String Standards: The American String Teachers Association Curricular Standards
Students establish a lengthened and balanced posture; support instrument without tension, demonstrate ease of motion; format is adjusted for physiological changes due to growth; control of weight distribution, unilateral movement, bilateral movement, in sitting and standing positions.
Students perform with the correct placement and angle of the left arm-wrist-hand-finger to the instrument; demonstrate position that is balanced and free of tension; play with independence of fingers, ease of motion and control of finger weight; produce characteristic tone, with vibrato (as appropriate); show understanding and ability to apply fingerings, finger patterns, shifting, extensions.
Students perform with fluent bowing motion, control of variables (weight, angle, speed, and placement), in a variety of bowing techniques and articulations, with characteristic tone.
Students demonstrate the following abilities: matching and manipulating pitch, playing with a sense of tonality, tonal--melodic and tonal--harmonic function (horizontal and vertical relationships/functions of tonality), ear-to-hand skills, aural and kinesthetic awareness of pitch accuracy and intonation, including and related to improvisation.
Students perform simple and complex rhythm patterns/functions, with steady pulse/beat, correct sense of meter and metric organization and phrasing, in a variety of meters.
Students demonstrate creative musicianship skills at all stages of development, including the ability to improvise variations of rhythmic, melodic and harmonic patterns, within the traditions and standards of a variety of genres and practices; arrange and compose melodies and harmonies according to specific criteria and guidelines.
Students demonstrate sequential music literacy skills (decoding and comprehension), defined as an association of sound-to-symbol, in a given musical context, which includes: predictive components (understanding of reading based on audiation of written material) and knowledge of symbols and notation related to pitch, rhythm, dynamics, tonality, clef, articulation, etc.) based on the principle that sound comes before sight.
Students perform in an ensemble, demonstrating sensitivity and the ability to adjust and maintain a uniform sense of rhythm, tempo articulation, tone, blend, balance, and dynamics; understand conducting gestures, follow conductor and section leader, and are able to synchronize bowings.
Students employ expressive elements of music to communicate abstract thoughts, ideas, and meaning; to share the depth of the human experience; and for self-expression and understanding.
Students listen to, respond to, and perform music from a wide range of genres in a culturally authentic manner, reflecting the diverse nature of people groups and cultures across the world and in the US; performances demonstrate an understanding of historical and cultural contexts and reflect stylistic traditions and practice.
Students evaluate and analyze music for executive skill, musicianship, and artistic considerations; evaluate and analyze the individual and group performances based on appropriate criteria.
National Standards: The National Association 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.