Kindergarten

• Listen with concentrated attention to short selections of a variety of music
• Recognize and describe obvious musical contrasts
• Indicate an aural recognition of high and low pitches
• Identify patterns of simple forms (for example: AB)
• Provide positive feedback to student performers

Grades 1-2

• Listen with concentrated attention to longer selections of a variety of music
• Listen to and recognize repeated and contrasting phrases, slow and fast tempos, double and triple meters, and major and minor modes
• Indicate aural recognition of high and low pitches by making directional hand movements that follow the pitch of melodic lines
• Recognize aurally the timbre of basic families of
• Identify the patterns of simple forms (for example: AB, ABA, Binary, Rondo)
• Provide specific positive feedback to student performers using musical terms

Grades 3-4

• Listen with concentrated attention to instrumental and vocal compositions
• Recognize aurally the timbre of individual instruments from the families of instruments
• Identify the patterns of simple forms (for example: AB, ABA, AABA, Rondo, Theme and Variations)
• Provide more specific positive feedback to student performers using musical terms

• Develop an understanding of the structure of some of the music performed
• Critique individual and group performances

Grades 5-8

• Give concentrated attention while listening to music for relatively long periods of time
• Listen critically to one's own or group performances of music
• Analyze aurally performances of music with attention to form, type, performance medium, and musical features
• Discuss music, heard and performed, in terms of musical elements and structure (e.g., pitch, rhythm, texture, form)
• Listen with concentrated attention to longer compositions that represent a variety of musical styles
• Describe criteria for evaluating musical performance
• Describe criteria for evaluating musical compositions (i.e., content)

Grades 9-12

• Notate from dictation diatonic and melodic phrases, harmonic progressions (including I, IV, V, VI), and rhythmic patterns up to sixteenth's
• Recognize aurally and describe musical forms such as sonata, rondo, fugue, and a 32-bar AABA pattern
• Recognize aurally and describe musical genres such as chamber music, jazz, folk, symphony, opera, and musical theater
• Listen with concentrated attention to large works
• Compare musical performances by using established criteria

• Describe the forms and structures of the works being rehearsed
• Recognize good and bad intonation
• Recognize inappropriate phrasing and expression
• Respond sensitively to the gestures of a conductor
• Evaluate the quality of performances by instrumental ensembles
• Evaluate the quality of performances by choral ensembles