This section of the course of study is organized into a K-8 matrix. The matrix indicates levels at which subject objectives are introduced, developed, mastered and extended.

Subject Objectives listed in this graded course of study are coded according to the following terminology:

I for Introduce By definition, example, or discovery learning, acquaint the student with skill or concept.

D for Develop Provide student with opportunities to practice, drill, and problem solve.

P for Proficient Determine, through observation, conference, or testing, whether student has successfully accomplished stated GCOS subject objective.*

E for Extend or Enrich Amplify skill through activity that is broader in scope, more extensive, or more complex than level of activity at which mastery occurs.+

*Proficient for classroom purposes means that student performance, as measured by conventional classroom criterion-referenced evaluation, indicates students can successfully demonstrate a designated skill and can apply it consistently to problem solving situations.

+Enrichment occurs throughout the instructional process and is made available to all students.

DURATION

PROGRAM OBJECTIVE

The learner distinguishes among sounds and silences of long or short duration.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Responds to a steady beat at varying tempi.	I	D	D	P	E	E	E	E	E
2.	Discovers pulse in his/her own body, machines, or objects in the environment.	I	D	D	P	E	E	E	E	E
3.	Distinguishes between fast and slow.	I	D	D	P	E	E	E	E	E
4.	Differentiates between sounds and silences.	I	D	D	P	E	E	E	E	E
5.	Reproduces simple rhythmic aural stimuli in graphic or traditional notation.	.	I	D	D	D	D	D	P	E
6.	Distinguishes between long and short sounds.	.	.	I	D	P	E	E	E	E
7.	Distinguishes between pulse and melodic rhythm.	.	.	I	D	D	D	P	E	E
8.	Responds to regular or irregular rhythm patterns as even or uneven.	.	.	.	I	D	D	D	P	E
9.	Discovers and demonstrates awareness of regularly recurring accent grouping.	.	.	.	I	D	D	P	E	E
10.	Recognizes the function of notes and rests.	I	D	D	D	P	E	E	E	E
11.	Recognizes the function of meter signatures and bar lines.	.	.	.	I	D	P	E	E	E
12.	Distinguishes between and responds appropriately to regular repetitive of double and triple metric patterns.	.	.	.	I	D	D	P	E	E
13.	Recognizes and identifies triples.	.	.	.	.	I	D	D	D	P

DURATION

PROGRAM OBJECTIVE

The learner responds to and creates arrangements of sounds and silences showing a variety of long-short relationships.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Distinguishes between like and unlike rhythmic patterns.	.	I	D	D	P	E	E	E	E
2.	Discovers how motive or other rhythmic patterns may be altered to give variety in presentation.	.	.	I	D	D	D	D	D	P
3.	Selects rhythmic patterns from songs or instrumental selections to use as repetitive accompaniment patterns.	.	.	.	.	I	D	D	D	P

DURATION

PROGRAM OBJECTIVE

The learner associates durations of sounds and silences with graphic symbols, both traditional and original.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies a song upon seeing graphic symbols, either traditional or original, of the melodic rhythm of the song.	.	.	.	I	D	D	D	D	D
2.	Reproduces increasingly complex rhythmic patterns at sight.	.	.	.	.	I	D	D	D	D
3.	Understands functions of a variety of tempo markings.	.	.	.	.	.	I	D	D	D

FORM

PROGRAM OBJECTIVE

The learner associates durations of sounds and silences with graphic symbols, both traditional and original.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Responds by body movements to repetition and contrast in musical phrases.	I	D	D	D	D	D	P	E	E
2.	Visually and aurally identifies melodic and rhythmic phrases as repeated and contrasting.	.	.	.	I	D	D	P	E	E
3.	Identifies a musical phrase as a part of the whole composition.	.	.	.	I	D	D	D	P	E
4.	Aurally identifies melodic and rhythmic phrases as repeated or contrasting.	.	.	.	.	I	D	D	P	E
5.	Aurally and visually identifies rhythmic or melodic motives in musical compositions.	.	.	.	.	.	I	D	D	D
6.	Aurally identifies how and why the various components of music are used in creating contrasting sections.	.	.	.	.	.	.	I	D	D

