Integrated Physics & Chemistry Benchmark



Number |First Grade Music Benchmark Target

By years end, students will: |TEKS |Curriculum Connection | |

|1. |Identify the difference between the following voices: singing/speaking, |1.1A | |

| |whispering/shouting, male/female, adult/child | | |

|2. |Identify the difference between the following percussion timbre: metal, |1.1A | |

| |membrane, shaker, wood, string, electronics | | |

|3. |Identify the difference between the following orchestral families: string, |*1.1A | |

| |percussion, brass, woodwind | | |

|4. |Differentiate between the following contrasts: high/low, beat/no beat, |*1.1B | |

| |sound/silence, fast/slow, long/short, loud/quiet, up/down, same/different, |*1.1C | |

| |upward/downward. | | |

|5. |Identify repetition and contrast in musical examples |*1.1C | |

|6. |Identify and perform musical examples in the following forms: AB, ABA, |*1.1C | |

| |verse/refrain and call and response. | | |

|7. |Demonstrates practice appropriate posture, breath support vocal tone, and | *1.2B | |

| |diction when singing | | |

|8. |Sing individually or in groups matching pitch |1.2A | |

| | |1.2B | |

|9. |Perform individually or in groups by playing various musical instruments |1.2A | |

| | |1.2B | |

|10. |Review and practice left to right reading skills with the following: |*1.3.A | |

| |pattern/word and rhythm/melody | | |

|11. |Identify the difference between spaces and lines of 5-line staff. |*1.3A | |

| | |1.3B | |

|12. |Identify and write the following musical notations: quarter note, eighth note,| *1.3A | |

| |and quarter rest using manipulatives/visual aides. |1.3B | |

|13. |Identify and sing the following syllables: sol, mi, and la |*1.3A | |

| | |1.3B | |

|14. |Identify bar line, double-bar line, and repeat sign using manipulatives/visual |*1.3A | |

| |aides. | | |

|15. |Review, identify, and perform a steady beat |*1.4A | |

| | |1.6A | |

|16. |Learn and perform a 4-beat rhythmic pattern usinthe following: quarter note, | 1.4A | |

| |eighth note, and quarter rest | | |

|17. |Create and perform short melodic patterns using the following syllables: sol, |*1.4B | |

| |mi, and la | | |

|18. |Perform songs, play musical games, and identify musical styles from different |*1.5A | |

| |cultures | | |

|19. |Identify simple relationships between music and other subjects, such as: Math,|1.5B | |

| |Language Arts, Social Studies, Science, and Character Education | | |

|20. |Identify and respond to various moods in music |*1.6A | |

|21. |Use the following terminology to evaluate a musical performance: higher/lower,|1.6A | |

| |louder/softer, faster/slower, and same/different | | |

|22. |Review and practice appropriate audience etiquette during live performances |1.6B | |

*Indicates Humble ISD requirement.

*Indicates Humble ISD requirement.

|Number |2nd Grade Music Benchmark Target |Link to TEKS |Curriculum Connection |

| |By year’s end, students will: | | |

|1. |Identify the difference visually and aurally between the following orchestral |2.1* | |

| |sounds: string, percussion, brass, and woodwind. | | |

|2. |Identify environmental and musical sounds. |2.1* | |

|3. |Perceive the difference between high/low; fast/slow; beat/no beat; |2.1 | |

| |sound/silence; long/short; upward/downward through sounds and performances. | | |

|4. |Identify music forms such as AB, ABA, verse/refrain, program music |2.1* | |

| |introduction, coda and rondo. | | |

|5. |Perform by singing or playing a classroom instrument individually and in |2.2 | |

| |groups. | | |

|6. |Perform folk seasonal, patriotic songs and songs from diverse cultures by |2.2 | |

| |singing or playing classroom instruments. | | |

|7. |Read and write quarter notes, eighth notes, quarter rests, half notes, half |2.3* | |

