MUSIC CURRICULUM Kindergarten 7 Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate understanding of music through playing, singing, moving, and listening to instruments individually, in ensembles, and in large groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students will relate music to history and culture. Students will demonstrate knowledge and understanding of music reading, notation, literacy, and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal: Students will apply their knowledge, skills and understanding of music to make informed artistic judgments about their own creative work, as well as the work of others in all of the arts. Strand: AESTHETICS Goal: Students will reflect on and respond to the affective and intellectual qualities of music, while examining music from various cultural perspectives and artists. PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS SOL K.1 The student will sing songs and play instruments. • Participate individually and in groups; • Accompany songs and chants with body percussion and classroom instruments; and • Imitate two pitch (sol-mi) patterns sung or played. K.1.1 The student will select and use a classroom instrument to accompany and/or embellish a song or poem. (SOL K.1) K.1.2 The student will sing alone or in a group in unison. (SOL K.1) K.1.3 The student will sing in unison in a group using sol-mi. (SOL K.1) SOL K.8 The student will recognize and demonstrate expressive qualities of music: fast/slow and loud/soft. K.8.1 The student will demonstrate that music can move at a fast or slow tempo. (SOL K.8) K.8.2 The student will recognize that music can be loud or soft. (SOL K.8) SOL K.9 The student will identify classroom instruments by sight and sound. K.9.1 The student will identify unpitched percussion instruments when presented.(SOL K.9) K.11 The student will exhibit respect for the contributions of self and others in a music setting. • Contribute to a group effort of making music; • Contribute to a group effort of listening to music; and • Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. K.11.1 The student will be able to express characteristics of group and/or individual performance using appropriate music vocabulary. K.12 The student will recognize the relationships between music and other disciplines. K.12.1 The student will recognize how music relates to other disciplines. (SOL K.12) K.12.2 The student will discuss feelings expressed in music.
Strand:7
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists.
PERFORMANCE AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL K.1 The student will sing songs and play instruments. •
Participate individually and in groups; • Accompany songs and
chants with
body percussion and classroom instruments; and
• Imitate two pitch (sol-mi) patterns sung or played.
K.1.1 The student will select and use a classroom instrument to
accompany and/or embellish a song or poem. (SOL K.1) K.1.2 The
student will sing alone or in a group in unison. (SOL K.1) K.1.3
The student will sing in unison in a group using sol-mi. (SOL
K.1)
SOL K.8 The student will recognize and demonstrate expressive
qualities of music: fast/slow and loud/soft. K.8.1 The student will
demonstrate that music can move at a fast or slow tempo. (SOL K.8)
K.8.2 The student will recognize that music can be loud or soft.
(SOL K.8) SOL K.9 The student will identify classroom instruments
by sight and sound. K.9.1 The student will identify unpitched
percussion instruments when presented.(SOL K.9)
K.11 The student will exhibit respect for the contributions of self
and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of
demonstrating good citizenship.
K.11.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
K.12 The student will recognize the relationships between music and
other disciplines. K.12.1 The student will recognize how music
relates to other disciplines. (SOL K.12) K.12.2 The student will
discuss feelings expressed in music.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
K.1.4 The student will identify and perform melodic contours.
Emphasis should be on pitch direction. SOL K.2 The student will
perform rhythm patterns that include sounds and silences. K.2.1 The
student will echo-clap or play rhythm patterns presented by the
teacher. (SOL K.2) SOL K.3 The student will sing, play, or move at
the appropriate time following a vocal/instrumental introduction.
K.3.1 The student will recognize and respond to introduction and/or
coda. SOL K.4 The student will respond to music with movement. •
Match movement to rhythm patterns; • Employ large body movement; •
Employ locomotor and non-locomotor
movement; • Use movement to enhance music,
stories, and poems; • Perform dances and games from
various cultures; and • Use the body to illustrate moods and
contrasts in music. K.4.1 The student will move interpretively to
various styles of music. (SOL K.4) K.4.2 The student will devise
unique motions to interpret what is heard. K.4.3 The student will
perform patterned dances/movement activities. (SOL K.4)
SOL K.10 The student will distinguish between tone colors. •
Identify voices and
instruments; and • Identify men’s, women’s and
children’s voices. K.10.1 The student will identify male and female
voices. (SOL K.10) K.10.2 The student will identify by timbre basic
classroom instruments. (SOL K.10) K.10.3 The student will recognize
when music phrases are same or different. K.10.4 The student will
experience and identify unison melody, accompanied and/or
unaccompanied.
K.11.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM Kindergarten
JUDGMENT AND CRITCISM AESTHETICS
SOL K.5 The student will demonstrate the difference between a
singing voice and a speaking voice. K.5.1 The student will imitate
a variety of voice inflections as spoken by the teacher to include
pitch and vocal quality. (SOL K.5) SOL K.6 The student will
demonstrate steady beat. • Use body percussion, instruments,
and
movement; and • Use children’s literature, chant, and
song. K.6.1 The student will demonstrate steady beat. (SOL K.6) SOL
K.7 The student will create music through a variety of experiences.
