Choral Music: Grades K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Creating

Performing

Responding

Connecting

I can arrange and compose music.

I can improvise music.

I can produce a well-developed tone quality.

I can perform with technical accuracy and expression.

I can perform using music notation.

I can analyze music.

I can evaluate music.

I can examine music from a variety of stylistic and historical periods and cultures.

I can relate music to other arts disciplines, content areas and career path choices.

I can notate simple rhythmic patterns using a defined selection of note values.

I can notate simple melodic patterns using a defined selection of pitches.

I can notate musical ideas using musical symbols to represent pitch and rhythm.

I can arrange a short song for my voice

I can arrange a short song for two voices, using harmony.

I can arrange a short song for an ensemble, demonstrating an understanding of voicing and texture.

I can describe how I use melody, rhythm, and harmony to compose or arrange a work for a specific purpose.

I can collaborate with others to compose or arrange a musical work for a specific purpose.

I can compose short, original musical ideas and works using all the elements of music for a specific purpose.

I can imitate simple rhythm patterns within a given meter.

I can imitate simple tonal patterns within a given tonality.

I can imitate simple melodic phrases given simple chord changes.

can improvise simple rhythmic patterns within a given meter.

I can improvise simple tonal patterns within a given tonality.

I can improvise simple melodic phrases.

I can perform a brief improvisation given a chord progression and meter.

I can perform an improvisation given a motive, chord progression and meter.

I can perform an extended improvisation with freedom and expression featuring motivic development within a given tonality, meter, and style.

I can produce a steady, free tone on a comfortable pitch.

I can produce a steady, free tone within a limited range.

I can produce a steady, free tone while singing in tune.

I can produce a centered tone in a comfortable tessitura.

I can produce a centered tone in some tessituras specific to my vocal range.

I can produce a centered tone in most tessituras specific to my vocal range.

I can produce a well-developed tone in all tessituras specific to my vocal range.

I can consistently produce a well-developed, vibrant tone across the entire range of my voice.

can adjust tone color/timbre in response to stylistic demands and the musical needs of an ensemble.

I can speak, chant, sing, and move to demonstrate awareness of beat.

I can speak, chant, sing and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

I can sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

I can sing expressively with appropriate dynamics and phrasing.

I can sing expressively with appropriate dynamics, phrasing, and interpreta-tion.

I can sing while interpreting my conductor's cues in order to perform with expression and technical accuracy.

can sing with increased fluency and expression a varied repertoire/genre of choral music.

I can sing with increased fluency and expression in small and large ensembles a varied repertoire/genre of choral music.

I can sing with increased fluency and expression from memory varied repertoire/genres of choral music.

I can identify music notation symbols representing simple familiar tonal and rhythm patterns and tunes.

I can read and perform tonal and rhythmic patterns using music notation.

I can read and perform simple unfamiliar and familiar songs using music notation.

I can identify music notation, symbols representing an expanded set of tonal, rhythmic, technical, and expressive ideas.

I can perform at sight simple unfamiliar musical works.

I can use a system to fluently sight-read moderately complex melodies in treble and bass clefs.

I can perform at sight complex unfamiliar musical works with accuracy.

I can perform at sight complex unfamiliar musical works with accuracy and appropriate expression/interpretation.

I can perform at sight complex unfamiliar musical works with accuracy, appropriate expression/interpretation and fluency.

I can identify the elements of music, instrument families, and voice types.

I can identify and apply basic music symbols and terminology.

I can identify patterns in music, recognize basic musical forms, and identify criteria of a musical performance.

I can describe how the elements of music are used to communicate ideas and evoke emotional responses in myself and others.

I can identify and explain how the elements of music are used in a variety of genres to determine my personal preferences.

I can evaluate a performance and offer constructive suggestions for improvement using provided criteria.

I can analyze a composition or performance and offer constructive suggestions for improvement using provided criteria.

I can analyze and critique compositions and performances from a variety of genres, cultures and time periods using personally developed criteria.

I can justify my criteria for evaluating music works and performances based on personal and collaborative research.

