AH-E.1.1.31
Rhythm: meter (duple, triple), time (meter) signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter and 8th notes and rests), fermata (1.14, 2.24)

AH-E.1.1.32
Tempo: slow, fast. (1.14, 2.24)

AH-E-1.1.33
Melody: shape, direction (up, down, same, step, skip), treble clef sign, pitch notation (notes from middle C to F at top of staff), high vs. low notes (pitches) (1.14, 2.24)

AH-E.1.1.34
Harmony: unison, parts, intervals, tonality (major, resting "home" tone)

AH-E.1.1.35
Form: call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs (1.14, 2.24)

AH-E.1.1.36
Timbre: instrument families (brass, woodwind, string, percussion, folk), voice parts (high, low), sounds of voices and instruments (1.14)

AH-E.1.1.37
Dynamics: soft (piano), medium soft (mezzo piano), medium loud (mezzo forte), loud (forte) (1.14, 2.24)

AH-E.1.1.38
Identify and discuss simple musical forms (see list under elements) (2.23)

AH-E.1.1.39
Recognize and be able to distinguish families of instruments (brass, woodwind, percussion, string, folk) and/or vocal timbres. AH-E-1.2.31 Identify similarities and differences in musical elements used in the music of Native American, American Folk, and West African cultures, including instruments unique to each culture. (2.23, 2.24, 2.25, 2.26)

AH-E-1.2.32
Identify and discuss various styles of music (blues, spirituals, popular, rock, rap, country, game songs, folk songs, work songs, lullabies, marches, patriotic, bluegrass). (2.24, 2.25, 2.26)

AH-E-1.2.33
Identify composers (Bach, Handel, Vivaldi) and instruments (organ, harpsichord, orchestral families) unique to the Baroque period.

Grade 8

AH-M-1.1.31
Rhythm: syncopation, time signature (6/8), asymmetrical meter (5/4), rhythmic durations (16th notes and rests, dotted notes)

AH-M-1.1.32
Tempo: Allegro, Moderato, Largo

AH-M-1.1.33
Melody: phrase, cadence, bass clef sign; pitch notation (notes): letter names of bass clef, lines and spaces, sharps(#), flats (b); key signatures: up to 2 flats and 2 sharps

AH-M-1.1.34
Harmony: harmonic progression, triads (chords) based on major/minor scale patterns of whole and half steps

AH-M-1.1.35
Form: rondo, theme and variations, 1st and 2nd endings, D.C. (da capo), D.S. (dal segno), al fine, coda, coda sign

AH-M-1.1.36
Timbre: acoustic instruments, synthesized sounds, electronic instruments, voices (soprano, alto, tenor, bass), keyboards

AH-M-1.1.37
Dynamics: crescendo, decrescendo, very loud (fortissimo), very soft (pianissimo), dynamic markings: pp, p, mp, mf, f, ff, <, >

AH-M-1.1.38
Describe the use of elements in musical examples. (2.22, 2.23, 2.24, 2.25, 2.26)

AH-M-1.1.39
Analyze musical forms (see list under elements). (1.14, 2.23)

AH-M-1.1.310
Identify and classify folk and orchestral instruments according to family. (2.23)

AH-M-1.1.311
Distinguish between voice parts (soprano, alto, tenor, and bass). (2.23)

AH-M-1.2.31
Identify and compare various styles and functions (recreational, ceremonial, and artistic expression) of music from European and Asian cultures using appropriate vocabulary. (2.25, 2.26)

AH-M-1.2.32
Identify and compare various styles of music (jazz, spirituals/gospel, Broadway musicals, opera, ballads). (2.24, 2.25, 2.26)

AH-M-1.2.33
Analyze, interpret, and evaluate how factors such as time, place, and ideas are reflected in the music of the Renaissance, Baroque, Classical, Romantic, and 20th Century. (2.22, 2.23, 2.24, 2.25, 2.26)

Grade 11

AH-H-1.1.31
Identify and discuss characteristics of extended musical forms [including overture, sonata, symphonic movements, and opera (overture, aria, recitative)]. (2.23)

AH-H-1.1.32
Use elements of music (including melodic motif and development) to describe how musicians compose, perform, and improvise. (1.14, 2.22, 2.23, 2.24, 2.25, 2.26)

AH-H-1.1.33
Interpret music notation and symbols. This includes all previous notation and symbols introduced in fifth and eighth grades, with addition of the grand staff (treble and bass clefs, including middle c). (1.14, 2.23)

AH-H-1.1.34
Identify skills and training necessary for a variety of careers related to music. (2.23, 2.24)

AH-H-1.2.31
Identify and compare various styles and functions (recreational, ceremonial, and artistic expression) of music from European and Latin American cultures. (2.25, 2.26)

AH-H-1.2.32
Analyze and describe how factors such as time, place, and belief systems are reflected in music (See A & H Reference Chart). (2.25)

AH-H-1.2.33
Analyze and describe music’s influence on belief systems, its influence on history, and its ability to shape culture [(e.g., patriotic songs, music as marketing, protest songs, current popular music strongly influenced by African-American and Hispanic themes

AH-H-1.2.34
Compare a work of music to a work from the same stylistic period in another arts discipline [(e.g., Impressionism: Monet to Debussy), (See A & H Reference Chart)].