South Carolina Learning Standards for Visual and Performing Arts — Grade 10


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DH1-1.1

Identify and demonstrate increasingly complex movement sequences from codified dance techniques and kinesthetic skills (for example, alignment, balance, articulation of isolated body parts, elevation and landing, initiation of movement, weight shift, fall and recovery, contraction and release).

DH1-1.2

Identify and demonstrate complex dance steps, positions, and patterns in two or more genres or forms of dance.

DH1-1.3

Form shapes and create designs with his or her body and in relation to others bodies, using a variety of spatial directions, pathways, and levels.

DH1-1.4

Perform movement sequences with a broad range of movement qualities.

DH1-1.5

Demonstrate increasing kinesthetic awareness, concentration, focus, and projection in performing movement sequences.

DH1-1.6

Learn, commit to memory, and replicate sections of a dance work or entire works created by him- or herself and by others.

DH1-1.7

Demonstrate and use correct dance vocabulary to describe the actions (for example, skip, gallop, swing, bend) and movement elements (for example, levels, direction) in a brief movement study.

DH1-1.8

Continue to refine technique through teacher correction, self-evaluation, and peer evaluation.

DH1-2.1

Use improvisation to generate movement and perform brief compositions based on a variety of stimuli (for example, sensory cues, ideas, moods).

DH1-2.2

Create variations on an original phrase by using a variety of processes (for example, fragmentation, augmentation, diminution, transposition, reordering, chance).

DH1-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

DH1-2.4

Create original dance phrases or brief movement studies that demonstrate the principles of contrast and transition.

DH1-2.5

Work alone, with a partner, or in a small group during the choreographic process.

DH1-2.6

Demonstrate the following partnering skills: creating contrasting and complementary shapes and receiving and supporting small amounts of weight.

DH1-2.7

Compare and contrast two or more dance works and define the choreographic tools being used in each.

DH1-2.8

Translate basic motif description/dance notation into movement and use description/notation to record dance phrases.

DH1-3.1

Create and perform brief dance compositions that communicate personal ideas, experiences, feelings, concepts, or images.

DH1-3.2

Analyze the main idea, theme, or feeling of a dance in relation to a personal context.

DH1-3.3

Create a dance sequence and select accompaniment (for example, sound, music, spoken text) that supports its meaning

DH1-3.4

Create a dance and describe lighting, costumes, props, and other scenic elements that would contribute to its meaning.

DH1-4.1

Create a short dance and revise it over time, articulating the reasons for his or her artistic choices and describing ways that the dance was impacted by those choices.

DH1-4.2

Compare and contrast several subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

DH1-4.3

Create and apply a framework of aesthetic criteria for evaluating his or her own dance work and that of others.

DH1-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

DH1-5.1

Perform four or more increasingly complex folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and describe the similarities and differences among them.

DH1-5.2

Illustrate the significance of important events related to dance in various social, cultural, political, and historical contexts.

DH1-5.3

Analyze and describe the contributions of notable figures in dance in relation to their social, cultural, political, and historical contexts.

DH1-5.4

Perform excerpts or entire repertory etudes and/or masterworks (with all copyright restrictions observed).

DH1-6.1

Demonstrate respect for his or her own well-being and that of others by setting goals to maintain or achieve personal health and well-being through dance.

DH1-6.2

Describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

DH1-6.3

Identify, demonstrate, and create warm-up exercises for specific muscle groups and explain the ways that warming up prepares the body for dancing.

DH1-6.4

Identify and describe the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect a dancer; develop strategies for maintaining a healthy self-image.

DH1-6.5

Identify bones and muscle groups and describe the ways that alignment, flexibility, and strength contribute to the bodys range of motion.

DH1-7.1

Identify, describe, and analyze the similarities and differences among the arts.

DH1-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

DH1-7.3

Create a dance that demonstrates examples of concepts used both in dance and in a discipline outside the arts or everyday life (for example, shapes in geometry, balance in the natural sciences, pattern in mathematics).

DH1-7.4

Identify, describe, and analyze the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, and the creative process across all of the arts).

DH1-7.5

Demonstrate basic proficiency in two or more technological applications related to dance (for example, human animation software, information retrieval via the Internet, dance notation, videotaping, video editing).

DH1-7.6

Identify and describe the responsibilities associated with various careers in dance and identify personal career interests.

DH2-1.1

Exhibit and explain kinesthetic awareness while performing codified dance techniques and movement skills (for example, alignment, balance, articulation of isolated body parts, elevation and landing, initiation of movement, weight shift, fall and recovery, contraction and release).

DH2-1.2

Identify and demonstrate complex dance steps, positions, and patterns in three or more genres or forms of dance.

DH2-1.3

Identify and demonstrate increasingly complex shapes and designs with his or her body and in relation to others bodies, using a variety of spatial directions, pathways, and levels.

DH2-1.4

Perform increasingly complex combinations and variations with a broad range of movement qualities.

DH2-1.5

Demonstrate increasing kinesthetic awareness, concentration, focus, and projection in performing movement sequences.

DH2-1.6

Learn, commit to memory, and replicate sections of a dance work or entire works created by him- or herself and by others

DH2-1.7

Continue to refine technique through teacher correction, self-evaluation, and peer evaluation.

DH2-2.1

Use improvisation to generate movement and perform choreography based on a variety of stimuli (for example, sensory cues, ideas, moods).

DH2-2.2

Create variations on an original phrase by using a variety of processes (for example, fragmentation, augmentation, diminution, transposition, reordering, chance).

DH2-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

DH2-2.4

Create original dance phrases or brief movement studies that demonstrate the principles of contrast and transition.

DH2-2.5

Work alone, with a partner, or in a small group during the choreographic process.

DH2-2.6

Use partnering skills to generate choreography that incorporates contact (for example, weight sharing, lifting).

DH2-2.7

Compare and contrast two or more dance works and define the choreographic tools being used in each.

DH2-2.8

Translate basic motif description/dance notation into movement and use description/notation to record dance phrases.

DH2-3.1

Create and perform brief dance compositions that communicate personal ideas, experiences, feelings, concepts, or images.

DH2-3.2

Analyze the main idea, theme, or feeling of a dance in relation to a personal context.

