Instrumental Music Standards

Performing Ensembles: Elementary School Band & Strings

Standards below apply to both Band and Strings unless specified

Strand 1: Create

Concept 1: Singing, alone and with others, music from various genres and diverse cultures.

PO 101: singing their own instrumental parts within an ensemble.
PO 102: singing their own instrumental parts in tune with appropriate articulation, phrasing and dynamics.
PO 103: singing rhythmic patterns of different meters.
PO 104: singing their own instrumental parts with good posture and with proper breath support.

Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures.

Band

PO 101: properly assembling and identifying the various parts of their instruments.
PO 102: demonstrating proper care and maintenance of their instrument.
PO 103: playing solo and ensemble literature on grade level 1-2 on a scale of 1-6.
PO 104: identifying and playing individually and with others the following note and rest values while maintaining a steady beat: whole, half, quarter, eighth, dotted half, dotted quarter
PO 105: playing the Concert Bb, F, & Eb major scales one octave on wind and mallet percussion instruments
PO 106: identifying and playing articulations and symbols as they occur in the repertoire.
PO 107: demonstrating the basic embouchure, posture, and hand/stick/mallet position appropriate for characteristic tone production on their instrument.
PO 108: playing, on pitch, in rhythm, with appropriate articulation, dynamics, phrasing, and tempo.
PO 109: playing exercises from memory at appropriate level.
PO 110: playing notated music at grade level 1-2 on a scale of 1-6.
PO 111: playing repertoire accurately and with good breath control, tone quality, and technique at grade level 1-2 on a scale of 1-6.
PO 112: sight-reading repertoire accurately and expressively at one level below performance level.
PO 113: playing a varied repertoire from different genres at appropriate level (e.g., traditional, military, popular, folk).
PO 114: responding to basic conductor’s cues (e.g., tempo & dynamics).
PO 115: playing independent parts while others play contrasting parts within an ensemble at grade level 1-2 on a scale of 1-6.
PO 116: playing together as an ensemble (e.g. tempo & balance).
PO 117: playing by rote short rhythmic and/or melodic patterns, and/or intervallic while maintaining a steady beat.
PO 118: moving in a synchronized manner with music (e.g., hand clapping, foot tapping, marching).
PO 119: additionally for percussionists: playing the appropriate percussion rudiments (rolls: long, 5-stroke, 7- stroke. paradiddles, flams).
PO 120: recognizing when their instruments are in tune by listening to a given pitch.
PO 121: recognizing intonation within the ensemble

Strings

PO 101: identifying the various parts of their instrument.
PO 102: demonstrating proper care and maintenance of their instrument.
PO 103: maintaining good posture and playing position
PO 104: utilizing the proper left and right hand holding posture for their stringed instrument.
PO 105: exhibiting proper bow control, including the techniques used for staccato, slurred staccato, detache, slurs, double stops using one finger down, down bow, up bow, open strings, bow lift, pizzicato
PO 106: performing D, G, A, C and F major one octave scales, arpeggios, and triads using proper half step fingering
PO 107: recognizing when their instruments are in tune by listening to a given pitch.
PO 108: aurally distinguishing & performing on their instrument half & whole steps.
PO 110: producing a characteristic tone quality on their instrument.
PO 111: playing by rote short rhythmic, melodic and/or intervallic patterns (one octave) while maintaining a steady beat.
PO 112: performing solo or ensemble pieces at grade level 1-2 on a scale of 1-6.
PO 113: sight reading rhythmic and melodic exercises and/or music one level below performance level.
PO 114: responding to a variety of conductor’s cues (e.g., entrance cue, simple duple/ triple patterns, cutoffs).
PO 115: playing simple music from a wide variety of genres, cultures, and styles.
PO 116: transposing a simple melody (ex. do-re-mi on different strings)

Concept 3: Improvising rhythms, melodies, variations, and accompaniments.

Band

PO 101: playing improvised melodies for a minimum of 4 measures within teacher specified guidelines.
PO 102: playing improvised melodic and rhythmic accompaniments for a minimum of 4 measures within teacher specified guidelines.

Strings

PO 101: improvising simple melodic figures or phrases within teacher specified guidelines.

