Standard 1: Sings, alone and with others, a varied repertoire of music

Benchmark 1. Sings on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady tempo

Knowledge/skill statements

1. Sings on pitch and in rhythm
2. Sings with appropriate timbre
3. Sings with appropriate diction
4. Sings with appropriate posture
5. Maintains a steady tempo when singing

Benchmark 2. Sings expressively, with appropriate dynamics, phrasing, and interpretation

Knowledge/skill statements

1. Sings expressively with appropriate dynamics
2. Sings expressively with appropriate phrasing
3. Sings expressively with appropriate interpretation

Benchmark 3. Blends vocal timbres, matches dynamic levels, and responds to the cues of a conductor when singing as part of a group

Knowledge/skill statements

1. Blends vocal timbres when singing as part of a group
2. Matches dynamic levels when singing as part of a group
3. Responds to the cues of a conductor when singing as part of a group

Benchmark 4. Knows songs representing genres (e.g., march, work song, lullaby, Dixieland) and styles (e.g., of various composers, nations) from diverse cultures

1. Knows songs representing genres from diverse cultures
2. Knows songs representing styles of diverse cultures
3. Knows characteristics of marching songs
4. Knows characteristics of work songs S. Knows characteristics of lullabies
6. Knows characteristics of Dixieland music
7. Knows songs from a variety of composers
8. Knows songs from a variety of different nations

Standard 2: Performs on instruments, alone and with others, a varied repertoire of music

Benchmark 1. Performs on pitch, in rhythm, with appropriate dynamics and timbre, and maintains a steady tempo

Knowledge/skill statements

1. Performs simple pieces on pitch
2. Performs simple pieces in rhythm
3. Performs simple pieces with appropriate dynamics
4. Performs simple pieces with appropriate timbre
5. Maintains a steady tempo when performing simple pieces

Benchmark 2. Performs simple rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments (e.g., recorder-type instruments, percussion instruments, keyboard instruments, electronic instruments, fretted instruments such as a guitar or ukulele

Knowledge/skill statements

1. Performs simple rhythmic patterns accurately and independently on
rhythmic classroom instruments
2. Performs simple melodic patterns accurately and independently on melodic classroom instruments
3. Performs simple chordal patterns accurately and independently on
harmonic classroom instruments
4. Performs simple patterns on recorder-type instruments S. Performs simple patterns on percussion instruments
6. Performs simple patterns on keyboard instruments
7. Performs simple patterns on electronic instruments
8. Performs simple patterns on fretted instruments, such as a guitar or
ukulele

Benchmark 3. Knows a varied repertoire of music representing diverse genres and styles

Knowledge/skill statements

1. Knows a varied repertoire of music representing diverse genres
2. Knows a varied repertoire of music representing diverse styles

Benchmark 4. Performs in groups (e.g., blends instrumental timbres, matches dynamic levels, responds to the cues of a conductor)

Knowledge/skill statements

1. Demonstrates skills of group performance, such as blending
instrumental timbres
2. Demonstrates skills of group performance, such as matching
dynamic levels
3. Demonstrates skills of group performance, such as responding to
the cues of a conductor

Benchmark 5. Performs independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions and chords) while others sing or play contrasting parts

Knowledge/skill statements

1. Performs independent instrumental parts while others sing
2. Performs independent instrumental parts while others play contrasting parts
3. Performs simple rhythmic or melodic ostinatos while others sing or
play contrasting parts
4. Performs contrasting rhythmic lines while others sing or play
contrasting parts
5. Performs harmonic progressions and chords while others sing or
play contrasting parts

Standard 3: Improvises melodies, variations, and accompaniments

Benchmark 1. Improvises simple rhythmic and melodic ostinato (repetition of a short musical pattern) accompaniments

Knowledge/skill statements

1. Improvises simple rhythmic ostinato accompaniments
2. Improvises simple melodic ostinato accompaniments

Benchmark 2. Improvises simple rhythmic variations and simple melodic embellishments on familiar melodies

Knowledge/skill statements

1. Improvises simple rhythmic variations on familiar melodies
2. Improvises simple melodic embellishments on familiar melodies

Benchmark 3. Improvises short songs and instrumental pieces using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices such as keyboards, sequencers, synthesizers, and drum machines)

Knowledge/skill statements

1. Improvises short songs and instrumental pieces using a variety of sound sources, including traditional sounds
2. Improvises short songs and instrumental pieces using traditional sounds, such as voices
3. Improvises short songs and instrumental pieces using traditional sounds, such as instruments
4. Improvises short songs and instrumental pieces using a variety of sound sources, including nontraditional sounds
5. Improvises short songs and instrumental pieces using nontraditional sounds, such as paper tearing
6. Improvises short songs and instrumental pieces using nontraditional sounds, such as pencil tapping
7. Improvises short songs and instrumental pieces using a variety of sound sources, including body sounds
8. Improvises short songs and instrumental pieces using body sounds, such as hand clapping
9. Improvises short songs and instrumental pieces using body sounds,
such as finger snapping
10. Improvises short songs and instrumental pieces using a variety of
sound sources, including sounds produced by electronic means
11. Improvises short songs and instrumental pieces using electronically produced sounds, such as sounds from personal
computers
12. Improvises short songs and instrumental pieces using electronically produced sounds, such as sounds from basic MIDI
devices