DH2-3.3

Create a dance sequence and select accompaniment (for example, sound, music, spoken text) that supports its meaning.

DH2-3.4

Create a dance and describe lighting, costumes, props, and other scenic elements that would contribute to its meaning.

DH2-4.1

Create a short dance and revise it over time, articulating the reasons for his or her artistic choices and describing ways that the dance was impacted by those choices.

DH2-4.2

Compare and contrast several subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

DH2-4.3

Create and apply a framework of aesthetic criteria for evaluating his or her own dance work and that of others.

DH2-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

DH2-5.1

Perform four or more increasingly complex folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and describe the similarities and differences among them.

DH2-5.2

Illustrate the significance of important events related to dance in various social, cultural, political, and historical contexts.

DH2-5.3

Analyze and describe the contributions of notable figures in dance in relation to their social, cultural, political, and historical contexts.

DH2-5.4

Perform entire repertory etudes and/or masterworks (with all copyright restrictions observed).

DH2-6.1

Demonstrate respect for his or her own well-being and that of others by setting goals to maintain or achieve personal health and well-being through dance.

DH2-6.2

Describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

DH2-6.3

Identify, demonstrate, and create warm-up exercises for up specific muscle groups and explain the ways that warming up prepares the body for dancing.

DH2-6.4

Identify and describe the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect a dancer; develop strategies for maintaining a healthy self-image.

DH2-6.5

Identify bones and muscle groups and describe the ways that alignment, flexibility, and strength contribute to the bodys range of motion.

DH2-7.1

Identify, describe, and analyze the similarities and differences among the arts.

DH2-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

DH2-7.3

Create a dance that demonstrates examples of concepts used both in dance and in a discipline outside the arts or everyday life (for example, shapes in geometry, balance in the natural sciences, pattern in mathematics).

DH2-7.4

Identify, describe, and analyze the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, the creative process across all of the arts).

DH2-7.5

Demonstrate basic proficiency in two or more technological applications related to dance (for example, human animation software, information retrieval via the Internet, dance notation, videotaping, video editing).

DH2-7.6

Identify and describe the responsibilities associated with various careers in dance and identify personal career interests.

DH3-1.1

Exhibit and explain kinesthetic awareness while performing codified dance techniques and movement skills (for example, alignment, balance, articulation of isolated body parts, elevation and landing, initiation of movement, weight shift, fall and recovery, contraction and release, use of breath to support movement).

DH3-1.2

Identify and demonstrate complex dance steps, positions, and patterns among four or more genres or forms of dance.

DH3-1.3

Identify and demonstrate increasingly complex shapes and designs with his or her body and in relation to others bodies, using a variety of spatial directions, pathways, and levels.

DH3-1.4

Perform increasingly complex combinations and variations with a broad range of movement qualities.

DH3-1.5

Demonstrate kinesthetic awareness, concentration, focus, and projection in performing movement sequences.

DH3-1.6

Learn, commit to memory, and replicate entire dance works created by him- or herself and by others.

DH3-1.7

Continue to refine technique through teacher correction, self-evaluation, and peer evaluation.

DH3-2.1

Use improvisation to generate movement and perform choreography based on a variety of stimuli (for example, sensory cues, ideas, moods).

DH3-2.2

Choreograph a duet, trio, or larger group dance that demonstrates an understanding of choreographic principles, processes, and structures.

DH3-2.3

Work alone, with a partner, or in a small group during the choreographic process; direct or facilitate a group of dancers during the choreographic process.

DH3-2.4

Use partnering skills to generate choreography that incorporates contact (for example, weight sharing, lifting).

DH3-2.5

Describe and analyze the ways that a choreographer has manipulated and developed the movement in a dance.

DH3-2.6

Use motif description/dance notation as a tool for the documentation and reconstruction of choreography.

DH3-3.1

Create and perform dance compositions that communicate ideas, experiences, feelings, concepts, or images that have personal meaning or social significance.

DH3-3.2

Analyze and evaluate the main idea, theme, or feeling of a dance in relation to a personal context.

DH3-3.3

Create dances and select accompaniment (for example, sound, music, spoken text) that supports their meanings.

DH3-3.4

Create a dance and design and/or execute lighting, costuming, props, and/or other scenic elements that contribute to its meaning.

DH3-3.5

Create an original dance work that communicates a topic of personal significance.

DH3-4.1

Create dances and revise them over time, articulating the reasons for artistic choices and describing the ways these dances were impacted by such choices.

DH3-4.2

Compare and contrast several subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

DH3-4.3

Create and apply a framework of aesthetic criteria for evaluating his or her own dance work and that of others.

DH3-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

DH3-5.1

Perform four or more complex folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and describe the similarities and differences among them.

DH3-5.2

Analyze the role and significance of various dance forms in a variety of social, cultural, political, and historical contexts.

DH3-5.3

Analyze and describe the contributions of notable figures in dance in relation to their social, cultural, political, and historical contexts.

DH3-5.4

Perform entire repertory etudes and/or masterworks (with all copyright restrictions observed).

DH3-6.1

Demonstrate respect for his or her own well-being and that of others by setting goals to maintain or achieve personal health and well-being through dance.

DH3-6.2

Describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

DH3-6.3

Identify, demonstrate, and create warm-up exercises for specific muscle groups and explain the ways that warming up prepares the body for dancing.

DH3-6.4

Identify and describe the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect a dancer; develop strategies for maintaining a healthy self-image.

DH3-7.1

Identify, describe, and analyze the similarities and differences among the arts

DH3-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

DH3-7.3

Create dances that demonstrate examples of concepts that are used not only in dance but also in disciplines outside the arts (for example, shapes in geometry, balance in the natural sciences, pattern in mathematics) as well as in everyday life.

DH3-7.4

Identify, describe, and analyze the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, and the creative process across all of the arts).

DH3-7.5

Demonstrate proficiency in two or more technological applications related to dance and explain the ways that they reinforce and enhance various practices within the field of dance (for example, human animation software, information retrieval via the Internet, dance notation, videotaping, video editing)

DH3-7.6

Explore diverse career options available in dance and participate in job shadowing and internships.