• Use classroom instruments, body
percussion, or movement; • Use the voice in speech and song; and •
Dramatize songs, stories, and poems. K.7.1 The student will devise
unique motions to interpret what is heard. (SOL K.7) K.7.2 The
student will move (dance) interpretively to various styles of
music. (SOL K.7) K.7.3 The student will select and use a classroom
instrument to accompany and/or embellish a song or poem. (SOL
K.7)
MUSIC CURRICULUM First Grade
10
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists. PERFORMANCE
AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 1.1 The student will sing a repertoire of songs and play
instruments. • Sing songs that contain sol, mi, and la
pitches; • Sing a variety of songs individually and
in groups; and • Play pitched and non-pitched
instruments.
1.1.1 The student will sing melodies using sol, mi, and la. (SOL
1.1) 1.1.2 The student will play a simple bordun on melodic
percussion instruments. 1.1.3 The student will improvise
accompaniments on pitched and unpitched percussion instruments.
(SOL 1.1)
SOL 1.5 The student will distinguish between melodic rhythms and
steady beat by sight and sound. 1.5.1 The student will replicate
rhythm patterns presented aurally. (SOL 1.5) 1.5.2 The student will
notate using manipulatives, rhythm patterns to include quarter
note, quarter rest and eighth note. (SOL 1.5) 1.5.3 The student
will demonstrate the ability to maintain a steady beat.
SOL 1.11 The student will exhibit respect for the contributions of
self and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating
good citizenship.
1.11.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
1.12 The student will recognize the relationships between music and
other disciplines. 1.12.1 The student will recognize how music
relates to other disciplines. (SOL 1.12) 1.12.2 The student will
describe and discuss ideas and emotions communicated in
music.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 1.2 The student will perform rhythm patterns. • Perform and
notate rhythm patterns that
include quarter notes, paired eighth notes, and quarter
rests.
• Demonstrate melodic rhythm. 1.2.1 The student will perform rhythm
patterns to include quarter notes, paired eighth notes, and quarter
rests. (SOL 1.2) 1.2.2 The student will recognize iconic notation
for quarter notes, eighth notes and quarter rests. (SOL 1.2) 1.2.3
The student will improvise using a given set of rhythm patterns.
SOL 1.3 The student will respond to music with movement. • Perform
line and circle dances; • Perform dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; and • Dramatize songs, stories and poems.
1.3.1 The student will perform student choreographed and/or teacher
directed movement activities. (SOL 1.3) 1.3.2 The student will
devise unique motions to interpret what is heard to include
contrasting sections, tempo and dynamic changes. (SOL 1.3) 1.3.3
The student will move (dance) interpretively to various styles of
music. (SOL 1.3)
1.5.4 The student will demonstrate the difference between steady
beat and rhythm. SOL 1.6 The student will recognize when music
changes from one section to a contrasting section. 1.6.1 The
student will identify changes in contrasting sections of music to
include AB and ABA form. (SOL 1.6) SOL 1.7 The student will
recognize and describe sudden changes in expressive qualities of
music. • Demonstrate changes in
dynamics vocally instrumentally or with movement.
1.7.1 The student will recognize that music can be loud or soft.
(SOL 1.7) 1.7.2 The student will identify and perform changes in
dynamics. (SOL 1.7) 1.7.3 The student will identify and perform
changes in tempo. (SOL 1.7)
1.11.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.3.4 The student will dramatize songs, poems, or stories. SOL 1.4
The student will create music through a variety of experiences. •
Improvise using classroom instruments,
body percussion, and movement; • Use the voice in speech and song;
• Dramatize songs, stories, and poems;
and • Create melodies to familiar nursery
rhymes or chants. 1.4.1 The student will select and use a classroom
instrument to accompany and/or embellish a song or poem. (SOL 1.4)
1.4.2 The student will devise unique motions to interpret what is
heard. (SOL 1.4) 1.4.3 The student will create melodic patterns
that move up, down, or stay the same. 1.4.4 The student will create
movement to dramatize songs, poems, or stories.
SOL 1.8 The student will identify high pitches and low pitches. •
Demonstrate different pitches
vocally, instrumentally, and with movement; and
• Distinguish between extreme contrasts of sound.
1.8.1 The student will recognize melodies using sol, mi, and la.
(SOL 1.8) 1.8.2 The student will identify changes of musical sound,
pitch and/or vocal quality using movement and/or vocabulary. (SOL
1.8) 1.8.3 The student will explore the relationship between size
of instrument and pitch. SOL 1.9 The student will identify pitched
and non-pitched classroom instruments by sight and sound. 1.9.1 The
student will identify by timbre pitched and unpitched classroom
instruments. (SOL 1.9) SOL 1.10 The student will distinguish
between accompanied and unaccompanied vocal music. 1.10.1 The
student will identify unison melody, accompanied and unaccompanied.
(SOL 1.10)
MUSIC CURRICULUM First Grade
JUDGMENT AND CRITCISM AESTHETICS
1.10.2 The student will identify voices by timbre to include male,
female and child. (SOL 1.10)
MUSIC CURRICULUM Second Grade
14
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists. PERFORMANCE
AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 2.1 The student will sing a repertoire of songs and play
instruments. • Sing melodies within the range of a
sixth; • Sing a variety of songs, individually
and in groups; and • Play ostinato and single chord
accompaniments on classroom instruments.
2.1.1 The student will sing melody patterns in tune using sol, la,
mi, re, and do. (SOL 2.1) 2.1.2 The student will play a broken
bordun on melodic percussion instruments. 2.1.3 The student will
play a moving bordun on melodic percussion instruments.
SOL 2.6 The student will recognize form in music. • Identify like
and unlike
melodic phrases; • Identify and perform music in
AB and ABA forms; and • Identify the beginning and
ending phrases. 2.6.1 The student will recognize and perform
compositions in AB and ABA form. (SOL 2.6) 2.6.2 The student will
recognize phrase beginnings and endings. (SOL 2.6) 2.6.3 The
student will recognize same and different phrases. (SOL 2.6)
SOL 2.10 The student will exhibit respect for the contributions of
self and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating
good citizenship.
2.10.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
SOL 2.12 The student will recognize the relationships between music
and other disciplines. 2.12.1 The student will recognize how music
relates to other disciplines. (SOL 2.12) 2.12.2 The student will
describe the meanings and feelings evoked by music.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.1.4 The student will perform harmony to include vocal ostinati
and canons. (SOL 2.1) SOL 2.2 The student will perform and notate
rhythm patterns using traditional notation, including paired eighth
notes, quarter notes, quarter rests, half notes and whole notes.
2.2.1 The student will echo-clap and perform rhythm patterns to
include half note, half rest, whole note, and whole rest. (SOL 2.2)
2.2.2 The student will notate rhythm patterns using manipulatives.
(SOL 2.2) 2.2.3 The student will identify and perform sets of beats
grouped in twos and fours. SOL 2.3 The student will respond to
music with movement. • Perform line and circle dances; • Perform
dances and games from
various cultures; • Demonstrate locomotor and non-
locomotor movements; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movements. 2.3.1 The student will perform student
choreographed and/or teacher directed movement activities. (SOL
2.3)
2.6.4 The student will recognize melodic movement of step, skip,
and repeat. 2.6.5 The student will recognize measures, bar lines,
double bar lines, and repeat signs. 2.6.6 The student will
recognize the function of the top number of the meter signature in
two and four. SOL 2.7 The student will recognize sudden and gradual
changes in expressive qualities of music. • Demonstrate changes
in
dynamics and tempo vocally, instrumentally, and with movement;
and
• Use music terminology to describe changes.
2.7.1 The student will identify and perform gradual changes in
dynamics. (SOL 2.7) 2.7.2 The student will identify and perform
gradual changes in tempo. (SOL 2.7) SOL 2.8 The student will
identify selected orchestral and folk instruments by sight and
sound.
2.10.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM Second Grade
JUDGMENT AND CRITCISM AESTHETICS
2.3.2 The student will devise unique motions to interpret what is
heard. (SOL 2.3) 2.3.3 The student will move (dance) interpretively
to various styles of music. SOL 2.4 The student will read lyrics
containing more than one verse and including words divided into
syllables. 2.4.1 The student will demonstrate ability to follow
multi-versed score. (SOL 2.4) SOL 2.5 The student will create music
through a variety of experiences. • Create lyrics to familiar
melodies; • Create new verses to songs; • Create accompaniments and
ostinato; • Create music to enhance songs,
stories, and poems; and • Create movement to illustrate meter
and form. 2.5.1 The student will move creatively to various styles
of music. (SOL 2.5) 2.5.2 The student will compose a vocal or
instrumental ostinato. (SOL 2.5) 2.5.3 The student will select and
use a classroom instrument to accompany and/or embellish a song,
story, or poem. (SOL 2.5) 2.5.4 The student will improvise a melody
using given pitches and rhythm patterns.
2.8.1 The student will identify by timbre, selected classroom,
orchestral, and folk instruments. (SOL 2.7) SOL 2.9 The student
will identify melody patterns that move upward and downward, and
remain the same. • Use the voice, instruments,
and movement; • Use music terminology; and • Use the seven letters
of the
music alphabet. 2.9.1 The student will identify and perform melodic
contours to include do, re, mi, sol, and la. (SOL 2.9) 2.9.2 The
student will recognize melodic movements of up, down, and stay the
same. (SOL 2.9)
MUSIC CURRICULUM Third Grade
17
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists. PERFORMANCE
AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 3.1 The student will sing a repertoire of songs in tune with a
clear tone quality. • Sing melodies within the range of an
octave; • Perform in a two-part music ensemble; • Accompany singing
with rhythm and/or
melody instruments; and • Use terminology to interpret a
music
selection. 3.1.1 The student will perform melodies within the range
of an octave with emphasis on do-centered pentatonic. Emphasis
should be placed on vocal tone quality and intonation. (SOL 3.1)
3.1.2 The student will perform in a two-part music ensemble. (SOL
3.1)
SOL 3. 8 The student will identify and perform sets of beats that
are grouped in twos and threes using descriptive terminology to
identify which beats are strong and which beats are weak. 3.8.1 The
student will identify and perform sets of beats grouped in threes.
(SOL 3.8) SOL 3.9 The student will identify ABA form. 3.9.1 The
student will identify and perform AB, ABA, and Rondo form. (SOL
3.9)
SOL 3.14 The student will exhibit respect for the contributions of
self and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating
good citizenship.
