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NYS Standard 1
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NYS Standard 2
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NYS Standard 3
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NYS Standard 4
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Content Strand
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Grade
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Physical -Instrumental
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Lifelong Learning
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Evaluating Music and Music Performances
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Cultural Dimensions and Contributions of Music
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K
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Demonstrate proper playing posture for non-pitched percussion instruments
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Express personal preferences for musical works and styles.
List musical elements for evaluating composition and performances.
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1
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Apply coordination skills of the chord and broken borduns
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Identify a variety of different community musical settings.
Identify various settings in which students hear music in and out of school.
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Express personal preferences for musical works and styles.
List musical elements for evaluating composition and performances.
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Discuss the role of music within the structure of the student’s life experiences
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2
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Apply coordination skills of the chord and broken borduns
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Describe ways different cultures interpret music into traditions, cultural, and community events.
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Explain terminology associated with music evaluation.
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Describe the relationships between students own and other musical cultures.
Perform organized folk movement from different cultures.
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3
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Apply the coordination skills of the chord, broken, and level borduns
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Describe ways different cultures interpret music into traditions, cultural, and community events.
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Describe, using elements of music terminology, personal preferences for specific musical works and styles
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Identify the interdisciplinary relationships that exist between music and other disciplines.
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4
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Apply the coordination skills of the chord, broken, level, and arpeggiated borduns
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Describe a community musical organization and explain the functionality of the music performed.
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List musical elements used in evaluating the performance of music.
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Identify a variety of music genres and describe how they related to history.
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5
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Apply the coordination skills of the chord, broken, level, arpeggiated, and moving borduns
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Identify various settings in which students hear music and explain why the particular type of music was used
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List musical elements used in evaluating the performance of music.
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Compare and contrast a variety of genres noting the compositional features that make each unique.
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6
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Apply the coordination skills of the chord, broken, level, arpeggiated, and moving borduns
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Identify a variety of different avocations and vocations in which students may participate.
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Describe and define the elements of music used to evaluate performance.
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Compare and contrast a variety of genres noting the compositional features that make each unique.
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7
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Perform simple melodies with right hand and single note accompaniment in the left hand.
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Identify a variety of different avocations and vocations in which students may participate.
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Describe and define the elements of music used to evaluate performance.
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Describe the melodic, harmonic, and rhythmic differences in multicultural music.
Describe the texture, tone color, and form differences in multicultural music.
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8
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Perform melodies with the right hand and three note chordal accompaniment in the lift hand.
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Identify a variety of different avocations and vocations in which students may participate.
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Use knowledge of musical elements to analyze and evaluate their own and others' performance.
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Describe the melodic, harmonic, and rhythmic differences in multicultural music.
Describe the texture, tone color, and form differences in multicultural music.
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