Performance Indicators


Elementary

Students will:

  • create short pieces consisting of sounds from a variety of traditional, electronic, and nontraditional sound sources
  • sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts
  • read simple standard notation in performance, and follow vocal or keyboard scores in listening
  • in performing ensembles, read very easy/easy music (New York State School Music Association [NYSSMA] level I-II) and respond appropriately to the gestures of the conductor
  • identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others

Intermediate

Students will:

  • compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements
  • sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness
  • improvise short musical compositions that exhibit cohesiveness and musical expression
  • in performing ensembles, read moderately easy/ moderately difficult music (New York State School Music Association [NYSSMA] level III-IV) and respond appropriately to the gestures of the conductor
  • identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them

Commencement

Students will:

  • compose simple pieces for at least two mediums, including computers (MIDI) and other electronic instruments. (Pieces may combine music with other art forms such as dance, theatre, visual arts, or film/video.)
  • sing and/or play recreational instruments accurately, expressively, and with good tone quality, pitch, duration, loudness, technique, and (singing) diction
  • use common symbols (notation) to perform music on recreational instruments
  • identify and describe the roles, processes, and actions needed to produce professional concerts and musical theatre productions
  • explain the commercial-music roles of producer, recordist, public relations director, recording company executive, contractor, musicians, union officials, performers, etc.

Commencement Major Sequence

  • compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understanding and application of the musical elements and music-related technology
  • monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvements
  • improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression
  • in choral and instrumental ensembles, read difficult/very difficult music (New York State School Music Association [NYSSMA] level V-VI); exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend, expression, and articulation; and respond appropriately to the gestures of the conductor
  • adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrument maker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom
  • in performing groups, produce musical performances by peer-led small ensembles and sections of larger ensembles
Last Updated: April 16, 2009