3.14.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
SOL 3.15 The student will describe the relationships between music
and other disciplines. 3.15.1 The student will recognize how music
relates to other disciplines. (SOL 3.15) 3.15.2 The student will
develop and describe personal reasons for valuing music.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
3.1.3 The student will select and use a classroom instrument to
accompany and/or embellish a song or poem. (SOL 3.1) SOL 3.2 The
student will notate and perform rhythm patterns using body
percussion, melodic, or non-pitched percussion instruments that
include sixteenth notes, single eighth notes, paired eighth notes,
quarter notes, quarter rests, half notes, dotted half notes, and
whole notes. 3.2.1 The student will notate using standard notation
or manipulatives, rhythm patterns to include whole note, whole
rest, half rest, dotted half. (SOL 3.2) SOL 3.3 The student will
notate and perform melodies from the treble staff using traditional
notation. • Use voice or melodic instruments; • Use a wide range of
tempos and
dynamics; and • Recognize that music is divided into
measures. 3.3.1 The student will identify and perform melodic
contours to include do, re, mi, sol, and la. (SOL 3.3) 3.3.2 The
student will demonstrate gradual changes of musical sound to
include tempo and dynamics. (SOL 3.2) 3.3.3 The student will follow
and perform a single line on melodic percussion instruments and/or
recorders. (SOL 3.2)
3.9.2 The student will explore guided listening to music through
the use of call charts or maps, following changes in dynamics,
instrumentation, form, etc. SOL 3.10 The student will recognize
music symbols within a composition and use music terminology to
explain their functions. 3.10.1 The student will identify rhythm
patterns to include whole note, dotted half note, half note,
quarter note, eighth note, whole rest, half rest, and quarter rest.
(SOL 3.10) 3.10.2 The student will recognize dynamic markings to
include crescendo and decrescendo. (SOL 3.10) 3.10.3 The student
will recognize directional markings to include D.C. al Fine, D.C.
al Coda, D.S. Fine, and Coda. (SOL 3.10)
3.14.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3. 4 The student will respond to music with movement. • Perform
line and circle dances; • Perform dances and games from
various cultures; • Dramatize songs, stories, and poems;
and • Perform choreographed and non-
choreographed movement. 3.4.1 The student will move creatively to
music using manipulatives. (SOL 3.4) 3.4.2 The student will devise
unique motions to interpret music. (SOL 3.4) 3.4.3 The student will
perform student choreographed and/or teacher directed movement
activities. (SOL 3.4) SOL 3.5 The student will perform in a two-
part ensemble using pitched and non- pitched instruments. SOL 3.6
The student will perform I and V (V7) chords to accompany a
two-chord melody using classroom instruments. 3.6.1 The student
will use melodic percussion to perform I –V harmony. (SOL 3.6) 3.
6.2 The student will add harmony by performing a crossover bordun
on melodic percussion instruments.
SOL 3.11 The student will explore the music of world cultures
through song, dance, and movement. • Study folk tales and
musical
settings of folk tales; • Listen to examples of
instruments not traditionally found in bands or orchestras;
• Interpret music through movement; and
• Perform traditional dances. 3.11.1 The student will identify
instrumentation in a variety of musical compositions. (SOL 3.11)
3.11.2 The student will move creatively to music using
manipulatives. (SOL 3.11) 3.11.3 The student will devise unique
motions to interpret the music. (SOL 3.11) 3.11.4 The student will
perform student choreographed and/or teacher directed movement
activities. (SOL 3.11) SOL 3.12 The student will identify the four
orchestral families (woodwind, string, brass, percussion) by sight
and sound. 3.12.1 The student will identify orchestral instruments
visually and aurally. (SOL 3.12)
MUSIC CURRICULUM Third Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 3.7 The student will create music through a variety of
experiences. • Create accompaniments and ostinati
for songs and chants; • Create movement to illustrate meter
and form; • Create lyrics to familiar melodies; and • Create new
verses to songs.
3.7.1 The student will create movement to music using
manipulatives.(SOL 3.7) 3.7.2 The student will select and use a
classroom instrument to accompany and/or embellish a song or poem.
(SOL 3.7) 3. 7.3 The student will improvise a melody to a set
rhythm pattern. (SOL 3.7)
SOL 3.13 The student will demonstrate the melodic shape (contour)
of a musical phrase using music terminology to describe how pitch
levels may move upward, downward, or stay the same. 3.13.1 The
student will recognize melodic movement of step, skip, and repeat.
(SOL 3.13) 3.13.2 The student will identify and perform melodic
contours within the range of an octave, using do-centered
pentatonic. (SOL 3.13)
MUSIC CURRICULUM Fourth Grade
21
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists. PERFORMANCE
AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 4.1 The student will sing a repertoire of songs in tune with a
clear tone quality. • Sing with expression using indicated
dynamics and phrasing; and • Sing in a group performing songs
in
simple harmony. 4.1.1 The student will perform in tune and with
good tone quality melodic patterns in the hexatonic scale. (SOL
4.1) 4.1.2 The student will distinguish between do-centered (major)
and la-centered (minor) tonalities. 4.1.3 The student will identify
and perform dynamic markings to include pp and ff. 4.1.4 The
student will follow a single line from a two-part score. (SOL
4.1)
SOL 4.8 The student will identify rondo form. 4.8.1 The student
will recognize and perform AB, ABA, Rondo, and Theme and
Variations. (SOL 4.8) SOL 4.9 The student will recognize dynamic
markings and interpret them in performance. 4.9.1 The student will
respond to changes of dynamics within a musical composition. (SOL
4.9) 4.9.2 The student will recognize and interpret dynamic
markings to include pp and ff. (SOL 4.9)
SOL 4.14 The student will exhibit respect for the contributions of
self and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating
good citizenship.
