Curriculum and Instruction

Standard 2 - Music

Key idea: Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Performance Indicators


Students will:

  • use classroom and nontraditional instruments in performing and creating music (a)
  • construct instruments out of material not commonly used for musical instruments (b)
  • use current technology to manipulate sound (c)
  • identify the various settings in which they hear music and the various resources that are used to produce music during a typical week; explain why the particular type of music was used (d)
  • demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school (e)
  • discuss ways that music is used by various members of the community (f)


Students will:

  • use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces (a)
  • use school and community resources to develop information on music and
    musicians (b)
  • use current technology to create, produce and record/playback music (c)
  • identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role (d)
  • demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures (e)
  • investigate some career options related to their musical interests (f)


Students will:

  • use traditional, electronic, and nontraditional media for composing, arranging, and performing music (a)
  • describe and compare the various services provided by community organizations that promote music performance and listening (b)
  • use print and electronic media, including recordings, in school and community libraries to gather and report information on music and musicians (c)
  • identify and discuss the contributions of local experts in various aspects of music performance, production, and scholarship (d)
  • participate as a discriminating member of an audience when listening to performances from a variety of genres, forms, and styles (e)
  • understand a broad range of career opportunities in the field of music, including those involved with funding, producing, and marketing musical events (f)

Commencement Major Sequence

Students will:

  • develop a classified and annotated directory of nearby music-related establishments such as instrument and music retailers, instrument makers and repair persons, recording studios, union representatives, etc. (a)
  • identify ways that they have contributed to the support of the musical groups of which they are members (b)
  • explain opportunities available to them for further musical growth and professional development in higher education and community institutions (c)
Last Updated: October 7, 2015