I can show my personal interest in musical perform-ances of others.

I can describe my personal interest in music performances using music terminology.

I can list some criteria to describe my interest in music performances using music terminology.

I can describe the quality of music performances using provided criteria.

I can describe my evaluation of a performance to others.

I can describe the quality of my performances and my composi-tions.

I can analyze performances and compositions, offering suggestions for improvement using provided criteria.

I can analyze and critique compositions and performances using personally-developed criteria.

I can justify my criteria for evaluating musical works and performances based on personal and collaborative research.

I can recognize musical selections from some cultures and time periods.

I can identify musical selections from a specific culture and a historical time period.

I can identify musical selections from multiple cultures and/or historical time periods.

I can examine relationships among musical selections from multiple cultures and/or historical time periods.

I can research the role of music within a specific culture or historical time period and present what I discovered.

I can modify a musical work using characteristics from a culture or time period.

I can examine contemporary musical works to determine the influence of historical and cultural traditions.

I can analyze a diverse repertoire of music from a cultural or historical time period.

I can examine and perform music based on historical and cultural contributions.

I can explore choral music concepts among arts disciplines other content areas and related careers.

I can recognize choral music concepts among arts disciplines, other content areas, and related careers.

I can apply choral music concepts to arts disciplines, other content areas, and related careers.

I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in music careers.

I can apply concepts among arts disciplines and other content areas to choral music and analyze how my interests and skills will prepare me for a career.

I can explain how economic conditions, cultural values and location influence music and the need for music related careers.

I can research societal political and cultural issues as they relate to other arts and content areas and apply to my role as a musician.

I can recognize long and short sounds and identify simple rhythms from notation.

I can write music rhythms or sounds, using symbols.

I can identify same and different rhythm patterns.

I can create and recognize high and low sounds to represent some pitches.

I can write high and low notes on a music staff to represent pitches.

I can identify same and different melodic patterns.

I can sing a variety of pitches and rhythms and label a music staff with clef and metric symbols.

I can write note and rest values on a music staff.

I can write beats and rhythms within measures.

I can create a simple tune (monopho-nic melody) without accompaniment, within specified guidelines.

I can create a melody using rhythms that are appropriate for the time signature.

I can develop a melody using pitches that are appropriate for the tonality.

I can develop a simple tune with accompanying parts (homopho-nic work).

I can develop an original arrange-ment of a traditional canon or round.

I can develop my song using I, IV, and V chord pro-gressions.

I can combine different voices to create various tone colors in my arrange-ment.

I can experiment with changes in tone color, creating variety and contrast through a combination of different voices.

I can experiment with non-chord tones and chord pro-gressions.

I can arrange melodic themes for specific purposes, using arrangement and composition-al techniques.

I can use composition-al techniques to compose works in a given musical form.

I can compose short compositions in major and minor keys.

I can sing in ensembles, working with others to develop ideas as we compose or arrange a composition.

I can work with others to analyze arrange-ments and original compositions for improve-ments.

I can compose an original composition in Four-Part Chorale Style.

I can create musical ideas and works using chord progressions and modulations.

I can use characteristic forms of music to create a choral composition for a specific purpose.

I can compose a choral composition with a variety of expressive devices.

I can imitate rhythm using a neutral syllable (shhh, ba, etc.)

I can imitate rhythm using a ta-ka-di-mi or a counting system.

I can produce one-phrase responses using two to three pitches on a neutral syllable (such as loo or la).

I can echo simple tonal patterns using solfege.

I can imitate simple melodic phrases given simple chord progres-sions.

I can embellish a given melodic phrase that corresponds with a simple chord progression.

I can improvise my own simple rhythmic pattern using a neutral syllable.

I can improvise my own simple rhythm patterns using ta-ka-di-mi or a counting system.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using solfege.

I can identify chord changes to improvise a short melody.

I can improvise simple melodic phrases that correspond with chord progressions in an unfamiliar song.

I can improvise a short passage using only a chord progression.

I can improvise a short passage in an established meter.

I can perform an improve-sation on a given motive.