4.14.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
SOL 4.15 The student will compare the relationship between music
and other disciplines. 4.15.1 The student will recognize how music
relates to other disciplines. (SOL 4.15) 4.15.2 The student will
recognize, explore, and demonstrate aesthetic experience through
creating music. 4.15.3 The student will discuss how criteria used
to value music may vary from on culture to another.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 4.2 The student will notate and perform rhythm patterns using
body percussion, voice, pitched, or non- pitched instruments that
include sixteenth notes, single eighth notes, paired eighth notes,
eighth rests, quarter notes, quarter rests, half notes, half rests,
dotted half notes, whole notes, and whole rests. 4.2.1 The student
will identify and perform rhythm patterns to include syncopation,
dotted rhythms, and eighth rests. (SOL 4.2) 4.2.2 The student will
notate grade appropriate rhythms when dictated by the teacher. (SOL
4.2) 4.2.3 The student will perform rhythm patterns in large and
small ensembles. (SOL 4.2) SOL 4.3 The student will notate and
perform melodies from the treble staff using traditional notation.
• Identify melodic movements as step,
leap, or repeat. • Use voice or melodic instruments. 4.3.1 The
student will perform a single line on melodic percussion
instruments and/or recorders. (SOL 4.3) SOL 4.4 The student will
respond to music with movement. • Perform choreographed and
non-
choreographed movements; • Perform traditional folk dances; and •
Use body percussion.
SOL 4.10 The student will identify instruments from various music
ensembles by sight and sound including instruments from other
cultures. 4.10.1 The student will identify music and
instrumentation from various cultures. (SOL 4.10) SOL 4.11 The
student will identify the function of the top and bottom numbers of
a meter signature involving 2, 3, and 4 beats. 4.11.1 Identify and
perform meter signatures of 2, 3, and 4 beats. (SOL 4.11) SOL 4.12
The student will distinguish between major and minor tonality.
4.12.1 The student will identify major and minor tonality. (SOL
4.12) SOL 4.13 The student will use music terminology to describe
various styles of music. • Place musical examples into
broad categories of style; and • Recognize a composer and a
music composition from four different music historical
periods.
4.14.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.4.1 The student will move creatively using manipulatives. (SOL
4.4) 4.4.2 The student will perform student choreographed and/or
teacher directed movement activities. (SOL 4.4) SOL 4.5 The student
will perform in a two- part musical ensemble using pitched and
non-pitched instruments. SOL 4.6 The student will play I, IV, and V
(or V7) chords to accompany a three-chord melody. 4. 6.1 The
student will perform an accompaniment pattern on melodic percussion
instruments. (SOL 4.6) 4.6.2 The student will perform in a I-IV-V
accompaniment pattern on melodic percussion instruments. (SOL 4.6)
SOL 4.7 The student will create music through a variety of
experiences. • Improvise simple melodic and rhythmic
accompaniments; • Create melodic or rhythmic motives to
enhance literature using a variety of sound sources, including
technology; and
• Create movement to illustrate meter and form.
4.7.1 The student will create movement to music using
manipulatives. (SOL 4.7) 4.7.2 The student will improvise melodic
and rhythmic patterns on instruments. (SOL 4.7)
4.13.1 The student will identify and discuss music from various
cultures. (SOL 4.11) 4.13.2 The student will explore guided
listening through the use of listening charts or maps. Follow
changes in dynamics, instrumentation, form, etc. 4.13.3 The student
will follow changes in dynamics, instrumentation, form, etc.
MUSIC CURRICULUM Fourth Grade
JUDGMENT AND CRITCISM AESTHETICS
4.7.3 The student will select and use a classroom instrument to
accompany and/or embellish a song or poem. (SOL 4.7) 4.7.4 The
student will create a four- measure song for melodic
instruments.
MUSIC CURRICULUM Fifth Grade
25
Strand: PERFORMANCE AND PRODUCTION Goal: Students will demonstrate
understanding of music through playing, singing, moving, and
listening to instruments individually, in ensembles, and in large
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will demonstrate
knowledge and understanding of music reading, notation, literacy,
and sight-reading skills. Strand: JUDGMENT AND CRITCISM Goal:
Students will apply their knowledge, skills and understanding of
music to make informed artistic judgments about their own creative
work, as well as the work of others in all of the arts. Strand:
AESTHETICS Goal: Students will reflect on and respond to the
affective and intellectual qualities of music, while examining
music from various cultural perspectives and artists. PERFORMANCE
AND PRODUCTION CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITCISM AESTHETICS
SOL 5.1 The student will sing a repertoire of songs in tune with a
clear tone quality. • Demonstrate beginning choral
behaviors and skills in group singing; • Participate in group
singing involving
three-part harmony; and • Develop age-appropriate ability in
singing skills. 5.1.1 The student will perform in tune and with
good tone, quality melodic patterns in the diatonic scale. (SOL
5.1) 5.1.2 The student will identify and perform a single line from
a two-part and/or three- part score. (SOL 5.1)
SOL 5.7 The student will identify theme and variations form. 5.7.1
The student will recognize form to include AB, ABA, Rondo, and
Theme and Variations. (SOL 5.7) SOL 5.8 The student will use music
terminology to describe music performances and compositions. 5.8.1
The student will identify and perform dynamic markings to include
mp and mf. (SOL 5.8)
SOL 5.12 The student will exhibit respect for the contributions of
self and others in a music setting. • Contribute to a group effort
of
making music; • Contribute to a group effort of
listening to music; and • Participate in music activities
that involve sharing, taking turns, and other ways of demonstrating
good citizenship.