DH4-1.1

Exhibit clarity, consistency, and stylistic nuance while performing a variety of codified dance techniques and movement skills (for example, alignment, balance, articulation of isolated body parts, elevation and landing, initiation of movement, weight shift, fall and recovery, contraction and release, use of breath to support movement).

DH4-1.2

Identify and demonstrate complex dance steps, positions, and patterns in four or more genres or forms of dance.

DH4-1.3

Identify and demonstrate increasingly complex shapes and designs with his or her body and in relation to others bodies, using a variety of spatial directions, pathways, and levels.

DH4-1.4

Perform complex combinations and variations with a broad range of movement qualities.

DH4-1.5

Demonstrate kinesthetic awareness, concentration, focus, and projection in performing movement sequences.

DH4-1.6

Learn, commit to memory, and replicate entire dance works created by him- or herself and by others.

DH4-1.7

Continue to refine technique through teacher correction, self-evaluation, and peer evaluation.

DH4-2.1

Use improvisation to generate movement and perform choreography based on a variety of stimuli (for example, sensory cues, ideas, moods).

DH4-2.2

Choreograph a duet, trio, or larger group dance that demonstrates an understanding of choreographic principles, processes, and structures.

DH4-2.3

Work alone, with a partner, or in a small group during the choreographic process; direct or facilitate a group of dancers during the choreographic process.

DH4-2.4

Use partnering skills to generate choreography that incorporates contact (for example, weight sharing, lifting).

DH4-2.5

Describe and analyze the ways that a choreographer has manipulated and developed the content in a dance.

DH4-2.6

Use motif description/dance notation as a tool for the documentation and reconstruction of choreography.

DH4-3.1

Create and perform dance compositions that communicate ideas, experiences, feelings, concepts, or images that have personal meaning or social significance.

DH4-3.2

Analyze the main idea, theme, or feeling of a dance in relation to a personal context.

DH4-3.3

Create dances and select accompaniment (for example, sound, music, spoken text) that support the meanings of those dances.

DH4-3.4

Create a dance and design and/or execute lighting, costuming, props, and/or other scenic elements that contribute to its meaning.

DH4-3.5

Create an original dance work that communicates a topic of personal significance.

DH4-4.1

Create dances and revise them over time, articulating the reasons for artistic choices and describing the ways these dances were impacted by such choices.

DH4-4.2

Compare and contrast several subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

DH4-4.3

Create and apply a framework of aesthetic criteria for evaluating his or her own dance work and that of others.

DH4-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

DH4-5.1

Perform four or more complex folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and describe the similarities and differences among them.

DH4-5.2

Analyze the role and significance of various dance forms in a variety of social, cultural, political, and historical contexts.

DH4-5.3

Analyze and describe the contributions of notable figures in dance in relation to their social, cultural, political, and historical contexts.

DH4-5.4

Perform entire repertory etudes and/or masterworks (with all copyright restrictions observed).

DH4-6.1

Demonstrate respect for his or her own well-being and that of others by setting goals to maintain or achieve personal health and well-being through dance.

DH4-6.2

Describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

DH4-6.3

Identify, demonstrate, and create warm-up exercises for specific muscle groups and explain the ways that warming up prepares the body for dancing.

DH4-6.4

Identify and describe the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect a dancer; develop strategies for maintaining a healthy self-image.

DH4-6.5

Identify bones and muscle groups and describe the ways that alignment, flexibility, and strength contribute to the bodys range of motion.

DH4-7.1

Identify, describe, and analyze the similarities and differences among the arts

DH4-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

DH4-7.3

Create dances that demonstrate concepts that are used not only in dance but also in disciplines outside the arts (for example, shapes in geometry, balance in the natural sciences, pattern in mathematics) as well as in everyday life.

DH4-7.4

Identify, describe, and analyze the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry).

DH4-7.5

Demonstrate proficiency in two or more technological applications related to dance and explain the ways in which they reinforce and enhance various practices within the field of dance (for example, human animation software, information retrieval via the Internet, dance notation, videotaping, video editing).

DH4-7.6

Explore diverse career options available in dance and participate in job shadowing and internships.

MAHS1-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MAHS1-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MAHS1-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MAHS1-1.4

Utilize information literacy skills to make informed decisions using digital tools and resources in the creation of media artwork.

MAHS1-1.5

Create self-led and peer-led instruction and assessment materials for evaluating media artwork.

MAHS1-2.1

Communicate effectively using media arts vocabulary.

MAHS1-2.2

Create media artwork that communicates his or her experiences and reflects an analysis of social or community issues.

MAHS1-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MAHS1-2.4

Apply elements of artistic design specific to individual media.

MAHS1-3.1

Demonstrate the ways in which a variety of media texts address their intended purpose and audience.

MAHS1-3.2

Create messages using media texts.

MAHS1-3.3

Demonstrate comprehension of the effectiveness of the presentation and treatment of ideas in media texts.

MAHS1-3.4

Identify the codes and conventions used in media texts and explain the ways in which they help to create meaning.

MAHS1-3.5

Evaluate the creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MAHS1-3.6

Analyze the manner in which the language, tone, and point of view used in media texts work to influence the meaning and interpretation of messages.

MAHS1-3.7

Describe the characteristics of particular media art forms and explain ways that they convey meaning and influence their audience.

MAHS1-4.1

Demonstrate the ways that the media arts relate to everyday life and activities in the world at large.

MAHS1-4.2

Communicate an understanding of the relationship between the media arts and other arts disciplines and other content areas.

MAHS1-4.3

Analyze and evaluate the financial aspects of media arts productions, including budget responsibility and career opportunities.

MAHS1-4.4

Analyze and evaluate the effects of the media arts in the global economy.

MAHS1-5.1

Describe ways that information from past and present culture has influenced the evolution of the media arts

MAHS1-5.2

Analyze and evaluate ways that media artwork portrays the people and cultures of the world.

MAHS1-5.3

Analyze and describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MAHS1-6.1

Demonstrate an understanding of human, cultural, and societal issues related to the media arts and the use of technology.

MAHS1-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MAHS2-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MAHS2-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MAHS2-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MAHS2-1.4

Utilize information literacy skills to make informed decisions using digital tools and resources in the creation of media artwork.