FORM

PROGRAM OBJECTIVE

The learner will perceive and produce repeated or contrasting musical phrases and motives as integral parts of compositions.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Aurally identifies familiar melodies or themes.	I	D	D	P	E	E	E	E	E
2.	Aurally identifies repeated or contrasting sections in musical compositions.	.	.	I	D	D	D	D	D	E
3.	Distinguishes between introduction, coda, and the body of a composition during singing or songs.	.	.	I	D	D	D	D	P	E
4.	Recognizes A-B and A-B-A phrase structure of songs.	.	.	I	D	D	D	P	E	E
5.	Aurally and visually identifies familiar melodies, themes, or motives.	.	.	.	.	I	D	D	D	D
6.	Distinguishes between introduction and/or coda and the body of a composition.	.	.	.	.	I	D	D	D	P
7.	Perceives binary and ternary form such as a march being ABC (trio).	.	.	.	.	.	.	I	D	P
8.	Aurally detects the differences between march, waltz, polka, by its meter.	.	.	.	.	.	.	I	D	P
9.	Aurally detects some musical forms by their rhythm such as a tango or a bolero.	.	.	.	.	.	.	I	D	D

FORM

PROGRAM OBJECTIVE

The learner will perceive and produce devices used to unify and give variety to musical compositions.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Aurally identifies compositions as A-B through analysis of various means of producing contrasts.	.	.	I	D	D	D	P	E	E
2.	Aurally identifies variations on melodies or themes.	.	.	.	.	.	I	D	P	E
3.	Aurally identifies variation devices such as timbre, range, meter, rhythm, tonality, dynamics, and tempo.	.	.	.	.	.	I	D	D	P

FORM

PROGRAM OBJECTIVE

The learner will perceive and produce shorter or longer forms of music in terms of the sum and nature of their movements.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies song forms such as spiritual, chantey, work song, call and response.	.	.	.	.	I	D	D	D	D
2.	Identifies instrumental compositions such as ballet, suite, overture.	.	.	.	.	.	I	D	D	P
3.	Identifies difference between symphony, sonata, and concerto, by texture and timbre.	.	.	.	.	.	.	I	D	P
4.	Identifies large vocal works such as an opera and its components: arias, recitatives and choruses.	.	.	.	.	.	.	I	D	P
5.	Identifies difference between absolute and program music such as tone poems, operas, and ballets.	.	.	.	.	.	.	I	D	P

DYNAMICS

PROGRAM OBJECTIVE

The learner will perceive and produce pitches ranging from loud to soft and soft to loud.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Describes sounds as loud and soft and louder and softer.	I	D	P	E	E	E	E	E	E
2.	Distinguishes between loud and soft and high and low.	I	D	D	D	P	E	E	E	E
3.	Explores the dynamic ranges of classroom and/or other instruments.	.	I	D	D	P	E	E	E	E
4.	Identifies accents when played on drum.	.	.	I	D	D	P	E	E	E
5.	Explores and discovers the Italian and/or English counterparts for the following symbols: p. f. < >	.	.	I	D	D	D	D	D	P
6.	Describes changes in loudness using appropriate terminology (e.g., crescendo) and musical symbols	.	.	.	.	.	I	D	D	P
7.	Identifies the Italian and/or counterparts for the following symbols: pp, p, pp, mf, f, ff, < >	.	.	.	.	.	I	D	D	P
8.	Identifies accents in a song.	.	.	.	I	D	D	D	D	P
9.	Explores the dynamic ranges of ensembles such as bands, choirs, orchestra, and smaller ensembles.	.	.	.	.	.	I	D	D	P

DYNAMICS

PROGRAM OBJECTIVE

The learner will perceive and produce groups of successive pitches according to established and original dynamic schemes.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Aurally identifies obvious contrasts in dynamics.	I	D	D	P	E	E	E	E	E
2.	Produces a predetermined dynamic scheme.	.	.	I	D	D	D	D	P	E

DYNAMICS

PROGRAM OBJECTIVE

The learner will perceive and produce melody and accompaniment parts giving attention to dynamic balance.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies different degrees of dynamics with accompaniment parts.	.	.	I	D	D	D	D	P	E
2.	Identifies instances where ensembles sound is imbalanced.	.	.	I	D	D	D	D	D	D

DYNAMICS

PROGRAM OBJECTIVE

The learner will perceive and produce changes in dynamics and in other components being sensitive to the subtle relationship such changes produce.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Defines such terms as solo and chorus as they pertain to dynamics.	.	.	I	D	P	E	E	E	E
2.	Describes how accents help to create a sense of meter in music.	.	.	I	D	D	D	P	E	E