5.12.1 The student will be able to express characteristics of group
and/or individual performance using appropriate music
vocabulary.
SOL 5.13 The student will compare and contrast the relationships
between music and other disciplines. 5.13.1 The student will
recognize how music relates to other disciplines. (SOL 5.13) 5.13.2
The student will discuss the role of music and musicians in
society. 5.13.3 The student will articulate reasons for personal
preferences in music using appropriate vocabulary.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.2 The student will notate and perform rhythm patterns using
body percussion, voice, pitched, or non-pitched instruments that
include sixteenth notes, dotted eighth followed by a sixteenth
note, single eighth notes, paired eighth notes, eighth rests,
quarter notes, quarter rests, half notes, half rests, dotted half
notes, whole notes, and whole rests. 5.2.1 The student will
identify and perform rhythm patterns of increased complexity to
include sixteenth note and sixteenth rest, dotted eighth with
sixteenth, and sixteenth, with eighth note combinations. (SOL 5.2)
5.2.2 The student will notate grade- appropriate rhythms when
dictated by the teacher. (SOL 5.2) SOL 5.3 The student will notate
and perform melodies from the treble staff using traditional
notation. • Use voice or melodic instruments; and • Use computer
technology. 5.3.1 The student will perform an accompaniment pattern
from a two-part score. (SOL 5.3) 5.3.2 The student will follow and
perform a single line on melodic percussion instruments and/or
recorders. (SOL 5.3)
5.8.2 The student will recognize directional markings commonly
found in a score. (SOL 5.8) SOL 5.9 The student will identify
instruments from various music ensembles by sight and sound
including instruments from other cultures. 5.9.1 The student will
explore guided listening through the use of listening charts or
maps. The student will follow changes in dynamics, instrumentation,
form, etc. 5.9.2 The student will identify music and instruments
from various cultures. (SOL 5.9) SOL 5.10 The student will identify
the functions of the top and bottom numbers of meter signatures in
duple and triple meters. 5.10.1 The student will identify and
perform repertoire in duple and triple meter to include 6/8 meter.
(SOL 5.10)
5.12.2 The student will be able to express characteristics of music
using appropriate vocabulary while listening to a music
example.
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
SOL 5.4 The student will respond to music with movement. • Perform
choreographed and non-
choreographed movements; • Perform dances and games from
various cultures including traditional folk dances; and
• Use body percussion. 5.4.1 The student will move creatively to
music using manipulatives. (SOL 5.4) 5.4.2 The student will perform
music from various cultures. (SOL 5.4) 5.4.3 The student will
perform student choreographed and/or teacher directed movement
activities. (SOL 5.4) SOL 5.5 The student will perform music of
increasing difficulty in musical ensembles using pitched and rhythm
instruments. SOL 5.6 The student will create music through a
variety of experiences. • Improvise melodies and rhythms of
increasing complexity; • Create movement to illustrate meter
and form; and • Compose short melodic or rhythmic
phrases within specified guidelines. 5.6.1 The student will create
movement to music using manipulatives. (SOL 5.6) 5.6.2 The student
will select and use a classroom instrument to accompany and/or
embellish a song or poem.
SOL 5.11 The student will place music examples into broad
categories of style. • Use music terminology to
compare and contrast a variety of music styles;
• Explore how vocal style contributes to the quality and enjoyment
of musical selections;
• Explore and perform a variety of music styles;
• Identify notable characteristics of the music of world cultures;
and
• Identify a composer and one music composition from each of four
different music historical periods.
5.11.1 The student will describe and discuss major differences
between eras and styles of music. (SOL 5.11) 5.11.2 The student
will identify music from various cultures. (SOL 5.11)
MUSIC CURRICULUM Fifth Grade
JUDGMENT AND CRITCISM AESTHETICS
5.6.3 The student will create a four- measure song for a melodic
instrument. 5.6.4 The student will improvise melodic and rhythmic
patterns using instruments. 5.6.5 The student will create and
perform Rondo form.
ELEMENTARY LITERACY CONCEPTS
PERFORMANCE AND PRODUCTION
1. Articulation – Start and release of a note. In voice, clearly
pronouncing consonants and vowels when singing. 2. Bowings –
Technique of using the bow 3. Breath Support – Speed of air, use of
diaphragmatic muscles to give carrying power to the
voice/instrument 4. Chord – Simultaneous sounding of three or more
notes 5. Diction – Clarity of pronunciation 6. Elements of
Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes;
feeling of movement; • Harmony – Chordal structure of a musical
composition; • Dynamics – Louds and softs of music; • Timbre – Tone
color of instruments; • Form – Certain scheme, structure of a
composition; and • Melody – A succession of musical tones ,
thematic pattern of fixed units
7. Embellishments – Ornamentation 8. Expression – Emotional effect
of music – involves tempo, rhythm, dynamics, phrasing,
articulations. 9. Improvise – Performing spontaneously 10.
Instruments – The generic name for all contrivances producing
musical sounds, with the exception of the voice. They are usually
classified
into four categories: strings, woodwind, brass, percussion. 11.
Intonation – Singing or playing in tune 12. Meter – Pattern of
fixed units indicated by a time signature 13. Pattern – A repeated
melodic and or rhythmic set of notes, chords or harmonies 14.