| |rests. | | |

|8. |Read and write music that incorporates basic rhythmic patterns in simple meters|2.3* | |

| |such as 2, 3, and 4. | | |

|9. |Perform/creates rhythmic and melodic phrases for pentatonic melodies on bar |2.4* | |

| |instruments. | | |

|10. |Relates music to various periods of history and culture. |2.5* | |

|11. |Perform songs, play musical games and identify musical styles from different |2.5 | |

| |cultures. | | |

|12. |Identify simple relationships between music and other subjects. |2.5 | |

|13. |Distinguish between beat/rhythm; higher/lower; and same/different in musical |2.6 | |

| |performances. | | |

|14. |Show appropriate audience behavior during live performances. |2.6 | |

|15. |Identify and use bar line, double bar line, repeat sign, dynamic markings |2.3* | |

| |(piano, forte, cresc, decres). | | |

|16. |Recognize spaces and lines of 5 line staff. |2.3* | |

|17. |Perform, read, and write so, mi, la, do, and re. |2.3* | |

|18. |Perform vocal ostinati, rounds, and canons. |2.2* | |

|19. |Respond to music through movement games individually and with partners |2.2 & 2.5* | |

| |(locomotor, non-locomotor, and body percussion). | | |

|20. |Identify and perform steady beat. |2.4* | |

* Indicates HISD requirement.

|Number |3rd Grade Music Benchmark Target |Link to TEKS |Curriculum Connection |

| |By years end, students will: | | |

| |Identify vocal timbre in children and adult voices, in solo and ensemble |3.1 | |

| |settings. | | |

| |Identify and classify musical instruments and families, by sound and visual |3.1 | |

| |clues: woodwind, brass, string, percussion, keyboard, electronic and instruments| | |

| |from various cultures. | | |

| |Identify different musical styles. |3.1 | |

| |Use music terminology to explain sound, music, music notation, musical |3.1 | |

| |instruments and voices; and musical performances. | | |

| |Identify and illustrate through movement or mapping forms presented aurally, |3.1* | |

| |such as AB, ABA, AABA, rondo, verse/refrain, introduction, coda, theme and | | |

| |variations, and program music. | | |

| |Play classroom instruments, demonstrating steady beat. Independently or in |3.2* | |

| |groups, play accompaniments (I-V borduns, tone clusters, pentatonic | | |

| |improvisation, broken bordun, ostinati), and simple melodies. | | |

| |Sing songs from diverse cultures and styles, individually and in groups, using | | |

| |appropriate breath support, head voice, appropriate posture, and diction. | | |

| |Read and identify music notation using solfege syllables (sol, mi, la, do, re, |3.3*, 3.4* | |

| |high do, low sol, low la) and create melodic patterns. | | |

| |Read and write music that incorporates basic rhythmic patterns (quarter note, |3.3*, 3.4* | |

| |quarter rest, pair of eighth notes, half note, half rest, whole note, whole | | |

| |rest). | | |

| |Identify single eighth notes, eighth rests and the use of syncopated rhythm | | |

| |patterns. | | |

| |Identify music symbols and terms: bar line, double bar line, repeat sign, |3.3* | |

| |dynamic markings (piano, forte, mezzo forte), fermata, first and second endings.| | |

| |Perform songs, play musical games and identify aurally presented music from |3.5 | |

| |diverse cultures. | | |

| |Describe relationships between music and other subjects. |3.5 | |

| |Identify and evaluate various moods, styles, and instrumentation in music. |3.6* | |

| |Practice appropriate audience etiquette during live performances. |3.6 | |

|Number |4th Grade Music Benchmark Target |Link to TEKS |Curriculum Connection |

| |By years end, students will: | | |

| 1. |Categorize children’s and adult’s voices. |4.1A | |

| 2. |Categorize instrument sounds as woodwind, brass, string, percussion, keyboard and |4.1A | |

| |electronic. | | |

| 3. |Categorize instruments of various cultures. |4.1A | |

| 4. |Describe music experiences, notation, instruments, voices and performances using |4.1B | |