DYNAMICS

PROGRAM OBJECTIVE

The learner will perceive and produce compositions being particularly sensitive to dynamic structures and qualities.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies certain types of compositions (e.g., lullaby, march) in terms of particular dynamic levels.	.	.	I	D	D	D	D	P	E
2.	Explores and discovers how the dynamics scheme of a piece affects its expressive character.	.	.	I	D	D	D	D	P	E
3.	Describes the relationship between the text of a song or piece and appropriate dynamic levels.	.	.	.	.	I	D	D	P	E
4.	Describes the relationship between dynamics and utilitarian uses of music (e.g., dancing, worship).	.	.	.	.	I	D	D	D	P

PITCH

PROGRAM OBJECTIVE

The learner will perceive and produce pitches ranging from high to low and low to high.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Recognizes two tones as one being higher, lower, or the same.	I	D	D	D	D	P	E	E	E
2.	Recognizes very high and very low tones as produced by many sound sources.	I	D	D	D	D	P	E	E	E
3.	Exhibits ability to follow line notation for high and low tones.	.	I	D	D	D	P	E	E	E
4.	Recognizes relation of line notation to staff notation.	.	.	I	D	D	P	E	E	E
5.	Explains the function of the staff and clef signs in representing pitch differences.	.	.	I	D	D	D	P	E	E
6.	Distinguishes between sharp, flat, and natural signs.	.	.	.	I	D	D	D	P	E
7.	Describes function of sharp, flat, and signs.	.	.	.		I	D	D	P	E
8.	Identifies registers of instruments and voices.	I	D	D	D	D	D	D	P	E

PITCH

PROGRAM OBJECTIVE

The learner will distinguish among and produce groups of successive pitches.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Visually and aurally identifies short groups of successive pitches as repeated, ascending, and descending tones.	.	I	D	D	P	E	E	E	E
2.	Identifies short tonal patterns with letter names, syllables, and/or numbers (melodic contour lines).	.	I	D	D	D	D	P	E	E
3.	Visually identifies melodic patterns that move scalewise or chordwise.	.	I	D	D	D	D	P	E	E
4.	Aurally and visually identifies high and low sounding instruments.	.	.	I	D	D	D	P	E	E
5.	Follows line notation representing the melodic of song.	.	.	I	D	D	P	E	E	E
6.	Relates up-down with high-low right-left of keyboard.	.	I	D	D	D	D	P	E	E
7.	Classifies intervals as step and skip movement.	.	I	D	D	D	D	P	E	E
8.	Observes and recognizes the common intervals.	.	.	.	I	D	D	D	D	P
9.	Differentiates aurally and visually between half and whole steps.	.	.	.	.	.	I	D	D	D

PITCH

PROGRAM OBJECTIVE

The learner will perceive and produce successions of pitches according to established tonal/atonal models of original models.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Visually and aurally identifies melody syllables and/or numbers.	.	I	D	D	D	D	D	P	E
2.	Identifies scale passages within a song.	.	.	.	.	I	D	D	P	E
3.	Is aware that tonal music has a tonal center and atonal does not.	.	.	.	.	.	I	D	P	E
4.	Aurally identifies tonal and atonal music.	.	.	.	.	.	I	D	P	E
5.	Identifies scales as consisting of whole steps and/or half steps.	.	.	.	.	.	I	D	D	D
6.	Identifies scales as being major, minor, pantothenic, chromatic, or whole tone from aural examples.	.	.	.	.	.	I	D	D	D
7.	Identifies compositions as being Major or Minor.	.	.	.	.	.	I	D	P	E
8.	Identifies tonal centers in Major or Minor examples.	.	.	.	.	.	I	D	D	D
9.	Identifies notes affected by key signatures.	.	.	.	.	.	I	D	P	E

