Music! Its Role and Importance in Our LivesNorth Carolina CorrelationsNorth Carolina General Music Education Standards
Grades 9–12
Competency Goal
1: | The learner will sing, alone and with others, a varied repertoire of music | Competency Goal
2: | The learner will play on instruments, alone and with others, a varied repertoire of music | Competency Goal
3: | The learner will improvise melodies, variations, and accompaniments | Competency
Goal 4: | The learner will compose and arrange music within specified guidelines | Competency
Goal 5: | The learner will read and notate music | Competency
Goal 6: | The learner will listen to, analyze, and describe music | Competency
Goal 7: | The learner will evaluate music and music performances | Competency
Goal 8: | The learner will understand relationships between music, the other
arts, and content areas outside the arts | Competency
Goal 9: | The learner will understand music in relation to history and culture |
Glencoe/McGraw-Hill Music! Its Role and Importance In Our Lives © 2005
North Carolina General Music Standards
Grades 9-12
| STANDARD | DEFINITION | STUDENT EDITION
PAGE NUMBER | Competency Goal 1:The learner will sing, alone and with others, a varied repertoire of
music. | 1.01 | Sing with increased vocal proficiency. | 18, 64, 100, 107, 126, 139, 147, 148, 149, 152, 157, 184,
200, 208, 213, 236, 257, 271, 282, 297, 298, 313, 314, 356, 357, 371, 384,
474, 486 | 1.02 | Sing selected instrumental parts. | 18, 107, 139, 148, 149, 152, 157, 371 | 1.03 | Sing a varied repertoire of music. | 13, 132, 133, 134, 139, 184, 208, 236, 239, 257, 356, 357, 371, 384, 474,
486 | 1.04 | Show respect for the singing efforts of others. | 64, 126, 129, 130, 132, 133, 134, 139, 297, 298, 356, 357,
371, 384, 486 | Competency Goal 2:The learner will play on instruments, alone and with others, a varied
repertoire of music. | 2.01 | Recognize and demonstrate appropriate instrumental technique.
| 61, 62, 79, 189, 255, 257, 282, 401/td> | 2.02 | Play instrumental music representing diverse styles, genres,
and cultures. | 33, 35, 40, 41, 53, 54, 93, 112, 139, 140, 148, 149, 151,
152, 189, 211, 216, 255, 257, 260, 282, 297, 298, 323, 364, 371, 372, 377,
387, 388, 390, 401, 414, 420, 424, 450, 451, 452, 456, 484, 485, 505, 519,
520 | 2.03 | Show respect for the instrumental playing efforts of others. | 33, 35, 139, 189, 255, 257, 260, 297, 298, 371, 112, 372, 450, 451, 505,
519, 520 | Competency
Goal 3:The learner will improvise melodies, variations, and
accompaniments. | 3.01 | Improvise simple melodic and rhythmic patterns and accompaniments
in a variety of styles. | 53, 84, 86, 93, 108, 112, 147, 148, 216, 451, 486, 519, 520 | 3.02 | Improvise variations on a simple melody. | 200, 216 | 3.03 | Show respect for the improvisational efforts of others. | 84, 86, 108, 112, 451 | Competency
Goal 4:The learner will compose and arrange music within specified
guidelines. | 4.01 | Compose and arrange music incorporating appropriate voicings
and ranges. | 64, 155, 225, 377, 424, 505 | 4.02 | Plan logical steps and organize resources necessary to create
compositions in varied styles. | 147, 151, 236, 225, 246, 313, 347, 364, 377, 401, 424, 442,
452, 504, 505 | 4.03 | Synthesize the study and characteristics of several styles/genres
of music to create original compositions. | 147, 313, 347, 377, 401, 442, 476, 504, 505 | 4.04 | Use a variety of sound, notational, and technological sources
to compose and arrange music. | 84, 86, 108, 112, 147, 151, 155, 246, 303, 313, 377, 442,
450, 452, 500, 502, 504, 505 | 4.05 | Show respect for the composing and arranging efforts of others. | 64, 84, 86, 155, 377, 442, 450, 452, 504, 505 | Competency