Performance – A presentation before an audience 15. Phrase –
Division of musical line comparable to a sentence. 16. Posture – A
position or attitude of the body or of body parts. 17. Practice –
To perform repeatedly in order to acquire or polish a skill 18.
Rehearsal – A session of practice for a performance 19. Scale –
Tonal pattern of music 20. Sight Read – To read, conduct, or
perform without prior preparation. 21. Tempo – Speed of the music
22. Tuning – Adjustment of proper pitch 28. Voice – Vocal
Production 23. Warm-up – Routine to prepare muscles, aural skills
and brain for working
ELEMENTARY LITERACY CONCEPTS
CULTURAL CONTEXT AND MUSIC THEORY
1. Arrange – Adapt a composition with instruments or other voices
for performance 2. Clef – Symbol at the beginning of the staff
indicating the pitch of notes: labels lines and spaces 3. Chord -
Simultaneous sounding of three or more notes 4. Compose – Construct
or create a musical piece 5. Conduct – To direct and coordinate a
musical ensemble through the use of motions of the hands and body.
6. Cultural Context – The circumstances in which artistic
activities are produced. 7. Elements of Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes;
feeling of movement; • Harmony – Chordal structure of a musical
composition; • Dynamics – Louds and softs of music; • Timbre – Tone
color of instruments; • Form – Certain scheme, structure of a
composition; and • Melody – A succession of musical tones ,
thematic pattern of fixed units
8. Ensemble - Group of musicians performing/playing together 9.
Expression - motional effect of music – involves tempo, rhythm,
dynamics, phrasing, articulations.
10. Historical Period – That which has occurred in the past within
a specific time frame 11. Improvise - Perform spontaneously 12.
Instrument – A device for producing a musical sound 13.
Instrumentation – Arrangement of music for a particular group of
voices and/or instruments 14. Key Signature – The sharps or flats
appearing at the beginning of each staff, indicating the scale and
the key of the composition. 15. Meter - The basic grouping of beats
and rhythms as found in each measure and indicated by the Time
Signature 16. Movement – Various complete and comparatively
independent divisions of a musical composition. 17. Notation –
Representation of music with symbols 18. Pattern – A repeated
melodic and or rhythmic set of notes, chords or harmonies 19. Scale
- Tonal pattern of music 20. Sequence – Repetition of a melody or
phrase at a higher or lower pitch 21. Style - Mode of expression of
performance 22. Tempo - Speed of the music
ELEMENTARY LITERACY CONCEPTS
JUDGMENT AND CRITICISM
1. Analyze - Identifying and examining separate parts as they
function independently and together in creative works. Identifying
how the elements of music are used in a work of music.
2. Concert Etiquette – the practices of social convention
prescribed for both performers and audience members. 3. Elements of
Music:
• Pitch – Location of a musical sound in the tonal scale; • Rhythm
– Time value of notes; feeling of movement; • Harmony – Chordal
structure of a musical composition; • Dynamics – Louds and softs of
music; • Timbre – Tone color of instruments; • Texture – Melodies
and harmonies; and • Form – Certain scheme, structure of a
composition
4. Ensemble – Group of musicians performing/playing together 5.
Expression – Emotional effect of music – involves tempo, rhythm,
dynamics, phrasing, articulations. 6. Instruments – The generic
name for all contrivances producing musical sounds, with the
exception of the voice. They are usually classified
into four categories: strings, woodwind, brass, percussion. 7.
Intonation – Singing or playing in tune 8. Meter – The basic
grouping of beats and rhythms as found in each measure and
indicated by a time signature. 9. Pattern – A repeated melodic and
or rhythmic set of notes, chords or harmony 10. Performance – A
presentation before an audience 11. Practice – To perform
repeatedly in order to acquire or polish a skill 12. Rehearsal – A
session of practice for a performance 13. Repertoire – The stock of
songs, music, that a player, company, ensemble is prepared to
perform. 19. Sight Read – To read, conduct, or perform without
prior preparation. 20. Tempo – Speed of the music 21. Voice – Vocal
Production 22. Warm-up – Routine to prepare muscles, aural skills
and brain for working
ELEMENTARY LITERACY CONCEPTS
32
AESTHETICS
1. Aesthetics – Having a sense of beauty in nature and the arts 2.
Audience – Gathering of spectators or listeners 3. Elements of
Music:
• Tempo – Speed of the piece; • Rhythm – Time value of notes;
feeling of movement; • Harmony – Chordal structure of a musical
composition; • Dynamics – Louds and softs of music; • Timbre – Tone
color of instruments; • Form – Certain scheme, structure of a
composition; and • Melody – a succession of musical tones ,
thematic pattern of fixed units
4. Emotion – A strong feeling, as of sorrow or joy: affective
nature of music 5. Expression – Emotional effect of music – the
elements of music, as well as phrasing and articulations 6.
Performance – A presentation before an audience
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth –
Eighth Grades
33
Strand: PERFORMANCE AND PRODUCTION Goal: Students will express
musical ideas through performing individually, in ensembles and in
groups. Strand: CULTURAL CONTEXT AND MUSIC THEORY Goal: Students
will relate music to history and culture. Students will acquire
music reading, notation, literacy, and sight-reading skills.