PITCH

PROGRAM OBJECTIVE

The learner will perceive and produce melodies and melodic fragments.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies phrase structure as like and unlike.	.	.	I	D	D	D	D	P	E
2.	Describes melodies in terms of their length, contour and range.	.	.	.	I	D	D	D	D	P
3.	Identifies tonal motives and pitch patterns in melodies.	.	.	.	.	I	D	D	D	P
4.	Describes melodies in terms of their directions (ascending, descending); their progression (scalewise, cordwise); pitch patterns (repeated, different, sequential) and internal relationships.	.	.	.	.	.	I	D	D	D
5.	Discusses sequences as they occur in melodies.	.	.	.	.	.	I	D	D	D
6.	Produces melodies using unisons, thirds, and octaves.	.	.	.	.	.	I	D	D	P

PITCH

PROGRAM OBJECTIVE

The learner will perceive and produce simultaneous pitches.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies simultaneous sound as harmony created by two or more melodies together or by a melody and chordal accompaniment.	.	.	.	I	D	D	D	P	E
2.	Identifies when cords change in music, listened to or performed.	.	.	.	I	D	D	D	P	E
3.	Identifies the need for chord changes when listening to or accompanying melodies.	.	.	.	I	D	D	D	P	E
4.	Visually and aurally identifies chords as being Major or Minor.	.	.	.	I	D	D	D	D	D
5.	Understands that a chord consists of three or more notes.	.	.	.	.	.	I	D	P	E
6.	Identifies member tones of tonic chord 1-3-5.	.	.	.	.	.	.	I	D	D
7.	Is aware of the need of transposition with transposing instruments or to accommodate vocal tessitura or ranges.	.	.	.	.	.	.	I	D	D

PITCH

PROGRAM OBJECTIVE

The learner will perceive and produce compositions being particularly sensitive to pitch structures and qualities.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Distinguishes between pitch and other components of compositions.	.	.	I	D	D	D	D	P	E
2.	Identifies ethnic and/or nationalistic characteristics of pitch organization in both western and nonwestern music.	.	.	.	.	.	I	D	D	D

TEXTURE

PROGRAM OBJECTIVE

The learner will perceive and produce vertical and linear textures being sensitive to the qualities of the textures.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Distinguishes between successions of single sounds and successions of multiple sounds.	.	.	I	D	D	D	D	P	E
2.	Distinguishes textural quality of a piece in terms of the number of parts or voices.	.	.	I	D	D	D	D	P	E
3.	Describes textures found in works using descriptive terms such as thick and thin.	.	.	I	D	D	D	D	P	E
4.	Describes how different instrumentations can have an effect upon a given texture.	.	.	.	.	.	I	D	D	D

TEXTURE

PROGRAM OBJECTIVE

The learner will perceive and produce vertical established and original types of texture.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Distinguishes two or more related melodic lines happening at the same time.	.	.	I	D	D	D	D	D	D
2.	Identifies rounds or canons.	.	.	I	I	D	D	P	E	E
3.	Selects one theme in a work having polyphonic texture and identifies it each time it enters.	.	.	.	.	.	I	D	P	E
4.	Explains why an accompaniment is or is not appropriate for a given melody.	.	.	.	.	.	I	D	D	D

TEXTURE

PROGRAM OBJECTIVE

The learner will perceive and produce textural schemes.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Compares texture in music with texture in other media e.g., in a piece of cloth or in an artwork.	.	.	.	I	D	D	D	P	E
2.	Indicates when the texture of a work changes or textural schemes are repeated.	.	.	I	D	D	D	D	P	E
3.	Describes the rate of textural change in a work in terms of stable or abrupt, quickly and slowly, or other appropriate terms.	.	.	.	.	.	.	I	D	P
4.	Identifies where texture changes contribute to the creation of climaxes in a piece.	.	.	.	.	.	.	I	D	D

TEXTURE

PROGRAM OBJECTIVE

The learner will perceive and produce compositions being sensitive to the expressive uses of texture.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Discusses how changes in texture produce variety in music.	.	.	I	D	D	P	E	E	E
2.	Discusses the expressiveness of a composition in terms of texture.	.	.	.	I	D	D	P	E	E
3.	Describes how textural changes reinforce the form of a piece and contribute to its effectiveness.	.	.	.	.	.	I	D	P	E
4.	Will be aware of how the textural scheme of a piece effects the expressive character of the piece.	.	.	.	.	.	.	I	D	P