Standard 4: Composes and arranges music within specified guidelines

Benchmark 1. Creates and arranges music to accompany readings or dramatizations (e.g., manipulate dimensions such as the variety of sounds, tempo, loudness, mood)

Knowledge/skill statements

1. Creates and arranges music to accompany readings
2. Creates and arranges music to accompany dramatizations
3. Manipulate dimensions, such as the variety of sounds, when creating and composing music
4. Manipulate dimensions, such as the tempo, when creating and
composing music
5. Manipulate dimensions, such as the loudness, when creating and
composing music
6. Manipulate dimensions, such as the mood, when creating and

composing music

Benchmark 2. Creates and arranges short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique)

Knowledge/skill statements

1. Creates and arranges short songs within specified guidelines
2. Creates and arranges instrumental pieces within specified guidelines
3. Creates and arranges short songs within specified guidelines, such as in a particular style
4. Creates and arranges instrumental pieces within specified guidelines, such as in a particular style
5. Creates and arranges short songs within specified guidelines, such as in a particular form
6. Creates and arranges instrumental pieces within specified guidelines, such as in a particular form
7. Creates and arranges short songs within specified guidelines, such as with particular instrumentation
8. Creates and arranges instrumental pieces within specified guidelines, such as with particular instrumentation
9. Creates and arranges short songs within specified guidelines, such as with a particular compositional technique
10. Creates and arranges instrumental pieces within specified guidelines, such as with a particular compositional technique

Standard 5: Reads and notates music

Benchmark 1. Reads whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures

Knowledge/skill statements

1. Reads whole notes in 2/4, 3/4, and 4/4 meter signatures
2. Reads half notes in 2/4, 3/4, and 4/4 meter signatures
3. Reads dotted half notes in 2/4, 3/4, and 4/4 meter signatures
4. Reads quarter notes in 2/4, 3/4, and 4/4 meter signatures S. Reads eighth notes in 2/4, 3/4, and 4/4 meter signatures 6. Reads rests in 2/4, 3/4, and 4/4 meter signatures

Benchmark 2. Knows symbols and traditional terms referring to dynamics (e.g., piano, forte, crescendo, diminuendo), tempo (e.g., presto, ritard, accelerando), and articulation (e.g., staccato, legato, marcato, accent)

Knowledge/skill statements

1. Knows symbols and traditional terms referring to dynamics
2. Knows symbols and traditional terms referring to tempo
3. Knows symbols and traditional terms referring to articulation
4. Understands the term piano and the symbol that represents it S. Understands the term forte and the symbol th
6. Understands the term crescendo and the symbol that represents it
7. Understands the term diminuendo and the symbol that represents it
8. Understands the term presto and the symbol that represents it
9. Understands the term ritard and the symbol that represents it
10. Understands the term accelerando and the symbol that represents it.
11. Understands the term staccato and the symbol that represents it
12. Understands the term legato and the symbol that represents it 13 .. Understands the term marcato and the symbol that represents it 14. Understands the term accent and the symbol that represents it

Standard 6: Knows and applies appropriate criteria to music and music performances

Benchmark 1. Knows music of various styles representing diverse cultures

Knowledge/skill statements

1. Knows that different cultures have different styles of music

Benchmark 2. Knows appropriate terminology used to explain music, music notation, music instruments and voices, and music performances

Knowledge/skill statements

1. Knows appropriate terminology used to explain music
2. Knows appropriate terminology used to explain music notation
3. Knows appropriate terminology used to explain music instruments and voices
4. Knows appropriate terminology used to explain music performances

Benchmark 3. Identifies the sounds of a variety of instruments (e.g., orchestral, band, instruments from various cultures) and voices (e.g., male, female, children's voices)

Knowledge/skill statements

1. Identifies the sounds of a variety of instruments
2. Identifies the sounds of a variety of voices

Standard 7 : Understands the relationship between music and history and culture

Benchmark 1. Identifies (by genre or style) music from various historical periods and cultures

Knowledge/skill statements

1. Identifies, by genre or style, music from various historical periods
2. Identifies, by genre or style, music from various cultures

Benchmark 2. Knows how basic elements of music are used in music from various cultures of the world

Knowledge/skill statements

1. Knows that all cultures use the same basic elements of music in
their music

Benchmark 3. Understands the roles of musicians (e.g., orchestra conductor, folk singer, church organist) in various music settings and cultures

Knowledge/skill statements

1. Understands the roles of musicians in various music settings
2. Understands the roles of musicians in various cultures
3. Knows that a musician may be an orchestra conductor
4. Knows that a musician may be a folk singer
5. Knows that a musician may be a church organist