Concept 4: Composing and arranging music

Band

PO 101: identifying how changing compositional elements of music (e.g., dynamics, tone color, tempo) cto change the style and experience of the music.
PO 102: creating short compositions for their own instrument, a minimum of 2 measures within teacher specified guidelines.

Strings

PO 101: composing simple melodic motives or phrases within teacher specified guidelines.

Concept 5: Reading and notating music.

Band

PO 101: identifying the key of their instrument in relation to concert pitch.
PO 102: explaining the function of the following time signatures: 4/4, 3/4, 2/4, 6/8, cut time
PO 103: explaining and applying the terms encountered in the repertoire.
PO 104: playing expressively, on pitch and in rhythm, dynamics, phrasing, tempo markings encountered in the repertoire.
PO 105: using appropriate terminology to describe and explain music encountered in the repertoire.
PO 106: identifying skips, steps, & repeated notes encountered in the repertoire.
PO 107: explaining the function of the key signatures and accidentals
PO 108: describing and playing musical forms as encountered in repertoire.

Strings

PO 101: reading music in simple meters (e.g., 4/4, 3/4, 2/4, 6/8, cut time).
PO 102: identifying and applying musical terms and symbols appropriate to the repertoire encountered.
PO 103: playing expressively on pitch and in rhythm, dynamics, phrasing, & tempo markings encountered in the repertoire (e.g., staccato, marcato, legato, ritardando, accent, & fermata).
PO 104: using appropriate terminology to describe and explain music encountered in the repertoire
PO 105: explaining the function of the key signature, time signature, and accidentals.
PO 106: describing and playing simple musical forms as encountered in the repertoire.

Strand 2: Relate

Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts.

PO 101: recognizing the relationship between music and various functions/events (e.g., specific to content area).
PO 103: recognizing composers’ motivations for creating the music being performed by the students.
PO 104: recognizing and applying the relationship between rhythm and mathematics as it occurs in the repertoire.
PO 105: recognizing the connections between music and other content areas as encountered in the repertoire.
PO 107: describing and applying the physical factors essential to playing/singing within the repertoire (e.g., posture, breathing, fingerings, bowings).
PO 108: analyzing and applying the effect the instrument’s physical properties has on its sound as student skill level increases.

Concept 2: Understanding music in relation to history and culture.

PO 101: investigating the origins and development of instrumental music.
PO 102: identifying and comparing a varied repertoire of music from diverse genres and musical styles.
PO 103: playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture.
PO 104: identifying & applying appropriate audience behavior in the context and style of music being performed.
PO 105: identifying the composers of the works being played.
PO 106: identifying various roles of music in daily experiences.
PO 107: identifying the musical characteristics that make a piece of music appropriate for a specific event or function.

Concept 3: Understanding music in relation to self and universal themes.

PO 101: explaining their musical preference for specific musical works and styles.
PO 102: identifying the roles and impact music plays in their lives and the lives of others.
PO 103: identify the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).
PO 104: Identifying & explaining music preferences (I like it because…)

Strand 3: Evaluate

Concept 1: Listening to, analyzing, and describing music.

PO 101: listening to music from various cultures and genres.
PO 102: identifying the musical characteristics that make a piece of music appropriate for a specific event.
PO 103: identifying the sounds of the instruments specific to their ensemble
PO 104: identifying instruments by family type
PO 106: using appropriate terminology to describe and explain music.
PO 107: identifying the elements of music in the repertoire.
PO 109: identifying their role (e.g., melody, harmony, accompaniment, foreground/background) within the texture of the ensemble.
PO 110: identifying whether an instrument is in tune by listening to a pitch reference.
PO 111: identifying the expressive qualities (e.g., dynamics, tempo, phrasing, vibrato) of music.
PO 112: listening to musical examples with sustained attention.

Concept 2: Evaluating music and music performances.

PO 101: identifying the characteristics that evoke a temperament or mood in a piece of music.
PO 102: using teacher specified criteria to evaluate a musical performance.
PO 103: showing respect for personal work and the work of others through appropriate criticism.
PO 104: evaluating the effect of audience and performers’ behavior on the performance.
PO 105: reflecting on the experience(s) of their performance and the performance of others.

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Standards listed above are specific to beginning level band & strings. To see all of the music standards, go to the following website: http://www.ade.state.az.us/standards/arts/revised/Music.pdf