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4

The student can read musical melodies with few errors. The student does not stop, though there are sometimes a few errors in more difficult music.
Each performance reflects a reasonable understanding of the essential and distinguishing stylistic characteristics of the music.
The student can perform passages featuring stepwise motion and passages featuring skips. Any minor errors are immediately corrected by the student.
The student can read the rhythms with no more than one error per excerpt.
The beat is generally steady.
The student may be able to read better in one clef than in the other, but can read satisfactorily in both clefs.
The student can identify, explain and write 75 percent of the musical symbols and terms covered in class.
The ABA form of created music is readily discernible.
When creating music the student is able to write satisfactorily in both clefs, but more accuracy is apparent with one clef but not in the other.
In music with a level of difficulty determined by the teacher, the student can perform it correctly. In more difficult music, technical problems are apparent from time to time.
Listening to a musical excerpt, the student can recognize and describe what is happening in the music in two excerpts out of three.
The student can explain one connection each from three of the four educational disciplines (Reading, writing, Math, Social Studies) cited.
The student can explain what is distinctive about three of the distinguishing characteristics (e.g., rhythm, melody, harmony or texture, form, timbre, and expression) for two of three genres or styles of music.
The student is able to describe, for each of the three cultures cited, one role performed by a musician, one function served by the music of that musician, and the conditions under which that music is typically performed.
The student's explanations are accurate and complete.

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