| |standard terminology. | | |

| 5. |Identify music forms presented aurally including AB, ABA, and rondo. |4.1C | |

| 6. |Play a classroom instrument independently and in groups using music from a variety|4.2A, 4.2B | |

| |of cultures and styles. | | |

| 7. |Sing independently and in group songs from a variety of cultures and styles. |4.2A, 4.2B | |

| 8. |Sing or play ostinati, rounds, partner songs, and with accurate pitch and rhythm. |4.2* | |

| 9. |Identify the letter names of the treble staff as absolute pitch names. |4.3A* | |

|10. |Using notation on a treble staff, read basic melodic patterns in solfege including|4.3A | |

| |high do, la, sol, fa, mi, re, do, low sol and low la. | | |

|11. |Read and write basic rhythm patterns using 2/4, 3/4 and 4/4 meter using quarter |4.3B* | |

| |note, two beamed eighth notes, four beamed sixteenth notes, an eighth note beamed| | |

| |with two sixteenth notes, syncopa, half note, dotted half note, whole note and a | | |

| |dotted quarter note followed by an eight note and the corresponding rests. | | |

|12. |Identify and use appropriately music symbols and terms referring to dynamics and |4.3C* | |

| |tempo such as piano, forte, Coda, D.S., mezzo forte and largo, presto, and | | |

| |andante. | | |

|13. |Create rhythmic and melodic phrases using instruments and voice. |4.4A | |

|14. |Create simple accompaniments to known songs. |4.4B | |

|15. |Identify aurally presented music by genre, style, period, and culture. |4.5A | |

|16. |Perform music and movement from diverse cultures. |4.5B | |

|17. |Perform music representative of American and Texas heritage. |4.5C | |

|18. |Identify connections between music and other fine arts such as ballet, opera, and |4.5D* | |

| |popular films. | | |

|19. |Apply basic criteria in evaluating musical performances and compositions. |4.6A | |

|20. |Justify personal preferences for music and styles using musical terms. |4.6B | |

|21. |Practice concert etiquette as an actively involved listener during live |4.6C | |

| |performances. | | |

* indicates Humble ISD requirement.

|Number |5th Grade Music Benchmark Target |Link to TEKS |Curriculum Connection |

| |By years end, students will: | | |

| |Identify vocal and orchestral instruments by sight and sound (SATB and 4 |5.1 | |

| |families). | | |

| |Define the six elements of music (rhythm, melody, dynamics, harmony, tone color, |5.1 | |

| |and form) | | |

| |Identify rhythmic and melodic form (AB, ABA, and Rondo). |5.1 | |

| |Perform vocal ostinati, rounds, canons, and partner songs in a group setting. |5.2 | |

| |Perform using appropriate dynamics on a variety of pitched and nonpitched |5.2 | |

| |instruments. | | |

| |Identify basic music symbols (whole, half, dotted half, eighth, sixteenth notes |5.3 | |

| |and whole, half, quarter, and eighth rest, treble clef, 5 line staff, sharp, flat,| | |

| |and natural signs). | | |

| |Demonstrate the ability to sing the diatonic scale using solfege. |5.3 | |

| |Read standard notation meter. |5.3 | |

| |Write notation in simple meter. |5.3 | |

| |Create simple melodic and rhythmic patterns using standard notation (quarter, |5.4 | |

| |half, eighth notes, quarter rest and half rest). | | |

| |Demonstrate rhythmic skills through musical movement. |5.2 & 5.5 | |

| |Perform music and movement from diverse cultures, including American and Texas. |5.5 | |

| |Demonstrate appropriate behavior in a variety of musical settings. |5.6 | |

| |Perform musically in an ensemble setting (choir, keyboard, recorder, handbell, and|5.6 | |

| |hand chimes). | | |

| |Compare and contrast personal and attended performances. |5.6 | |

"Including" references non-negotiable components; "such as" references examples. 6-2009

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