Middle School Benchmark

Grade 5

Grade 6

Grade 7

Grade 8

1.  Play with expression and technical accuracy, a repertoire of vocal and instrumental literature including some songs performed from memory.

I

I – M – Play a repertoire of vocal and instrumental literature at age appropriate levels throughout middle school.  Perform a few songs from memory.

I – M – R – Play an age appropriate repertoire of vocal and instrumental literature with accurate rhythm and pitch, and appropriate dynamics.  Perform a larger repertoire of songs from memory.

I – M – R – Play with expression and technical accuracy, a repertoire of vocal and instrumental literature including some songs performed from memory.

2.  Play music representing diverse genres and cultures with expression appropriate for the work being performed.

I

I –M –R – Play a repertoire of vocal and instrumental literature representing diverse genres and cultures at age appropriate levels.

I – M – R – Demonstrate appropriate style when playing jazz, classical, and folk music.

M – R – Play music representing diverse genres and cultures with expression appropriate for the work being performed.

3.  Play accurately with good breath control throughout their playing ranges.

I

I – M – Play accurately with good breath control throughout their singing ranges.

4.  Play music written in tow or three parts.

I

I – M – Sing music written in two or three parts.

5.  Perform accurately with appropriate technique on at least one instrument – solo, in large and small ensembles.

I

I – M – R – Perform accurately in small groups and large ensembles.

I – M – R – Perform a solo with appropriate technique.  Perform duets, trios, or quartets accurately.

M –R – Perform accurately with appropriate technique on at least one instrument – solo, in large and small ensembles.

7.  Play simple melodies and harmonic accompaniments by ear.

I

I – M – Identify a\the tonal center (home tone) of a piece.  Identify simple chord progressions by ear.

8.  Read whole, half, quarter, eighth, sixteenth, dotted notes and rests, in simple, compound and alla breve meters.

I

I – M – Define simple, compound and all breve meters and be able to identify by ear.

M – R – Read whole, half, quarter, eighth, sixteenth, dotted notes and rests, in simple and alla breve meters.

M – R – Read whole, half, quarter, eighth, sixteenth, dotted notes and rests, in simple, compound, and alla breve meters.

9.  Sight-read simple melodies in treble and bass clef.

I

I – M – Sight-read simple melodies in treble or bass clef.

M – Sight-read simple melodies in treble and bass clef.

10.  Use standard notation to record personal musical ideas and the musical ideas of others.

I

I

I – M – Use standard notation to record short personal musical ideas.

I – M – R – Use standard notation to record personal musical ideas and the musical ideas of others.

Middle School Benchmark

Grade 5

Grade 6

Grade 7

Grade 8

1.  Describe specific music events in a given aural example, using appropriate terminology.

I

I – M – Describe specific music events in a given aural example, using appropriate terminology.

2.  Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

I

I – M – Demonstrate how one of the basic elements of music is used in music of diverse genres and styles.  (Continue to develop repertoire of music from diverse styles and genres).

I – M – R – Demonstrate how several of the basic elements of music are used in music of diverse genres and styles.  (Continue to develop repertoire of music from diverse styles and genres).

I – M – R – Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

3.  Demonstrate knowledge of the basic principals of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

I

M – Demonstrate knowledge of the basic principals of meter: 2/4, ¾, 4/4, 2/2, and 6/8.  Demonstrate understanding of the intervals of a major scale.

M – Demonstrate knowledge of the basic principals of tonality:  major scales and triads for I-IV-V harmonic progressions in simple major keys.

R

4.  Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply these criteria when performing.

I

I – M – Use criteria based on concepts taught in class to evaluate the quality and effectiveness of music performances.

I – M – R – Use criteria based on concepts taught in class to evaluate the quality and effectiveness of music performances and compositions.

M – R – Use criteria based on concepts taught in class to evaluate the quality and effectiveness of music performances and compositions and apply these criteria when performing.

5.  Evaluate the quality and effectiveness of one’s own and other’s performances, compositions, arrangements and improvisations by applying specific and appropriate criteria (one’s own and other’s) and offering constructive suggestions for improvement.

I

I – M – See III.MS.4

M – R – Evaluate the quality and effectiveness of one’s own and other’s performances, compositions, arrangements and improvisations by applying specific and appropriate criteria (one’s own and other’s) and offering constructive suggestions for improvement.