National Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
GRADE: 9 – 12 MUSIC – BEGINNING PIANO A. Skills and Techniques/Performance
MHSBP.1 - Singing, alone and with others, through a varied repertoire of music
a. Utilize a counting system and pitch learning procedure to read
music appropriate to ability.
MHSBP.4 - Improvising melodies, variations, and accompaniments
MHSBP.5 - Composing and arranging music within specified guidelines
a. Compose rhythmic exercises and short melodies using traditional
notations which incorporate the use of dynamics. b. Set short poetic phrases and texts to music.
C. Critical Analysis/Investigate
MHSBP.6 - Listening to, analyzing, and describing music
MHSBP.8 - Understanding relationships between music, the other arts, and disciplines outside the arts
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
GRADE: 9 – 12 MUSIC – BEGINNING PIANO A. Skills and Techniques/Performance
MHSBP.1 - Singing, alone and with others, through a varied repertoire of music
- Sing to match pitch and adjust intonation.
- Sing simple melodies to demonstrate an understanding of phrasing.
- Demonstrate characteristic playing position, posture, fingering techniques, and hand and arm motion.
- Demonstrate proper warm-up techniques through playing at least one octave of all major scales, minor scales appropriate to repertoire, the chromatic scale, and technical exercises that increase playing agility and strength including basic cadences and cross-hand arpeggios.
- Use the following skills to perform appropriate music literature: dynamic expression, appropriate phrasing and articulation, style, balance, steady tempo, and rhythmic accuracy.
- Use context cues to sight-read music literature one level below performance level.
a. Utilize a counting system and pitch learning procedure to read
music appropriate to ability.
- Identify, describe, and incorporate music vocabulary and symbols
for pitch, key signatures, rhythm, dynamics, tempo, articulation, expression, and direction (including repeat signs, da capo, etc.) into individual and ensemble performances.
- Notate rhythms and melodies utilizing a dictation method.
- Read and notate music using software.
MHSBP.4 - Improvising melodies, variations, and accompaniments
- Improvise rhythmic patterns by clapping, singing, or playing an
instrument.
- Improvise a melody or variation of a melody using a five-note
diatonic, pentatonic, or blues scale.
- Improvise a rhythmic ostinato to be performed with a melody.
MHSBP.5 - Composing and arranging music within specified guidelines
a. Compose rhythmic exercises and short melodies using traditional
notations which incorporate the use of dynamics. b. Set short poetic phrases and texts to music.
C. Critical Analysis/Investigate
MHSBP.6 - Listening to, analyzing, and describing music
- Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form.
- Listen to and analyze a musical recording or video in terms of form, voicing, and dynamic contrast.
- Utilize writing skills to describe the elements of music and the emotions and thoughts that music communicates.
- Listen to and evaluate a piano performance with attention to
accuracy of pitch and rhythm, technique, dynamics, and other
expressive qualities.
- Define and apply commendable performer etiquette, audience
etiquette, and active listening in performance settings.
MHSBP.8 - Understanding relationships between music, the other arts, and disciplines outside the arts
- Describe how music relates to fine arts and other disciplines.
- Compare similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.
- Describe the characteristics of music from different cultures.
- Identify genres, styles, and composers within specific historical and cultural contexts.
- Identify repertoire that represents various periods, composers, cultures, styles, and genres.
- Explain the history of the piano.
Georgia Department of Education
Brad Bryant, State Superintendent of Schools September 16, 2010 Page 14 of 21
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(Taken from here.)