MAHS2-1.5

Create self-led and peer-led instruction and assessment materials for evaluating media artwork.

MAHS2-2.1

Communicate effectively using media arts vocabulary.

MAHS2-2.2

Create media artwork that communicates his or her experiences and reflects an analysis of social or community issues.

MAHS2-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MAHS2-2.4

Apply elements of artistic design specific to individual media.

MAHS2-3.1

Demonstrate the ways in which a variety of media texts address their intended purpose and audience.

MAHS2-3.2

Create messages using media texts.

MAHS2-3.3

Demonstrate comprehension of the effectiveness of the presentation and treatment of ideas in media texts.

MAHS2-3.4

Identify the codes and conventions used in media texts and explain the ways that they help to create meaning.

MAHS2-3.5

Analyze the creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MAHS2-3.6

Analyze the manner in which the language, tone, and point of view used in media texts work to influence the meaning and interpretation of messages.

MAHS2-3.7

Describe the characteristics of particular media art forms and explain ways that they convey meaning and influence their audience.

MAHS2-4.1

Demonstrate the ways that the media arts relate to everyday life and activities in the world at large.

MAHS2-4.2

Communicate an understanding of the relationship between the media arts and other arts disciplines and other content areas.

MAHS2-4.3

Analyze and evaluate the financial aspects of media arts productions, including budget responsibility and career opportunities.

MAHS2-4.4

Analyze and evaluate the effects of the media arts in the global economy.

MAHS2-5.1

Describe ways that information from past and present culture has influenced the evolution of the media arts.

MAHS2-5.2

Describe ways in which media artwork portrays the people and cultures of the world.

MAHS2-5.3

Analyze and describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MAHS2-6.1

Demonstrate an understanding of human, cultural, and societal issues related to the media arts and the use of technology.

MAHS2-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MAHS3-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MAHS3-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MAHS3-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MAHS3-1.4

Utilize information literacy skills to make informed decisions using digital tools and resources in the creation of media artwork.

MAHS3-1.5

Evaluate media artwork using self-led and peer-led instruction and assessment materials.

MAHS3-2.1

Communicate effectively using media arts vocabulary.

MAHS3-2.2

Create media artwork that communicates his or her experiences and reflects an analysis of social or community issues.

MAHS3-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MAHS3-2.4

Apply elements of artistic design specific to individual media.

MAHS3-3.1

Demonstrate the ways in which a variety of media texts address their intended purpose and audience.

MAHS3-3.2

Create messages using media texts.

MAHS3-3.3

Demonstrate comprehension of the effectiveness of the presentation and treatment of ideas in media texts.

MAHS3-3.4

Identify the codes and conventions used in media texts and explain the ways that they help to create meaning.

MAHS3-3.5

Analyze and evaluate the creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MAHS3-3.6

Analyze the manner in which the language, tone, and point of view used in media texts work to influence the meaning and interpretation of messages.

MAHS3-3.7

Critique the characteristics of particular media art forms and explain ways that they convey meaning and influence their audience.

MAHS3-4.1

Demonstrate the ways that the media arts relate to everyday life and activities in the world at large.

MAHS3-4.2

Communicate an understanding of the relationship between the media arts and other arts disciplines and other content areas.

MAHS3-4.3

Analyze and evaluate the financial aspects of media arts productions, including budget responsibility and career opportunities.

MAHS3-4.4

Analyze and evaluate the effects of the media arts in the global economy.

MAHS3-5.1

Analyze and evaluate ways that information from past and present culture has influenced the evolution of the media arts.

MAHS3-5.2

Describe ways in which media artwork portrays the people and cultures of the world.

MAHS3-5.3

Analyze and describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MAHS3-6.1

Demonstrate an understanding of human, cultural, and societal issues related to the media arts and the use of technology.

MAHS3-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MAHS4-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MAHS4-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MAHS4-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MAHS4-1.4

Utilize information literacy skills to make informed decisions using digital tools and resources in the creation of media artwork.

MAHS4-1.5

Evaluate media artwork using self-led and peer-led instruction and assessment materials.

MAHS4-2.1

Communicate effectively using media arts vocabulary.

MAHS4-2.2

Create media artwork that communicates his or her experiences and reflects an analysis of social or community issues.

MAHS4-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MAHS4-2.4

Apply elements of artistic design specific to individual media

MAHS4-2.5

Create works that demonstrate high levels of competency in design principals and effective composition in the media arts.

MAHS4-3.1

Demonstrate the ways in which a variety of media texts address their intended purpose and audience.

MAHS4-3.2

Create messages using media texts

MAHS4-3.3

Demonstrate comprehension of the effectiveness of the presentation and treatment of ideas in media texts.

MAHS4-3.4

Identify the codes and conventions used in media texts and explain the ways that they help to create meaning.

MAHS4-3.5

Analyze and evaluate the creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MAHS4-3.6

Analyze the manner in which the language, tone, and point of view used in media texts work to influence the meaning and interpretation of messages.

MAHS4-3.7

Critique the characteristics of particular media art forms and explain ways that they convey meaning and influence their audience.

MAHS4-4.1

Demonstrate the ways that the media arts relate to everyday life and activities in the world at large.

MAHS4-4.2

Communicate an understanding of the relationship between the media arts and other arts disciplines and other content areas.

MAHS4-4.3

Analyze and evaluate the financial aspects of media arts productions, including budget responsibility and career opportunities.

MAHS4-4.4

Analyze and evaluate the effects of the media arts in the global economy.

MAHS4-5.1

Analyze and evaluate ways that information from past and present culture has influenced the evolution of the media arts.

MAHS4-5.2

Describe ways in which media artwork portrays the people and cultures of the world.

MAHS4-5.3

Analyze and describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MAHS4-6.1

Demonstrate an understanding of human, cultural, and societal issues related to the media arts and the use of technology

MAHS4-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MCH1-1.1

Echo simple rhythmic and melodic patterns.

MCH1-1.2

Sing independently with accurate intonation and in rhythm, using appropriate timbre, diction, breath control, and good posture while maintaining a steady tempo.

MCH1-1.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MCH1-1.4

Sing in small and large ensembles a varied repertoire of choral music representing diverse genres and cultures.

