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(The design constructs for the advanced curriculum may correlate with the musical concepts and demands found within grade 4 literature.)


A. Skills and Techniques/Performance


MMSAB.1 - Singing, alone and with others, through a varied repertoire of music


a.Sing to reinforce fundamentals of breathing, use of air and quality of

sound in tone production.


b. Sing to develop the ability to match major, minor, and perfect intervals.


c. Sing to reinforce melodic shape and stylistic elements of a melodic line

or ostinato patterns.


MMSAB.2 - Performing on instruments , alone and with others, a varied repertoire of music


a. Demonstrate characteristic tone quality utilizing embouchure playing

position, posture, breathing techniques, articulation and enunciation,

vibrato (when appropriate) and appropriate percussion technique based

on the level of music


b. Formulate proper warm - up techniques through the use of long- tone, lip

slurs, chorales, and technical exercises within two octave ranges.


c. Demonstrate the following ensemble skills through performance of

musical literature: rehearsal etiquette, dynamic expression, style, blend

and balance, steady tempo, rhythmic accuracy, and intonation.


d. Develop a strong understanding of the complex and compound rhythms,

and multi- meter time signatures, and simple ornamentation through

literature which is stylistically representative of the period or genre of

the music being studied


e. Vocalize rhythms through counting and diatonic melodies in advanced

middle school literature.


f. Demonstrate performance skills through “sight - reading” of grade 3 music literature.


MMSAB.3 - Reading and notating music


a. Apply an understanding of the compound and complex counting systems

to read and notate music at the advanced middle school level.


b. Incorporate standard notations and non- traditional symbols for pitch,

rhythm, dynamics, tempo, articulation, and expression into individual

and ensemble performances.


c. Analyze musical terms, key signatures, and harmonic and tonal structures in the music being studied .


B. Creation

MMSAB.4 - Improvising  melodies, variations, and accompaniments


a. Improvise a melody to a specified eight measure harmonic progression

utilizing various musical styles and techniques.


b. Improvise a variation of a specific melody within the original musical

style in major tonalities.


c. Improvise accompaniment patterns within a given specific harmonic

progression, I - (ii) – IV - V (7) - I.


MMSAB.5 - Composing and arranging music within specified guidelines


a. Construct  rhythmic exercises and short melodies using traditional

notations which incorporate use of dynamics.


b. Arrange melodies for two different instruments with appropriate



c. Compose melodic themes in contrasting styles in simple and compound



d. Apply concepts of composing using music notation software to produce

a correctly notated musical arrangement in a simple form.


C. Critical Analysis/Investigate


MMS8AB.6 - Listening to, analyzing, and describing music


a. Read, write, and analyze rhythmic patterns in compound meters

demonstrating an advanced level of technical facility and precision.


b. Demonstrate, through performance, knowledge of the pitch tendencies

of the individual instrument and the harmonic responsibilities within the

music as students listen to, analyze, and make the appropriate

modifications in context to the performance


c. By listening to rhythmic patterns, identifies and writes rhythmic notation

for simple, compound, and complex patterns found in grade 4 performance literature.


d. Tune instrument without the use of a tuner or electronic device, and

maintains relative intonation in a two octave register.

MMSAB.7 - Evaluating music and music performances


a. Assess musical elements (melody, harmony, rhythm, timbre, etc) in

instrumental music (recorded or live) using terminology being studied.


b. Distinguish the factors which are used to evaluate the effectiveness of a



c. Analyze and evaluate specific musical works and styles heard through

recording or live performance using appropriate terminology.


d. Critique the integrity of a performance based on concert etiquette,

the characteristic style of the genre, composer’s intent, interpretation,

musical technique, and aesthetic value of the performance


D. Cultural and Historical Context


MMSAB.8 - Understanding relationships between music, the other arts, and disciplines outs ide the arts


a. Describe similarities and differences in the terminology of the subject

matter between music and other subject areas including: color,

movement, expression, style, symmetry, form, interpretation, texture,

harmony, patterns and sequence, repetition, texts and lyrics, meter, wave

and sound production, timbre, frequency of pitch, volume, acoustics,

physiology and anatomy, technology, history, and culture, etc.


b. Compare similarities and differences in the contextual meaning of

common terms used in music, art, dance, and drama.


c. Develop a thorough knowledge through performance of repertoire

representing diverse cultures, historical periods, and styles at the highest

level of music performance.


MMSAB.9 - Understanding music in relation to history and culture

a. Formulate an understanding of the historical and musical context of the

performance literature.


b. Assess and connect elements of music literature, instruments, notations,

etc. with appropriate historical and cultural background relating to the

literature being studied.


c. Investigate and connect characteristics of the various elements within a

particular historical period.


d. Critique and discuss the context of the historical timeline relating to the

literature being performed.