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Browse New Hampshire State Standards
Grade: Middle
Curriculum Standards:
sing with expression and technical accuracy a large and varied repertoire of vocal literature in more than one language with a difficulty level of 4 on a scale of 1 to 6, including some songs performed from memory;
sing music written in four parts, with and without accompaniment, demonstrating well-developed ensemble skills
sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 5 on a scale of 1 to 6;
sing music written in more than four parts;
sing in small ensembles with one student on each part
perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6;
perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills;
perform in small ensembles with one student on a part
perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 5, on a scale of 1 to 6
improvise stylistically appropriate harmonization/homophonic parts;
improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys;
improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality
improvise stylistically appropriate harmonization/ homophonic parts in a variety of styles;
improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality
compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect;
arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music;
compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usage of the sound sources
compose music, demonstrating imagination and technical skill in applying the principles of composition
demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used;
(for choral/instrumental ensemble/class) sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6
demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs;
interpret nonstandard notation symbols used by twentieth-century composers;
(for choral/instrumental students) sight-read, accurately and expressively, music with a difficulty level of 4, on a scale of 1 to 6
analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices;
demonstrate extensive knowledge of the technical vocabulary of music;
identify and explain composition devices and techniques used to provide unity, variety, and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques
demonstrate the ability to perceive and remember music events;
compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style;
analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations, then apply the criteria in their personal participation in music;
evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
evaluate a given musical work in terms of its aesthetic qualities and explain the musical devices it uses to evoke feelings and emotions
explain how elements, artistic processes and organizational principals, such as unity or variety, are used in similar and distinctive ways in the various arts ;
compare characteristics of the arts within a particular period, style, or culture;
explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music
compare how creators, performers, and others involved in the production and presentation of the various arts are similar to and different from one another
classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications;
identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them;
identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements
identify and explain the stylistic features of a given music work that serve to define its aesthetic tradition and its historical or cultural context;
identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences
recognize that some people are hired to sing or play varied styles of music in various media;
identify professions in which people compose and/or arrange music in diverse styles for various media;
recognize that careers and work opportunities exist in the fields of music evaluation;
recognize that professions exist in the study of music history, such as ethnomusicology
research and identify careers in the music field utilizing resources such as individual professionals and reference materials including the internet, as well as local, state, national, and professional organizations