Goal 5:The learner will read and notate music. | 5.01 | Sight-read simple musical examples. | 9, 79, 91, 129, 132, 133, 134, 139, 149, 176, 177, 184, 188,
191, 208, 209, 213, 216, 227, 260, 271, 272, 273, 282, 323, 334, 335, 353,
354, 355, 356, 357, 363, 368, 371, 372, 384, 388, 390, 420, 424, 425, 471,
472, 520 | 5.02 | Identify and use standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression to notate musical ideas. | 79, 80, 81, 93, 108, 132, 133, 134, 140, 151, 152, 176, 184,
356, 357, 363, 368, 371, 372, 418, 419, 420, 424, 425, 427, 428, 476, 520 | 5.03 | Show respect for the reading and notating efforts of others. | 140, 129, 132, 133, 134, 363 | Competency
Goal 6:The learner will listen to, analyze, and describe music. | 6.01 | Identify musical forms representing various historical periods
and cultures. | 8, 15, 16, 17, 18, 19, 31, 35, 44, 56, 57, 59, 62, 88, 91,
99, 100, 101, 103, 105, 107, 110, 113, 122, 123, 136, 137, 140, 157, 160,
161, 176, 178, 185, 198, 200, 202, 203, 206, 211, 232, 235, 239, 246, 248,
251, 252, 255, 257, 258, 259, 260, 262, 281, 282, 284, 286, 289, 298, 303,
304, 307, 308, 323, 325, 326, 328, 334, 335, 345, 349, 350, 371, 384, 386,
387 390, 391, 392, 396, 398, 401, 402, 403, 411, 412, 414, 415, 419, 424,
427, 430, 433, 449, 454, 456, 457, 472, 484, 485, 494, 495, 496, 497, 500,
502, 518, 521, 526 | 6.02 | Demonstrate a basic knowledge of the technical vocabulary
of music. | 15, 16, 18, 27, 28, 54, 59, 62, 80, 81, 88, 115, 121, 122,
123, 126, 129, 130, 131, 132, 133, 134, 137, 139, 140, 148, 149, 150, 151,
152, 155, 157, 160, 161, 163, 167, 174, 176, 178, 185, 188, 191, 193, 198,
200, 202, 203, 206, 210, 211, 213, 214, 216, 221, 231, 241, 251, 252, 255,
257, 258, 260, 267, 271, 276, 282, 284, 286, 289, 291, 294, 302, 303, 307,
308 317, 323, 325, 331, 334, 335, 339, 350, 356, 357, 359, 368, 371, 372,
374, 384, 387, 390, 391, 392, 396, 398, 401, 402, 403, 407, 411, 412, 415,
418, 419, 420, 424, 425, 427, 428, 430, 431, 435, 440, 441, 442, 447, 448,
449, 450, 455, 456, 459, 472, 476, 479, 487, 488, 489, 496, 497, 505, 506,
508, 511, 518, 526 | 6.03 | Discuss a variety of compositional techniques. | 18, 44, 127, 131, 141, 149, 153, 160, 161, 174, 188, 190,
191, 216, 217, 231, 232, 235, 236, 246, 251, 255, 257, 258, 276, 281, 282,
284, 286, 289, 294, 307, 315, 325, 326, 328, 331, 332, 334, 335, 337, 345,
347, 349, 350, 352, 356, 364, 368, 374, 386, 390, 391, 392, 396, 398, 401,
402, 403, 411, 412, 418, 419, 420, 424, 425, 427, 430, 431, 433, 439, 441,
442 444, 445, 450, 452, 472, 476, 479, 495, 496, 506, 508, 509, 516, 518,
523, 526 | 6.04 | Show respect while listening to and analyzing music. | 44, 59, 62, 80, 81, 88, 91, 99, 100, 101, 103, 105, 107,
110, 113, 121, 122, 123, 125, 147, 148, 150, 152, 153, 154, 157, 160, 161,
198, 200, 202, 203, 206, 210, 211, 213, 216, 217, 218, 219, 231, 232, 235,
236, 239, 246, 248, 251, 252, 255, 257, 258, 259, 276, 277, 279, 284, 286,
289, 294, 302, 303, 304, 307, 308, 323, 325, 326, 328, 345, 347, 349, 350,
352 356, 368, 371, 374, 386, 387, 396, 398, 401, 402, 403, 411, 412, 414,
415, 419, 421, 424, 425, 427, 449, 450, 452, 472, 500, 502, 516, 518, 523,
526 | Competency
Goal 7:The learner will evaluate music and music performances. | 7.01 | Apply specific criteria for making informed, critical evaluations
of music. | 13, 15, 16, 17, 18, 39, 40, 56, 67, 69, 70, 71, 115, 125,
136, 137, 141, 147, 148, 149, 150, 152, 153, 154, 160, 161, 165, 167, 176,
180, 184, 185, 206, 210, 211, 216, 217, 218, 219, 235, 236, 239, 240, 246,
248, 271, 276, 277, 279, 282, 284, 286, 289, 294, 298, 300, 302, 331, 332,
