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A | B | C | D | |
| | | | Evaluation and Analysis |
1-4 | | 1 | | a. Develop advanced vocal techniques: pitch matching, interval study, scales, diction, enunciation, and breath control. |
3 | | | | b. Set personal goals. |
1-4 | | | | c. Develop individual discipline. |
3 | | 1 | | d. Learn the fundamentals of music notation: note and rest values, names, articulations, simple and compound meters and rhythms, dynamics, tempos, time and key signatures, interval and chord structures. |
3, 4 | | 1, 2 | | e. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music and expressive devices. |
1-3 | | 1 | | f. Demonstrate extensive knowledge of the technical vocabulary of music. |
3, 4 | 6 | 1, 2 | | g. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release in a musical work, and give examples of other works that make similar uses of those devices and techniques. |
3, 4 | | 1-4 | 2 | h. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations. |
3 | | 1-4 | 2 | i. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. |
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| | | | Aesthetic Appreciation |
3 | | | | a. Develop and maintain an individual practice discipline for self-enrichment. |
3 | | 2 | | b. Recognize aesthetic values of the eras: Renaissance, Baroque, Classical, Romantic, Impressionistic, and Contemporary. |
3 | | 1, 4 | 2 | c. Explain how elements of imagination, craftsmanship, unity, variety, repetition, and contrast are used in various ways in all the arts; cite examples. |
3, 6 | | | | d. Compare characteristics of two or more of the arts within a historical period or style, and cite examples from various cultures. |
| | | 2, 5 | e. Attend various musical events. |