I can improvise an extended passage using only a chord progression.

I can improvise an extended unaccompanied solo within a given tonality, meter, and style.

I can improvise freely within a given tonality, meter, and style, responding to aural cues from other members of an ensemble.

I can sing some simple patterns alone and with others.

I can demonstrate correct singing posture.

I can identify and sing in my head and chest voices

I can sing songs based on the pentatonic scale.

I can blend my voice with others singing in tune in my head voice.

I can sing in tune with breath support.

I can sing with a resonant, centered, and free tone in harmony.

can sing in tune my assigned part with clear tone quality, using breath control and correct posture.

I can sing my assigned part in tune with appropriate tone quality, resonance and vocal timbre.

I can sing with a centered tone and a steady tempo.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating dynamic changes.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating articulation changes.

I can sing with a well-developed tone, some 3-4 part songs, demonstrating balance and intonation, by adjusting my voice to conductor's cues.

I can sing with a well-developed tone, incorporating all musical symbols, tempo and expressive indications.

I can sing alone and within a 3-4 part ensemble, singing with well-developed tone quality while maintaining balance and intonation.

I can sing with well-developed tone quality and increased vocal technique.

I can manipulate the tone quality of my voice to reflect the stylistic demands of a piece of music.

can sing in a variety of languages with well-developed tone quality, making needed adjustments in vocal technique.

I can speak, chant to the beat.

I can sing and move to the beat.

I can demonstrate different tempo markings when singing and moving to the beat.

I can demonstrate dynamic levels when singing and moving to the beat.

I can demonstrate dynamic levels in response to a conductor.

I can respond to a conductor's gradual dynamic cues when singing.

I can sing, observing a variety of dynamic markings in songs.

I can sing, observing phrasing suggestions and markings in music.

I can interpret a conductor's dynamic and phrasing cues when singing.

I can sing, observing phrasing markings and breathing appropriate-ly alone and in groups.

I can interpret a conductor's gesture with rhythmic and melodic precision.

I can interpret a conductor's dynamic, articulation, and phrasing cues.

can sing with rhythmic and melodic precision music from diverse genres.

I can sing observing dynamics, articulation, and phrasing, in the style of the music.

I can interpret a conductor's gesture in a varied repertoire of music.

I can interpret a conductor's gestures appropriate to the genre.

I can enhance the expressive quality of my performance through singing from memory.

I can sing a cappella vocal selections from memory.

I can use non-traditional notation to identify pitches in a clef.

I can identify note values.

I can identify simple familiar rhythm patterns with correspond-ing notation.

I can identify simple familiar tonal patterns with correspond-ing notation.

I can sing tonal patterns using a sight-reading system.

I can identify basic time signatures.

I can sing using eighth, quarter, half and whole notes and rests.

I can sing a variety of tempos in music.

I can perform simple unfamiliar rhythm patterns using music notation.

I can perform simple unfamiliar tonal patterns using music notation.

I can sing in unison and simple 2-part music.

I can sing simple patterns in multiple tonalities.

I can identify sharps, flats, naturals, and simple key signatures.

I can sight-read stepwise tonic (do, re, mi, fa, so) patterns and simple meter based (2/4, 3/4, 4/4) rhythmic patterns.

I can identify advanced note values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can identify expressive markings in my music.

I can perform at sight simple unfamiliar musical works with accurate pitches.

I can sight read using reading systems such as ta-ka-di-mi, Gordon, count singing, and neutral syllables to unfamiliar melodies with tonic triad skips.

I can apply basic tempo markings in my music.

I can apply expressive markings in my music.

I can perform at sight moderately complex unfamiliar musical works with accurate pitches.

I can notate intermediate note values and time signatures.

I can apply intermediate tempo markings in my music.

I can apply advanced expressive markings in my music.

I can perform at sight complex unfamiliar musical works with accurate pitches

I can sight read using multiple reading systems (ta-ka-di-mi and Gordon, count singing, neutral syllables) in my music.

I can identify the use of advanced tempo markings in my music.