334, 335, 337, 347, 349, 350, 356, 357 366, 374, 396, 419, 421, 454, 456,
457, 463, 465, 468, 500, 502, 504, 505, 506, 508, 509, 515, 516 523, 525,
526, 527 | 7.02 | Evaluate musical compositions by comparing them to similar
or exemplary models. | 13, 16, 17, 18, 31, 39, 40, 67, 125, 136, 152, 153, 154,
161, 174, 176, 206, 216, 217, 219, 227, 228, 229, 232, 235, 276, 277, 282,
298, 302, 307, 337, 368, 386, 396, 411, 431, 454, 457, 463, 483, 502, 509,
515, 516, 523, 526 | 7.03 | Evaluate musical ideas and information to make informed decisions
as a consumer of music. | 10, 13, 15, 16, 17, 18, 33, 35, 39, 40, 67, 69, 70 71, 115,
125, 136, 137, 138, 141, 147, 148, 149, 150, 152, 153, 154, 160, 161, 165,
174, 176, 178, 180, 184, 185, 206, 210, 211, 216, 217, 218, 219, 227, 228,
229, 235, 236, 239, 240, 276, 277, 279, 281, 282, 284, 289, 294, 298, 302,
303, 304, 307, 308, 312, 315, 323, 325 326, 328, 331, 332, 334, 335, 337,
345, 347, 352, 357, 364, 366, 374, 396, 411, 412, 414, 415, 419, 421, 430,
431, 433, 450, 454, 456, 457, 463, 465, 468, 500, 502, 506, 508, 509, 515,
516, 523 | 7.04 | Apply rules of standard English in written evaluations of
music. | 21, 67, 69, 71, 73, 95, 117, 174, 240, 515, 516 | 7.05 | Show respect for the musical efforts and opinions of others. | 27, 67, 69, 70, 71, 115, 139, 140, 160, 161, 163, 164, 165,
206, 210, 211, 271, 294, 298, 302, 500, 501, 502, 507, 508, 509 | Competency
Goal 8: The learner will understand relationships between music,
the other arts, and content areas outside the arts. | 8.01 | Apply rules of standard written English to explain the uses
of characteristic elements, artistic processes, and organizational principles
among the arts areas (dance, music, theatre arts, and visual arts) in different
historical periods and cultures. | 5, 19, 27, 47, 56, 117, 167, 193, 221, 267, 366, 377, 379,
431, 439, 444, 459, 511, 527 | 8.02 | Identify and explain ways in which the concepts and skills
of other content areas outside the arts are related to those of music. | 17, 47, 117, 193, 241, 317, 359, 366, 377, 379, 431, 435,
439, 444, 459, 489, 511 | 8.03 | Discuss the roles of creators, performers, and others involved
in the production and presentation of the arts. | 267, 364, 379, 407, 431, 511, 527 | 8.04 | Demonstrate the character traits of responsibility, self-discipline,
and perseverance while informally or formally participating in music. | 16, 17, 18, 64, 147, 149, 151, 152, 377, 442 | Competency
Goal 9:The learner will understand music in relation to history
and culture. | 9.01 | Identify representative examples of music using distinguishing
characteristics to identify genre, style, culture and/or historical periods. | 5, 8, 15, 16, 44, 103, 215, 217, 218, 248, 286, 303, 307,
323, 445, 449, 450, 454, 457, 487, 488, 518, 521, 525, 526 | 9.02 | Examine situations to determine conflict and resolution in
relation to music in history and cultures. | 104, 105, 141, 143, 291, 303.307, 312, 315, 317, 322, 323,
339, 347, 349, 357, 433, 463, 464, 474, 476, 477, 478, 479, 489 | 9.03 | Recognize and identify ways that music reflects history. | 47, 95, 169, 193, 276, 322, 323, 327, 359, 407, 445, 455,
457, 459, 463, 464, 468, 472, 474, 476, 477, 478 479, 327, 489, 525 | 9.04 | Examine the role of music/musicians in at least two different cultures and/or time periods. | 15, 47, 56, 57, 276, 317, 322, 323, 431, 444, 445, 453, 454, 455, 457, 489, 520, 521, 524 | 9.05 | Show respect for music from various cultures and time periods. | 44, 322, 323, 455, 457, 463, 464, 468, 488, 525, 526 |
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