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce distinctive timbres.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies differences in quality between children's and adults' voices.	I	D	D	D	D	P	E	E	E
2.	Identifies differences in quality between men's and women's voices.	I	D	D	D	D	P	E	E	E
3.	Classifies classroom instruments by timbre and aurally identifies sounds of simple rhythmic and melodic classroom instruments.	I	D	D	D	P	E	E	E	E
4.	Is aware of the difference between the singing and speaking voice.	I	D	D	D	P	E	E	E	E
5.	Classifies instruments according to manner in which tone is produced: bowing, striking, blowing, plucking, strumming, rubbing.	.	.	I	D	D	P	E	E	E
6.	Aurally identifies and explores the timbre of common wind, string and percussion instruments.	.	.	I	D	D	P	E	E	E
7.	Aurally identifies and explores the timbre of groups (families) of wind, string, percussion, and folk instruments.	.	.	.	I	D	P	E	E	E
8.	Compares differences in instrumental timbre in terms of size of instruments and the materials of which they are made.	.	.	.	I	D	P	E	E	E
9.	Identifies and categories sounds as wood sounds, metal sounds, string sounds, electronic sounds, etc.	.	.	I	D	P	E	E	E	E

10.	Is aware that sound is vibration.	.	.	.	I	D	D	D	P	E
11.	Classifies instruments by what is vibrated to produce their sound.	.	.	.	.	I	D	P	E	E
12.	Compares differences in the manner in which tones are produced.	.	.	.	I	D	D	P	E	E
13.	Classifies instruments by what is vibrated to produce their sound.	.	.	.	I	D	D	P	E	E
14.	Is aware of electronically-produced and environmental timbres.	.	.	.	I	D	D	D	P	E
15.	Identifies timbre changes when method of producing sound is changed (e.g., plucking, strumming, brushing).	.	.	.	.	I	D	D	P	E
16.	Is aware of timbre of selected nonwestern and ethnic instruments (e.g., bagpipe, keto, balalaika).	.	.	.	.	.	.	I	D	P

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce techniques for altering or modifying timbre.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Differentiates between arco and pizzicato style of playing string instruments.	.	.	.	I	D	D	P	E	E
2.	Discusses how different playing approaches (styles) e.g., legato vs. staccato affect the tone quality of given instruments and voices and/or combinations of them.	.	.	.	.	I	D	P	E	E

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce timbre combinations.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Compares typical tone color of various types of performing ensembles.	.	.	I	D	D	D	P	E	E
2.	Identifies timbre differences between large choruses and small vocal ensembles.	.	.	I	D	D	D	P	E	E
3.	Identifies combinations of sound sources such as piano and orchestra, piano and voice, and chorus and orchestra.	.	.	I	D	D	D	P	E	E
4.	Selects and identifies an obvious timbre from among a broad range of timbre in an ensemble.	.	.	I	D	D	D	P	E	E
5.	Identifies individual and group timbre as being associated with particular musical settings (e.g., church, parage, etc.).	.	.	I	D	D	D	P	E	E
6.	Describes differences in timbre when a passage is sung or played by one individual or by a group.	.	.	I	D	D	D	P	E	E
7.	Aurally identifies the instruments and/or voices involved when two or more are heard simultaneously in a passage.	.	.	.	.	I	D	D	P	E

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce timbre schemes.

STUDENT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Identifies a timbre change occurring within a composition.	.	.	I	D	D	D	P	E	E

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce changes in timbre and in other components being sensitive to the subtle relationships such changes cause.

SUBJECT OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Is aware that changes in timbre produce contrast and variety in music.	.	.	I	D	D	D	P	E	E
2.	Describes how the timbre of a composition can be used to identify the kind of composition it is (e.g., sonatas, concerto, symphony).	.	.	.	.	.	.	I	P	E

TIMBRE

PROGRAM OBJECTIVE

The learner will perceive and produce timbre compositions being sensitive to the expressive uses of timbre.

OBJECTIVES

The student:

		K	1	2	3	4	5	6	7	8
1.	Select specific combinations of timbre to express a narrative idea.	.	.	I	D	D	D	P	E	E
2.	Explores possibilities of associating musical sounds with particular moods.	.	.	.	I	D	D	D	P	E
3.	Analyzes and describes program music in terms of how the timbre scheme is used to portray the descriptive nature of the music (e.g., Peter and the Wolf).	.	.	.	.	I	D	D	P	E
4.	Describes how film music uses timbral effects to heighten the mood of the plot.	.	.	.	.	.	.	I	P	E