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Browse New Hampshire State Standards
Grade: Intermediate
Curriculum Standards:
sing accurately and with good breath control throughout their singing ranges, alone and in small andlarge ensembles;
sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2 on a scale of 1 to 6, including some songs performed from memory;
sing music representing diverse genres and cultures, with expression appropriate for the work being performed;
sing music written in two and three parts
sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3 on a scale of 1 to 6, including some songs from memory
perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, playing position, and good breath, bow, or stick control;
perform, with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a difficulty level of 2 on a scale of 1 to 6;
perform music representing diverse genres and cultures, with expression appropriate for the work being performed;
play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument
perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3 on a scale of 1 to 6, including some solos performed from memory
improvise simple harmonic accompaniments;
improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys;
improvise short melodies, unaccompanied and with given rhythmic accompaniments, each in a consistent style, meter, and tonality
compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance;
arrange simple pieces for voices or instruments other than those for which the pieces were written;
use traditional and nontraditional sound sources and electronic media when composing and arranging
read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures;
read at sight simple melodies in both the treble and bass clefs;
identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression;
use standard notation to record their musical ideas and the musical ideas of others;
(for choral/instrumental students) sight-read accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6
describe specific music events in a given aural example, using appropriate terminology;
analyze how elements of music are expressed in diverse genres and cultures;
demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music
develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their own personal listening and performing;
evaluate the quality and effectiveness of their own and others¿¿ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music
compare in two or more arts how the characteristic features of each art discipline can be used to transform similar events, scenes, emotions, or ideas into works of art;
describe ways in which the principles and subject matter of other disciplines are related to those of music
describe distinguishing characteristics of representative music genres and styles from different cultures;
classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary;
compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world
recognize that improvisation and accompaniment are creative skills that are needed in certain music careers;
identify professions where skills of arranging, composing and conducting music are used;
identify local, national, or international individuals who are composers/arrangers of music;
identify occupations that require people to evaluate music and music performances;
recognize that music-related careers exist in musical production and direction