MCH1-1.5

Sing ostinati, partner songs, rounds, and two- and three-part music with or without accompaniment.

MCH1-1.6

Sing in groups, develop aural skills, blend vocal timbres, match dynamic levels, and respond to the cues of the conductor.

MCH1-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MCH1-1.8

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

MCH1-2.1

Improvise simple rhythmic and harmonic accompaniments at a level of 1 or 2 on a scale from 1 to 6.

MCH1-2.2

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

MCH1-2.3

Improvise short songs using a variety of sound sources, including music technology if available.

MCH1-2.4

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

MCH1-2.5

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology if available (for example, Sibelius and Finale software).

MCH1-2.6

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

MCH1-3.1

Use a system (for example, rhythm syllables, numbers) to sight

MCH1-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight

MCH1-3.3

Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

MCH1-3.4

Use available technology to record the musical ideas of others in standard notation

MCH1-4.1

Identify and interpret the use of musical forms in a varied repertoire of music (for example, symphony, concerto, sonata allegro, and Mass).

MCH1-4.2

Analyze the use of musical elements when listening to musical examples representing culturally and historically diverse genres.

MCH1-4.3

Describe the use of musical elements including meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural examples of music.

MCH1-4.4

Compare the timbre of voices.

MCH1-4.5

Identify and explain compositional devices and techniques used to provide unity and variety in a musical work.

MCH1-4.6

Develop specific criteria for evaluating the quality and effectiveness of musical performances and compositions and use those criteria to evaluate his or her own performances as well as those of others.

MCH1-4.7

Use appropriate music terminology to evaluate a performance or composition.

MCH1-5.1

Sing a diverse repertoire of music from various historical periods and cultures.

MCH1-5.2

Classify by genre, style, historical period, composer, and/or title a varied body of high

MCH1-5.3

Examine the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

MCH1-5.4

Describe the historic roles of musicians in various music settings and cultures.

MCH1-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MCH1-6.1

Compare and contrast common terms in music to similar terms used in one or more other arts disciplines (for example, texture, color, form).

MCH1-6.2

Explain ways that the principles and subject matter of various disciplines outside the arts interrelate with those of music.

MCH1-6.3

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts.

MCH1-6.4

Discuss ways that skills used in arts classes can be used in careers outside of the arts.

MCH1-6.5

Discuss the costs involved in the production of artistic performances.

MCH1-6.6

Discuss the economic benefits of the arts in his or her community, the state of South Carolina, the nation, and the world.

MCH2-1.1

Echo increasingly complex rhythmic and melodic patterns including all diatonic intervals, syncopation, triplets, and dotted rhythms.G

MCH2-1.2

Sing independently with technical accuracy, using appropriate timbre, diction, breath control, and good posture throughout his or her singing range, alone or in small and large ensembles.

MCH2-1.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MCH2-1.4

Sing with appropriate expression a varied repertoire of choral music representing diverse genres, cultures, and languages.

MCH2-1.5

Sing unison, two- and three-part music with or without accompaniment.

MCH2-1.6

Demonstrate ensemble skills.

MCH2-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MCH2-1.8

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

MCH2-2.1

Improvise simple rhythmic and harmonic accompaniments at a level of 1 or 2 on a scale from 1 to 6.

MCH2-2.2

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

MCH2-2.3

Improvise short songs using a variety of sound sources, including music technology if available.

MCH2-2.4

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

MCH2-2.5

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology, if available (for example, Sibelius and Finale software).

MCH2-2.6

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

MCH2-3.1

Use a system (for example, rhythm syllables, numbers) to sight

MCH2-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight

MCH2-3.3

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

MCH2-3.4

Use available technology to write notation with standard symbols for meter, rhythm, pitch, and dynamics in simple patterns.

MCH2-4.1

Describe the uses of musical forms when analyzing aural examples of a varied repertoire of music.

MCH2-4.2

Describe the use of musical elements when listening to musical examples representing culturally and historically diverse genres.

MCH2-4.3

Describe the uses of musical elements and expressive devices in analyzing written and aural examples of music.

MCH2-4.4

Classify the timbre of instruments and voices in various styles and genres.

MCH2-4.5

Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other artworks that make similar use of these devices and techniques.

MCH2-4.6

Use specific criteria to evaluate the quality and effectiveness of his or her own performances and compositions as well as those of others and offer constructive suggestions for improvement.

MCH2-4.7

Use appropriate music terminology to evaluate a performance or composition.

MCH2-5.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

MCH2-5.2

Classify and define by genre and style exemplary characteristics of musical works from diverse cultures and historical periods, naming the title, composer, and historical period or culture.

MCH2-5.3

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

MCH2-5.4

Describe the historic roles of musicians in various music settings and cultures.

MCH2-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MCH2-6.1

Compare and contrast common terms in music to similar terms used in one or more other arts disciplines (for example, texture, color, form).

MCH2-6.2

Explain ways that the principles and subject matter of various disciplines outside the arts interrelate with those of music.

MCH2-6.3

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts in various world cultures.

MCH2-6.4

Discuss ways that the skills used in arts classes can be used in careers outside of the arts.

MCH2-6.5

Discuss the costs involved in the production of artistic performances.

MCH2-6.6

Discuss the economic benefits of the arts in his or her community, the state of South Carolina, the nation, and the world.

MCH2-6.7

Compare and contrast not-for-profit arts organizations within the local community and the state.

MCH3-1.1

Echo increasingly complex rhythmic and melodic patterns including non

MCH3-1.2

Sing independently with increased vocal technique, alone and in small and large ensembles including duet, trio, and quartet.

MCH3-1.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MCH3-1.4

Sing from memory, with increased fluency and appropriate expression, music in a variety of languages representing a diversity of cultures.

MCH3-1.5

Sing a selected part in a four

MCH3-1.6

Demonstrate ensemble skills.

MCH3-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MCH3-1.8

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

MCH3-2.1

Improvise rhythmic and harmonic accompaniments at a level of 3 or 4 on a scale from 1 to 6.

MCH3-2.2

Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

MCH3-2.3

Improvise four to six measures using a variety of sound sources including available music technology (for example, Sibelius and Finale notation software).

MCH3-2.4

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

MCH3-2.5

Compose short melodies using harmony within specific guidelines and employing available music technology (for example, Sibelius and Finale notation software).

MCH3-2.6

Arrange extended pieces with harmony for voices and/or instruments, using a variety of traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale) as well as other music technology as available.

MCH3-3.1

Use a system (for example, rhythm syllables, numbers) to sight

MCH3-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight

MCH3-3.3

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

MCH3-3.4

Use standard notation to record musical ideas.

MCH3-4.1

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

MCH3-4.2

Analyze and describe the uses of the elements of music in aural examples of music in various styles and diverse cultures.

MCH3-4.3

Analyze music by identifying meter, key signatures, intervals, and chords.

MCH3-4.4

Classify the timbre of instruments and voices in various styles and genres.

MCH3-4.5

Compare the manner in which musical materials are used in various works of the same style and genre.

MCH3-4.6

Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations.

MCH3-4.7

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

MCH3-5.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

MCH3-5.2

Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

MCH3-5.3

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

MCH3-5.4

Describe the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

MCH3-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MCH3-6.1

Research the prerequisites necessary for music careers in todays society and predict expanded music careers for the future.

MCH3-6.2

Compare and contrast choral music with two or more arts disciplines within a particular historical period.

MCH3-6.3

Explore careers in the arts by assisting in the production of musical events (for example, a concert, a musical play), including budgeting and purchase of materials, preparation for the event and performance space, and advertising.

MCH3-6.4

Discuss ways that skills learned and applied in the arts can enhance careers outside of the arts.

MCH3-6.5

Develop a budget for an artistic production (for example, a concert, a musical play).

MCH3-6.6

Discuss the economic impact of the arts on for-profit and not-for-profit organizations in the global economy.

MCH4-1.1

Echo increasingly complex rhythmic and melodic patterns including non

MCH4-1.2

Sing independently with increased vocal technique, alone and in small and large ensembles including duet, trio, quartet, all-male, all-female, and mixed voices.

MCH4-1.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MCH4-1.4

Sing, from memory with increased fluency and appropriate expression, music in a variety of languages representing a diversity of cultures.

MCH4-1.5

Sing a selected part in a four

MCH4-1.6

Demonstrate ensemble skills. Kathy says put this under singing.

MCH4-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MCH4-1.8

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

MCH4-2.1

Improvise stylistically appropriate rhythmic and harmonic parts in a variety of styles at a level of 4 or 5 on a scale from 1 to 6.

MCH4-2.2

Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

MCH4-2.3

Improvise eight to sixteen measures using a variety of sound sources, including music technology if available.

MCH4-2.4

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

MCH4-2.5

Compose extended melodies using harmony within specific guidelines and employing available music technology (for example, Sibelius and Finale notation software).

MCH4-2.6

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

MCH4-2.7

Arrange extended pieces with harmony for voices and/or instruments, using a variety of traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale) as well as other music technology as available.

MCH4-3.1

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 4, 5, or 6 on a scale from 1 to 6.

MCH4-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 4, 5, or 6 on a scale from 1 to 6.

MCH4-3.3

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

MCH4-3.4

Use standard notation to record musical ideas.

MCH4-4.1

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

MCH4-4.2

Analyze and describe the uses of the elements of music in aural examples of music in various styles and diverse cultures.

MCH4-4.3

Analyze and describe music using the appropriate technical vocabulary of music.

MCH4-4.4

Classify the timbre of instruments and voices in various styles and genres.

MCH4-4.5

Compare the manner in which musical materials are used in various works of the same style and genre.

MCH4-4.6

Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations.

MCH4-4.7

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

MCH4-5.1

Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.

MCH4-5.2

Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

MCH4-5.3

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

MCH4-5.4

Describe the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

MCH4-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MCH4-6.1

Identify the uses of characteristic elements, artistic processes, and organizational principles among the arts areas in different historical periods and cultures.

MCH4-6.2

Compare and contrast choral music with two or more arts disciplines within a particular historical period.

MCH4-6.3

Explore careers in the arts by assisting in the production of musical events (for example, concerts, musical plays), including budgeting, purchasing necessary materials, securing the performance space, and handling the publicity.

MCH4-6.4

Discuss ways that skills learned and applied in the arts can enhance careers outside of arts.

MCH4-6.5

Develop a budget for an artistic production (for example, a concert, a musical play).

MCH4-6.6

Discuss the economic impact of the arts on for-profit and not-for-profit organizations in the global economy.

MGH1-1.1

Sing with stylistic accuracy and good breath control, using appropriate diction, in a variety of ensembles

MGH1-1.2

Sing with expression unison and part songs, including some by memory.

MGH1-1.3

Sing in various types of small and large ensembles.

MGH1-1.4

Play instruments alone and in a variety of ensembles, using proper technique and posture.

MGH1-1.5

Use notation and aural perception to create and play melodies and accompaniments on a variety of classroom instruments and accompaniments on a variety of technologies.classroom instruments and technologies.

MGH1-1.6

Play instrumental literature with expression and accuracy.

MGH1-1.7

Play instrumental accompaniments while others sing melodies of songs from diverse genres, cultures and historical periods.

MGH1-1.8

Participate in organized ensembles (for example: Orff Schulwerk. World Music Drumming, Drum Circles, guitars, and available technologies- keyboards).

MGH1-1.9

Play a variety of instruments accurately and independently in small and large ensembles and alone.

MGH1-2.1

Improvise simple harmonic accompaniments.

MGH1-2.2

Improvise rhythmic variations and melodic embellishments on pentatonic melodies.

MGH1-2.3

Improvise short melodies with and without basic rhythmic accompaniment.

MGH1-2.4

Improvise melodies using accurate and consistent style, meter, and tonality.

MGH1-2.5

Demonstrate creativity and expression by composing short pieces within specified guidelines using manuscript or available technologies (Aurelia in addition to examples in previous grade levels).

MGH1-2.6

Arrange short pieces by creatively using a variety of voices and instruments.

MGH1-2.7

Compose and arrange simple pieces using the expressive elements of music through traditional, nontraditional, and electronic media.

MGH1-3.1

Read and write traditional and nontraditional rhythmic notation.

MGH1-3.2

Use an accepted methodology (syllable, numbers, or note names) to read and write simple melodies in the treble and bass clefs.

MGH1-3.3

Read and identify music symbols in an instrumental or vocal score.

MGH1-3.4

Begin to record the musical ideas of others through the use of standard notation using available technology.

MGH1-4.1

Identify and interpret the use of musical forms in a varied repertoire of music (for example: symphony, concerto, binary, ternary, sonata allegro, through composed, Mass, Requiem, and those listed in previous grade levels).

MGH1-4.2

Analyze the use of musical elements when listening to musical examples representing culturally and historically diverse genres.

MGH1-4.3

Describe the use of musical elements including meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural examples of music.

MGH1-4.4

Compare and contrast the sound sources (for example reeds, strings) of a variety of musical instruments including orchestral, band, multicultural, and digital.

MGH1-4.5

Identify compositional techniques used to provide unity, variety, tension and release and evoke emotional response in music.

MGH1-4.6

Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening.

MGH1-4.7

Apply specific and appropriate criteria for evaluating performances, compositions, arrangements, and improvisations.

MGH1-4.8

List criteria needed to judge the quality of their own performances.

MGH1-5.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

MGH1-5.2

Classify and define by genre and style exemplary characteristics of musical works from diverse cultures and time periods, naming the title, composer, and historical period or culture.

MGH1-5.3

Compare and contrast the functions of music and musical settings in various world cultures.

MGH1-5.4

Demonstrate audience behavior appropriate for the context and style of music being performed.

MGH1-6.1

Compare and contrast the roles and income of music careers in various world cultures and analyze their financial impact upon the world economy.

MGH1-6.2

Describe the purpose of non-profit arts organizations within the local community and state.

MGH1-6.3

Compare and contrast the ways that organizational principles and artistic elements and processes are used in the various arts disciplines.

MGH2-1.1

Sing with stylistic accuracy and good breath control, using appropriate diction, in a variety of ensembles.

MGH2-1.2

Sing with expression and technical accuracy unison, two- and threepart songs, demonstrating ensemble skills.

MGH2-1.3

Sing in various types of ensembles, including duet, trio, and quartet.

MGH2-1.4

Play on classroom instruments a varied repertoire while demonstrating musical expression and stylistic accuracy.

MGH2-1.5

Use notation and aural perception to create and play melodies and accompaniments on a variety of classroom instruments and technologies.

MGH2-1.6

Play a repertoire of instrumental literature with expression and accuracy.

MGH2-1.7

Play instrumental accompaniments while others sing melodies of songs from diverse genres, cultures and historical periods.

MGH2-1.8

Participate in organized ensembles (for example: Orff Schulwerk. World Music Drumming, Drum Circles, guitars, and available technologies - keyboards).

MGH2-1.9

Play a variety of instruments accurately and independently in small and large ensembles and alone.

MGH2-2.1

Improvise harmonizing parts.

MGH2-2.2

Improvise rhythmic variations and melodic embellishments on melodies in pentatonic and major keys.

MGH2-2.3

Improvise melodies with and without rhythmic accompaniment.

MGH2-2.4

Improvise melodies using accurate and consistent style, meter, and tonality.

MGH2-2.5

Demonstrate creativity and expression by composing music within specified guidelines using manuscript or available technologies (see examples in previous grade levels).

MGH2-2.6

Demonstrate creativity by orchestrating simple folk songs.

MGH2-2.7

Compose simple, expressive pieces for electronic instruments.

MGH2-3.1

Read and write traditional and nontraditional rhythmic notation and read rhythmic notation from published percussion scores.

MGH2-3.2

Use an accepted methodology (syllable, numbers, or note names) to read and write simple melodies and chord symbols for classroom instruments.

MGH2-3.3

Read and identify music symbols in an instrumental or vocal score with two staves.

MGH2-3.4

Record simple musical ideas of others through the use of standard notation using available technology.

MGH2-4.1

Describe the uses of musical forms when analyzing aural examples of a varied repertoire of music.

MGH2-4.2

Analyze and describe the ways in which elements of music are used in culturally and historically diverse genres.

MGH2-4.3

Describe the uses of musical elements and expressive devices in analyzing written and aural examples of music.

MGH2-4.4

Compare and contrast the timbre of voices, instruments, and other sound sources in a variety of music.

MGH2-4.5

Identify and explain compositional techniques used to provide unity, variety, tension and release, and evoke emotional response in music.

MGH2-4.6

Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to their personal listening and composing, their own performances, and the performances of others.

MGH2-4.7

Apply specific and appropriate criteria for evaluating and improving performances, compositions, arrangements, and improvisations.

MGH2-4.8

Develop criteria to judge the quality of their own performances.

MGH2-5.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

MGH2-5.2

Classify and define by genre and style exemplary characteristics of musical works from diverse cultures and time periods, naming the title, composer, and historical period or culture.

MGH2-5.3

Identify the various roles of musicians in society and describe their activities and achievements.

MGH2-5.4

Compare and contrast audience behavior appropriate for various musical settings and demonstrate appropriate behavior during performances.

MGH2-6.1

Compare and contrast the roles and impact of musicians past and present on the world economy.

MGH2-6.2

Compare and contrast non-profit arts organizations within the local community and state.

MGH2-6.3

Compare and contrast two or more arts disciplines within a particular historical period and cite relevant examples.

MGH2-6.4

Compare and contrast how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

MGH3-1.1

Sing expressively, with technical and stylistic accuracy, a varied repertoire of music with expanded range and interpretive requirements.

MGH3-1.2

Sing two- and three-part songs, demonstrating well-developed ensemble skills (for example balance, intonation, rhythmic accuracy, phrasing, and interpretation).

MGH3-1.3

Sing in various types of ensembles, including duet, trio and quartet.

MGH3-1.4

Play on classroom instruments a varied repertoire while demonstrating musical expression and technical and stylistic accuracy.

MGH3-1.5

Use notation and aural perception to create and play melodies and accompaniments on a variety of classroom instruments and using technologies.

MGH3-1.6

Play a varied repertoire on instruments accurately and independently in small and large ensembles.

MGH3-1.7

Play instrumental accompaniments while singing melodies of songs from diverse genres, cultures, and historical periods.