Strand: JUDGMENT AND CRITICISM Goal: Students will apply their
knowledge, skills and understanding of music to make informed
artistic judgments about their own creative work, as well as the
work of others in all of the arts. Strand: AESTHETICS Goal:
Students will reflect on and respond to the affective and
intellectual qualities of music, while examining music from various
cultural perspectives and artists. PERFORMANCE AND PRODUCTION
CULTURAL CONTEXT AND
MUSIC THEORY JUDGMENT AND CRITICISM AESTHETICS
SOL MS.1 The student will participate in a variety of music
experiences as a means of studying the elements of music. •
Demonstrate an understanding of
melody patterns aurally and visually; • Demonstrate an
understanding of
rhythm patterns aurally and visually; • Demonstrate an
understanding of
harmony aurally and visually; and • Perform music with the voice
and
instruments. MS.1.1 The student will sing two, three and/or
four-part rounds and/or partner songs. MS.1.2 Identify and perform
a single line from a two-part and/or three- part score. MS.1.3 Read
and perform music in various meters, to include duple, triple and
compound. MS.1.4 Recognize key signatures of C, G
SOL MS.5 The student will investigate music sounds, forms, styles,
and genres through listening, discussing, writing, and performing.
MS.5.1 Through listening activities, develop auditory
discrimination, memory and sequencing. MS.5.2 Listen to and discuss
various forms of music. MS.5.3 Listen to and discuss music of
various cultures. MS.5.4 Investigate various types of contemporary
music. MS.5.5 Explore different historical periods of Western
music. MS.5.6 Explore and perform AB
SOL MS.7 The student will describe performances, live or recorded,
using music terminology. • Develop criteria for evaluating
music performances; • Identify music of diverse
cultures including representative composers.
• Identify instruments, voice classifications (soprano, alto,
tenor, bass) and a variety of performing ensembles aurally and
visually; and
• Investigate traditional and non-traditional sound sources.
MS.7.1 Identify music from various cultures, composers, performers
and compositions. MS.7.2 Recognize by timbre individual
instruments.
SOL MS.9 The student will identify and compare relationships
between music and other disciplines. MS.9.1 Perform music of the
world with emphasis on history, literature, and culture. MS.9.2
Develop an awareness of the relationship between music and other
disciplines. (SOL MS.9)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth –
Eighth Grades
34
JUDGMENT AND CRITICISM AESTHETICS
and F. MS.1.5 Recognize and perform I, IV, V harmonies. MS.1.6
Identify and perform rhythm patterns of increased complexity to
include syncopation. MS.1.7 Perform in instrumental ensembles using
pitched and unpitched percussion instruments. Melody may also be
performed on recorder or guitar. (SOL MS.1) SOL MS.2 The student
will play and/or sing music from notation on the grand staff.
MS.2.1 Recognize treble staff notation including use of ledger
lines. MS.2.2 Recognize the grand staff. MS.2.3 Recognize and
perform tempo and dynamic markings and/or music terminology. MS.2.4
Read and/or sight-read a short melodic line. MS.2.5 Use soprano
and/or alto recorder to play two-part compositions. (SOL MS.2) SOL
MS.3 The student will participate in a variety of movement
activities in the study of music. • Demonstrate a variety of
styles,
periods, and forms through structured and unstructured dance
and
melodies on melodic instruments from music notation. (S0L MS.5) SOL
MS.6 The student will investigate the role of music in society. •
Investigate careers in music;
and • Identify the various uses of
music in daily experience. MS.6.1 Differentiate various roles in
the music industry. (SOL MS.6)
MS.7.3 Listen to, discuss and evaluate music performances. MS.7.4
Identify voice classifications (SATB). MS.7.5 Notate music using
traditional and non-traditional symbols. SOL MS.8 The student will
demonstrate appropriate performance behavior as a participant
and/or listener. • Exhibit respect for the
contributions of self and others within a music setting; and
• Demonstrate appropriate audience behavior for the context and
style of music performed.
MS.8.1 Develop a positive self- image through awareness of the body
and its relationship to space by moving, singing and playing
instruments. MS.8.2 Gain interpersonal skills by participating in
ensembles. MS.8.3 Develop aesthetic awareness through listening and
performing. MS.8.4 Develop awareness of concert etiquette
appropriate to various settings. (SOL MS.8)
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth –
Eighth Grades
35
JUDGMENT AND CRITICISM AESTHETICS
body percussion and other physical responses.
MS.3.1 Perform student choreographed and/or teacher directed
movement activities. MS.3.2 Demonstrate and move to music in duple,
triple and compound meters. MS.3.3 Conduct music in duple, triple
and compound meters. (SOL MS.3) SOL MS.4 The student will employ
creativity in a variety of music experiences. • Discuss how a
composer
communicates ideas by manipulating elements of music;
• Improvise melodies, rhythms, and harmonies;
• Compose melodies, rhythms, and harmonies; and
• Create arrangements of known melodies using traditional or non-
traditional sound sources, including computer-related
technology.
MS.4.1 Create rhythms to include dotted quarter notes and dotted
eighth notes. MS.4.2 Create a melody using C, F and/or G major
tonalities. MS.4.3 Create short compositions that demonstrate
feelings, ideas or events. MS.4.4 Improvise rhythmic and melodic
phrases instrumentally and/or vocally.
MUSIC CURRICULUM Music Theory/General Music: Middle School Sixth –
Eighth Grades
36
JUDGMENT AND CRITICISM AESTHETICS
MS.4.5 Create accompaniments that may include vocal, instrumental
and/or body percussion. (SOL MS.4)
Strand: JUDGMENT AND CRITCISM