Core Curriculum Content Standards

CCCS History | CCCS Home | Visual and Performing Arts | Search:

Visual and Performing Arts Learning Progressions

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
B. Music
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in MUSIC. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing MUSIC as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.1Sing a variety of songs with expression, independently and with others.
Content: The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.

1.3.2.B.1Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo.
Content: Complex scores may include compound meters and the grand staff.

1.3.5.B.1Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.
Content: Western, non-Western, and avant-garde notation systems have distinctly different characteristics.

1.3.8.B.1Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.
Content: Technical accuracy, musicality, and stylistic considerations vary according to genre, culture, and historical era.

1.3.12.B.1Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.2Use a variety of musical instruments to create music, alone and/or with others, using different beats, tempos, dynamics, and interpretations.
Content: Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.

1.3.2.B.2Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.
Content: Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time.

1.3.5.B.2Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.
Content: Stylistic considerations vary across genres, cultures, and historical eras.

1.3.8.B.2Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
Content: The ability to read and interpret music impacts musical fluency.

1.3.12.B.2Analyze how the elements of music are manipulated in original or prepared musical scores.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.3Clap or sing songs with repetitive phrases and rhythmic patterns.
Content: Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments.

1.3.2.B.3Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.
Content: Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.

1.3.5.B.3Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.
Content: Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.

1.3.8.B.3Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
Content: Understanding of how to manipulate the elements of music is a contributing factor to musical artistry.

1.3.12.B.3Improvise works through the conscious manipulation of the elements of music, using a variety of traditional and nontraditional sound sources, including electronic sound-generating equipment and music generation programs.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.4Listen to, imitate, and improvise sounds, patterns, or songs.
Content: Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing.

1.3.2.B.4Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner.
Content: Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.

1.3.5.B.4Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.
Content: Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.

1.3.8.B.4Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.
Content: Basic vocal and instrumental arranging skills require theoretical understanding of music composition.

1.3.12.B.4Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.5Participate in and listen to music from a variety of cultures and times.
Content: Improvisation is a foundational skill for music composition.

1.3.2.B.5Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas.
     
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.6Recognize and name a variety of music elements using appropriate music vocabulary.
Content: Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts.

1.3.2.B.6Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.
     
  Content: Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.

1.3.2.B.7Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues.