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A | B | C | D | |
| | | | Performing and Creating |
1-4 | | | | a. Play instruments with proper posture, articulations, fingerings, and embouchure; perform with expression and technical accuracy a variety of repertoire at a difficulty level of 1 to 2, on a scale of 1-6. |
1-4 | | | | b. Learn the fundamentals of music notations: note and rest names and values, articulations, simple meters, rhythm, dynamics, tempos, time and key signatures, scales, etc. |
1-3, 5 | | | | c. Perform an appropriate part in small and large ensembles. |
1-3, 5 | | | | d. Perform in ensembles with more than one student on a part. |
1-3 | | | | e. Demonstrate ability to read an instrumental score, including whole, half, quarter, and eighth notes and rests in 2/4, 3/4, 4/4, and 6/8-meter signatures. |
1-3 | | | | f. Accurately sight-read music with a difficulty level of 1 on a scale of 1-6. |
1-3 | | | | g. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. |
1-3, 4 | | | | h. Compose and arrange simple melodies for 1-2 instruments. |
7 | 9 | 6 | 8 | i. Investigate careers in music fields. |
1, 5 | | | | j. Perform in scheduled concerts, festivals, and other musical events. |
7 | 9 | 6 | 8 | k. Investigate careers and contributions of famous composers and instrumentalists. |
| | | | History and Culture |
| 1, 2 | | | a. Experience and perform a variety of music of various eras, styles, and forms. |
| 1-3 | | 5, 6 | b. Identify by genre or style, historical period or culture, unfamiliar but representative aural examples of music. |
| 4 | | | c. Identify various roles that musicians perform. |