WICSD Music Outcomes

Below is a sampling of the WICSD Music Outcomes.

 

General Music

NYS Standard 1

NYS Standard 2

NYS Standard 3

NYS Standard 4

Content Strand

Grade

Physical -Instrumental

Lifelong Learning

Evaluating Music and Music Performances

Cultural Dimensions and Contributions of Music

 

K

Demonstrate proper playing posture for non-pitched percussion instruments

 

Express personal preferences for musical works and styles.

List musical elements for evaluating composition and performances.

 

 

 

1

Apply coordination skills of the chord and broken borduns

 

Identify a variety of different community musical settings.

Identify various settings in which students hear music in and out of school.

Express personal preferences for musical works and styles.

List musical elements for evaluating composition and performances.

 

Discuss the role of music within the structure of the student’s life experiences

 

2

Apply coordination skills of the chord and broken borduns

 

Describe ways different cultures interpret music into traditions, cultural, and community events.

 

Explain terminology associated with music evaluation.

Describe the relationships between students own and other musical cultures.

Perform organized folk movement from different cultures.

 

3

Apply the coordination skills of the chord, broken, and level borduns

Describe ways different cultures interpret music into traditions, cultural, and community events.

 

Describe, using elements of music terminology, personal preferences for specific musical works and styles

 

Identify the interdisciplinary relationships that exist between music and other disciplines.

 

 

4

Apply the coordination skills of the chord, broken, level, and arpeggiated borduns

Describe a community musical organization and explain the functionality of the music performed.

List musical elements used in evaluating the performance of music.

Identify a variety of music genres and describe how they related to history.

 

5

Apply the coordination skills of the chord, broken, level, arpeggiated, and moving borduns

Identify various settings in which students hear music and explain why the particular type of music was used

List musical elements used in evaluating the performance of music.

Compare and contrast a variety of genres noting the compositional features that make each unique.

 

6

Apply the coordination skills of the chord, broken, level, arpeggiated, and moving borduns

Identify a variety of different avocations and vocations in which students may participate.

 

Describe and define the elements of music used to evaluate performance.

Compare and contrast a variety of genres noting the compositional features that make each unique.

 

7

Perform simple melodies with right hand and single note accompaniment in the left hand.

Identify a variety of different avocations and vocations in which students may participate.

 

Describe and define the elements of music used to evaluate performance.

Describe the melodic, harmonic, and rhythmic differences in multicultural music.

 

Describe the texture, tone color, and form differences in multicultural music.

 

 

8

Perform melodies with the right hand and three note chordal accompaniment in the lift hand.

Identify a variety of different avocations and vocations in which students may participate.

 

Use knowledge of musical elements to analyze and evaluate their own and others' performance.

Describe the melodic, harmonic, and rhythmic differences in multicultural music.

 

Describe the texture, tone color, and form differences in multicultural music.

 

Instrumental Music

NYS Standard 1

NYS Standard 2

NYS Standard 3

NYS Standard 4

Content Strand

Grade

Tone

Using Electronic Instruments

Acoustics/Physics of Music

Knowledge of Repertoire (Performing and Listening) of Various Styles, Genres, and Cultures

 

4

Perform with consistent, even tone across the following volume levels by using full breath support: mp-mf

Use fingering software to practice instrument fingerings.

Define the concept of instrument size as it relates to pitch.

Describe the functions of folk song literature

 

5/6

Perform with consistent, even tone across the following volume levels by using full breath support: mp-f

Use ear training, software to assist auditory skill building

Compare/contrast the relationship between instrument size and intonation.

Identify the compositional features of simple folk songs.

 

 

7/8

Perform with consistent, even tone across the following volume levels by using full breath support: p-f

Perform NYSSMA level appropriate solos on traditional band instruments, using accompaniment software.

Identify the relationship between waveform and pitch.

Describe the differences and compositional features in folk song literature.

 

9

Perform with consistent, even tone across the following volume levels by using full breath support: pp-ff

Enter compositions through keyboard performance using instrumental sequencing and notational software.

 

Identify the pitches of the overtone series for their particular instrument.

Describe the melodic, harmonic, and rhythmic differences in multicultural music.

 

 

10-12

Perform with consistent, even tone across the following volume levels by using full breath support: pp-ff

Enter compositions through keyboard performance using instrumental sequencing and notational software.

 

Describe sound production as it relates to timbre.

Apply knowledge of cultural composition techniques to discriminate between folk literatures.

 

String Music

NYS Standard 1

NYS Standard 2

NYS Standard 3

NYS Standard 4

Content Strand

Grade

Intonation

Identifying Musical Vocations and Avocations Available to Them

Interdisciplinary Connections

Knowledge of Cultural Features and Functions of Performance and Composition

 

4

Vary the pitch through left hand manipulation.

 

Relate folk song literature to geographical locations.

Describe the functions of folk song literature.

 

5/6

Initiate half and whole step intervalic tuning.

 

Relate and compare folk song literature to cultural and geographical regions. Identify mathematical relationships in music composition.

Identify the compositional features of simple folk songs.

 

 

7/8

Tune a string instrument using fine tuners to match pitch with individual strings.

List career options and describe responsibilities available in the music industry.

Identify physical properties within the context of sound production and describe the connections to visual arts.

Describe the differences and compositional features in folk song literature.

 

 

9

Tune a string instrument within an ensemble setting using fifth and/or harmonics with guidance

Investigate specific career options matched to student interest

Interpret music literature and its relationship to social and historical context.

Describe the melodic, harmonic, and rhythmic differences in multicultural music.

 

 

10-12

Tune a string instrument within an ensemble setting using fifth and/or harmonics independently.

Develop a potential career plan or avocation related to music and matched to student interest.

Analyze music literature through application of language arts composition skills to form new connections to other disciplines.

Apply the knowledge of cultural composition techniques to discriminate between folk literatures.

 

Vocal Music

NYS Standard 1

NYS Standard 2

NYS Standard 3

NYS Standard 4

Content Strand

Grade

Technique - Breathing

Create and Perform Using Sound sources

Listening and Analyzing - Rhythm

Genre

 

4

Model developmentally appropriate abdominal support.

Use voice with piano accompaniment.

Recognize and identify simple duple patterns.

 

Identify and perform a variety of music genres and describe how they relate to history (styles: folk, pop/Broadway, patriotic).

 

5/6

Model developmentally appropriate abdominal support, both sitting and standing.

Use voice with piano accompaniment.

Identify simple duple and triple patterns.

 

Identify and perform a variety of music genre and describe how they relate to history (styles: folk, pop/Broadway, patriotic, expanded genres to include multicultural literature).

 

7/8

Model proper breathing technique including correct use of diaphragm and abdominal muscles.

Use voice with a variety of accompaniment sources.

Identify simple duple and triple patterns.

 

Compare and contrast a variety of genre including at least one genre from each historical musical time period, folk, and multi-cultural music through listening and performing.

 

 

9

Model proper breathing technique with intercostal and abdominal muscle control.

Use voice accompanied and unaccompanied voices.

Identify simple and complex rhythms.

 

Determine the origins of, and perform an expanded genre of literature including a variety of styles, historical- musical time period, folk, and multi-cultural music.

 

10-12

Model proper breathing technique with intercostal and abdominal muscle control.

Use voice accompanied and unaccompanied voices.

Identify simple and complex rhythms including syncopation.

 

Determine the origins of, and perform an expanded genre of literature including a variety of styles, historical- musical time period, folk, and multi-cultural music.

NYS Music Learning Standards

National Music Learning Standards - 2014

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