MGH3-1.8

Perform with organized ensembles (for example: Orff Schulwerk, World Music Drumming, Drum Circles, guitars, and available technologies).

MGH3-1.9

Perform accurately and independently using a variety of instruments alone and in ensembles.

MGH3-2.1

Improvise stylistically appropriate harmonizing parts.

MGH3-2.2

Improvise rhythmic and melodic variations on given melodies in pentatonic, major, and minor keys.

MGH3-2.3

Improvise melodies over given chord progression.

MGH3-2.4

Improvise melodies using accurate and consistent style, meter, and tonality.

MGH3-2.5

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

MGH3-2.6

Demonstrate creativity by arranging short pieces with varying orchestration that preserves the integrity of the original piece.

MGH3-2.7

Compose simple, expressive pieces for electronic instruments.

MGH3-3.1

Read and compose traditional and nontraditional notation for 16-measure compositions.

MGH3-3.2

Research and read nonstandard notation symbols used by some twentieth-century composers.

MGH3-3.3

Read and identify music symbols in an instrumental or vocal score with three staves.

MGH3-3.4

Record the musical ideas of others through the use of standard notation using available technology.

MGH3-4.1

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

MGH3-4.2

Analyze and describe the ways in which elements of music and expressive devices are used in culturally and historically diverse genres.

MGH3-4.3

Describe the uses of musical elements, expressive devices and compositional techniques that make a given work unique, interesting and expressive.

MGH3-4.4

Compare and contrast the timbre and use of voices, instruments and other sound sources in a variety of musical styles, cultures and genres.

MGH3-4.5

Explain compositional techniques used within a musical work and relate to other works that make similar uses.

MGH3-4.6

Apply and refine specific criteria for making informed critical evaluations of the quality and effectiveness of performances and apply the criteria when participating in music.

MGH3-4.7

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

MGH3-4.8

Develop criteria to judge the quality of their own performances and those of others.

MGH3-5.1

Describe stylistic features of musical works that define its historical or cultural context.

MGH3-5.2

Identify sources of American music genres, trace the evolution of those genres, and name well-known musicians associated with them.

MGH3-5.3

Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

MGH3-5.4

Compare and contrast audience behavior appropriate for various musical practices and demonstrate appropriate behavior during performances.

MGH3-6.1

Research the prerequisites necessary for music careers in todays society and predict expanded music careers for the future.

MGH3-6.2

Identify and describe the purpose of for-profit and non-profit arts organizations within the local community and state.

MGH3-6.3

Explain how the roles of creators, performers, and others involved in the production and presentation of the various arts are similar to and different from one another.

MGH3-6.4

Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

MGH4-1.1

Sing expressively, with technical and stylistic accuracy, a large and varied repertoire that may use unusual meters, complex rhythms, key changes, accidentals, or subtle dynamics.

MGH4-1.2

Sing small and large ensemble music written in two to four parts.

MGH4-1.3

Sing in various type of ensembles, for example: small (duet, trio, quartet) and large (all male, all female, and mixed voicesconfigurations).

MGH4-1.4

Play on classroom instruments a varied repertoire that may use unusual meters, complex rhythms, key changes, accidentals, and subtle dynamics.

MGH4-1.5

Use notation and aural perception to create and play melodies and accompaniments on a variety of classroom instruments and technologies.

MGH4-1.6

Play instruments accurately and independently in small and large ensembles, demonstrating ensemble skills (for example: use of balance, intonation, rhythmic unity, and independence).

MGH4-1.7

Play instrumental accompaniments while singing melodies of songs from diverse genres, cultures, and historical periods.

MGH4-1.8

Perform with organized ensembles (for example: Orff Schulwerk, World Music Drumming, Drum Circles, guitars, and available technologies- keyboards).

MGH4-1.9

Perform accurately and independently using a variety of instruments alone and in ensembles.

MGH4-2.1

Improvise stylistically appropriate harmonizing parts in a variety of genres.

MGH4-2.2

Improvise rhythmic and melodic variations on given melodies in pentatonic, major, and minor keys.

MGH4-2.3

Improvise melodies over given chord progressions in a consistent style, meter, and tonality.

MGH4-2.4

Improvise melodies using accurate and consistent style, meter, and tonality.

MGH4-2.5

Demonstrate creativity by composing music that expresses both imagination and technical skill in the application of the principles of composition.

MGH4-2.6

Demonstrate creativity by arranging short pieces with varying orchestration that preserves the integrity of the original piece.

MGH4-2.7

Compose simple, expressive pieces for acoustic and electronic instruments.

MGH4-3.1

Describe how the elements of music enable musicians to read a full vocal or instrumental score containing transpositions and changing clefs.

MGH4-3.2

Interpret nonstandard notation symbols used by some twentiethcentury composers.

MGH4-3.3

Read and identify music symbols in an instrumental or vocal score of up to four staves.

MGH4-3.4

Record and publish using available technology the musical ideas of others.

MGH4-4.1

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

MGH4-4.2

Analyze and describe the ways in which elements of music and expressive devices are used in music compositions of the same genre and style.

MGH4-4.3

Explain why the use of certain musical elements, expressive devices, and compositional techniques in a musical selection are significant to perceiving and remembering them.

MGH4-4.4

Compare and contrast the timbre and use of voices, instruments and other sound sources in a variety of musical styles, cultures, and genres.

MGH4-4.5

Compare the use of compositional techniques within musical examples in the same style or genre.

MGH4-4.6

Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means used to evoke feeling and emotions.

MGH4-4.7

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

MGH4-4.8

Develop criteria to judge the quality of their own performances and those of others.

MGH4-5.1

Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and historical or cultural context.

MGH4-5.2

Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the source of each influence, and trace the historical condition that produced the synthesis of influence.

MGH4-5.3

Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

MGH4-5.4

Write critiques of audience behavior observed at school or community performances, including the context and style of the music and details about the appropriateness or inappropriateness of behaviors observed.

MGH4-6.1

Identify and describe the prerequisites necessary for current and future music careers.

MGH4-6.2

Compare and contrast for-profit and non-profit arts organizations within the local community and state.

MGH4-6.3

Compare the ways in which the characteristic media of two or more arts disciplines can be used to transform similar events, scenes, emotions, or ideas into works of art.

MGH4-6.4

Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.