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Home &gt National Standards &gt Fine Arts &gt Music Standards &gt Grades 9-12

  G R A D E S   9 - 1 2
NA.9-12.1 SINGING, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC
Achievement Standard, Proficient:
  • Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory
  • Students sing music written in four parts, with and without accompaniment
  • Students demonstrate well-developed ensemble skills
Achievement Standard, Advanced:
  • Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6
  • Students sing music written in more than four parts
  • Students sing in small ensembles with one student on a part
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NA.9-12.2 PERFORMING ON INSTRUMENTS, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC
Achievement Standard, Proficient:
  • Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
  • Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
  • Students perform in small ensembles with one student on a part
Achievement Standard, Advanced:
  • Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
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NA.9-12.3 IMPROVISING MELODIES, VARIATIONS, AND ACCOMPANIMENTS
Achievement Standard, Proficient:
  • Students improvise stylistically appropriate harmonizing parts
  • Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys
  • Students improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality
Achievement Standard, Advanced:
  • Students improvise stylistically appropriate harmonizing parts in a variety of styles
  • Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality
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NA.9-12.4 COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES
Achievement Standard, Proficient:
  • Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
  • Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
  • Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources
Achievement Standard, Advanced:--
  • Students compose music, demonstrating imagination and technical skill in applying the principles of composition
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NA.9-12.5 READING AND NOTATING MUSIC
Achievement Standard, Proficient:
  • Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
  • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
Achievement Standard, Advanced:
  • Students demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
  • Students interpret nonstandard notation symbols used by some 20th-century composers
  • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6
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NA.9-12.6 LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
Achievement Standard, Proficient:
  • Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
  • Students demonstrate extensive knowledge of the technical vocabulary of music
  • Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques
Achievement Standard, Advanced:
  • Students demonstrate the ability to perceive and remember music events by describing in detail significant events (e.g., fugal entrances, chromatic modulations, developmental devices) occurring in a given aural example
  • Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
  • Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
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NA.9-12.7 EVALUATING MUSIC AND MUSIC PERFORMANCES
Achievement Standard, Proficient:
  • Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
  • Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
Achievement Standard, Advanced:--
  • Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions
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NA-M.9-12.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS
Achievement Standard, Proficient:
  • Students explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples
  • Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
  • Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music (e.g., language arts: compare the ability of music and literature to convey images, feelings, and meanings; physics: describe the physical basis of tone production in string, wind, percussion, and electronic instruments and the human voice and of the transformation and perception of sound)
Achievement Standard, Advanced:
  • Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures
  • Students explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts (e.g., creators: painters, composers, choreographers, playwrights; performers: instrumentalists, singers, dancers, actors; others: conductors, costumers, directors, lighting designers)
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NA-M.9-12.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE
Achievement Standard, Proficient:
  • Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications
  • Students identify sources of American music genres (e.g., swing, Broadway musical, blues) trace the evolution of those genres, and cite well-known musicians associated with them
  • Students identify various roles (e.g., entertainer, teacher, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements
Achievement Standard, Advanced:
  • Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context
  • Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences
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