I can identify technical, expressive, and formal markings in my music.

I can perform at sight complex unfamiliar musical works with correction articulation.

I can identify advanced note values and time signatures that represent smaller beat subdivisions in my music.

I can analyze the use of advanced tempo markings in my music.

I can analyze the technical, expressive, and formal markings in my music.

I can perform at sight complex unfamiliar works with fluency.

I can notate advanced values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can justify the use of advanced tempo markings in my music.

I can justify the technical, expressive, and formal markings in my music.

I can identify rhythm, dynamics, pitch, harmony, tone color, texture, and form.

I can identify instrument families in the symphony orchestra.

I can identify different voice types.

I can identify basic music symbols and terms in written music.

I can apply my knowledge of musical symbols and terminology to a performance.

I can identify characteristics of a performance that I like/dislike.

I can recognize patterns in the music that I hear.

I can identify common forms such as call and response, verse and refrain, ABA.

I can identify criteria for a music performance.

I can explain how music elements are used to communicate ideas.

I can describe how the elements of music affect the mood of a song.

I can use the elements of music to describe my emotional response to a music performance.

I can identify how the melody, harmony, rhythm, timbre, texture, form, and expressive elements are different in varying genres of music.

I can describe common elements found in various genres of music.

I can use the elements of music to describe why I like particular genres.

I can identify advanced musical symbols, key signatures, and complex meter.

I can explain why advanced musical symbols, key signatures, and complex meter are used in music.

I can use the elements of music to offer suggestions for improve-ment.

I can identify forms used in varying cultures and historical periods.

I can describe stylistic qualities of music from different cultures and time periods.

I can describe stylistic qualities of music from different historical periods and cultures and offer suggestions for improvement of my performance.

I can describe characteristics of a variety of musical forms.

I can identify key signature changes and modulations in relation to form.

I can describe stylistic qualities of music from different historical periods and how it applies to my instrument.

I can justify my interpretation of a musical work based on the elements of music.

I can justify the performance decisions in a variety of musical works.

I can justify my evaluation of musical works from different historical periods and cultures based on my personal and collaborative research.

I can recognize some elements of music, such as loud/soft, fast/slow.

I can discuss my preference for a piece of music.

I can define basic music terminology using my own words.

I can identify characteristics of a performance that I like/dislike.

I can describe some of the elements of music.

I can identify some criteria for music performance.

I can define all the elements of music.

I can describe the characteristics of a quality performance using musical terms.

I can identify specific criteria I use when I critique others' perform-ances.

I can use the elements of music to evaluate a composi-tion.

I can compare my performance to the performance of others.

I can use the elements of music to evaluate my performance or the performance of others.

I can communicate feedback for personal performances and composi-tions.

I can present my evaluation of a formal or informal performance.

I can analyze personal compositions and provide criteria for improve-ment.

I can analyze performances and provide criteria for improve-ment.

can explain criteria used for evaluation.

I can justify artistic decisions used in compositions and performances.

I can recognize that all cultures perform music.

I can recognize similar elements of music in a specific culture.

I can identify similar elements of music in different cultures.

I can examine music from multiple cultures and time periods.

I can research a specific culture/time period and perform a song from that culture/time period.

I can change a musical work using the elements of music from a culture or time period.

I can explain specific cultural and historical traditions and infuse these ideas into my music.

I can select musical elements in contemporary music that reflect cultural and historical influences.

I can use historical and cultural contributions to justify my musical choices.

I can identify the relationship between music and another subject in my school.

I can identify and discuss examples of musicians in my community.

I can demonstrate a relationship between music and another subject in my school.

I can identify life skills necessary for a music career.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can apply concepts from other arts disciplines and content areas to my music.

I can research skills needed for various music careers.

I can explain ideas from other arts disciplines and content areas through music.

I can describe traditional and emerging careers in music.

I can explain how my artistic choices are influenced by cultural and social values.

I can pursue opportunities that will lead me to a career in music.

I can analyze complex ideas that influence my artistic perspective and creative work.

I can research my personal career choices in the arts.