Guide ID	Category	Description	Gr 5	Gr 6	Gr 7	Gr 8
500	Basic Skills	The instrument: identify parts of the instrument	X	X	X	X
501	Basic Skills	The instrument: assemble the instrument	X	X	X	X
502	Basic Skills	The instrument: demonstrate proper care of the instrument	X	X	X	X
503	Basic Skills	Reed instruments: choose and care for reeds	X	X	X	X
504	Basic Skills	Use proper posture: total body support, arm, hand, wrist, and finger positions	X	X	X	X
505	Basic Skills	Playing posture woodwinds, brass: properly support the instrument while sitting or standing to play	X	X	X	X
506	Basic Skills	Playing posture percussion: use proper grip/playing position for snare drum, bass drum, mallet percussion instruments, and if available, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, and temple blocks	X	X	X	X
507	Basic Skills	Tone quality: produce sounds demonstrating characteristic tone quality	X	X	X	X
508	Basic Skills	Tone quality: demonstrate an awareness of ways to improve tone quality	X	X	X	X
509	Basic Skills	Tone quality: define and interpret through performance, variations in dynamics: forte and piano	X	X	X
510	Basic Skills	Tone quality woodwinds, brass: use proper breathing techniques	X	X	X	X
511	Basic Skills	Tone quality woodwinds, brass: play with good embouchure	X	X	X	X
512	Basic Skills	Tone quality woodwinds, brass: produce an evenly sustained tone on a single note for eight or more seconds	X	X	X
513	Basic Skills	Tone quality percussion: demonstrate an awareness of variations in sound which result from using different beaters, mallets and sticks (if available)	X	X	X	X
514	Basic Skills	Pitch: identify and define flat, sharp, and natural signs	X	X	X	X
515	Basic Skills	Pitch: identify and play in the key signatures of concert b flat and e flat	X	X	X
516	Basic Skills	Pitch: identify and play all pitches through page 21	X	X	X
517	Basic Skills	Pitch woodwinds, brass: use alternate fingerings/position introduced appropriately in exercises and repertoire	X	X	X	X
518	Basic Skills	Tuning and intonation: identify and utilize the tuning mechanisms of the instrument	X	X	X	X
519	Basic Skills	Tuning and intonation: demonstrate ability to tune to a given pitch	X	X	X
520	Basic Skills	Tuning and intonation woodwinds, brass: improve intonation by making appropriate adjustments in embouchure, posture and breath support	X	X	X	X
521	Special Techniques	Woodwind, brass technique: use the proper technique in the attack and release of sounds: tongue, accent and slur	X	X	X	X
522	Special Techniques	Brass: demonstrate slurs on a consecutive harmonics	X
523	Special Techniques	Trombone: demonstrate legato tonguing and slide slurs	X
524	Special Techniques	Snare drum: identify and rudiments (single paradiddle, flam, flam tap, flam accent)	X
525	Musical Concepts	Rhythmic perception: count and perform rhythm patterns combining various notes and rests	X
526	Musical Concepts	Woodwinds, brass, mallets, timpani, aux. percussion: whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest, dotted half note	X
527	Musical Concepts	Drums: whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth notes and dotted half note, sixteenth notes	X
528	Musical Concepts	Pitch perception: name the lines and spaces on the stagg of the treble or bass clef and perform those introduced	X
529	Musical Concepts	Pitch perception: define and interpret through performance, accidentals and key signatures	X
530	Musical Concepts	Melodic perception: define and interpret through performance, phrase and breath marks	X
531	Musical Concepts	Melodic perception: define and recognize melodic contour by steps, skips, and leaps
532	Musical Concepts	Melodic perception: sing simple phrases using colfege syllables or scale numbers	X
533	Musical Concepts	Melodic perception: by ear, play familiar tunes which demonstrate technical and musical demands previously introduced	X
534	Musical Concepts	Melodic perception: define and recognize formal organization: round (canon)
535	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): on a map, locate the origination point of folk songs studies: Australia, China, Czech Republic, England, France, Italy, Latin America, Mexico, Norway, and West Indies
536	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): recall three facts about the country or area of the world in which folk songs studied originated
537	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): recognize the labels which identify historic and stylistic periods in Western music traditions: Renaissance, Baroque, Classical, Romantic, and 20th Century
538	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): Place each composer and artist studied in the correct historical period
539	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): recall three facts about composers and artists studied
540	Musical Concepts	Symbols and terms (multicultural and interdisciplinary perspectives): recall three facts about the development of the specific instruments played by the student
541	Musical Judgment	Play each piece studied in the correct style	X
542	Musical Judgment	Compare and contrast the use of particular elements into pieces and explain the conclusions
543	Musical Judgment	Recognize music as a means of communication, and describe how the role or feeling of a piece is portrayed in the music; explain the conclusions
544	Musical Judgment	Formulate preferences and explain choices in terms of musical elements
545	Culminating Performances	Perform a solo piece which demonstrates mastery of technical and musical demands previously introduced	X
546	Culminating Performances	Evaluate one's own performance of an exercise or solo	X
547	Culminating Performances	Perform as a member of the full band and demonstrate mastery of technical and musical demands previously introduced	X
600	Special Techniques	Woodwind, brass: use the proper technique in the attack and release of sounds: tongue, accent, and slur		X
601	Special Techniques	Woodwind, brass: demonstrate the use of staccato, tenuto, and legato articulations		X	X	X
602	Special Techniques	Brass: demonstrate slurs on consecutive harmonics		X
603	Special Techniques	Trombone: demonstrate legato tonguing and slide slurs		X
604	Special Techniques	Percussion: demonstrate proper technique when playing snare drum, bass drum, mallet percussion instruments, and if available, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, crash cymbals, and bongo		X
605	Special Techniques	Percussion: snare drum: identify and play rudiments: 5 stroke, 9 stroke, flam, flam tap		X
606	Special Techniques	Percussion: snare drum: identify and play rudiments: five stroke roll, none stroke roll, seventeen stroke roll, long rolls, double paradiddle, syncopated nine stroke roll, drag, single drag tap, and flamacue
607	Special Techniques	Percussion: mallet percussion: play double stop roll; demonstrate the use of legato articulation		X
608	Special Techniques	Percussion: triangle, suspended cymbal: define and demonstrate let vibrate (L.V.)		X	X
609	Special Techniques	Percussion: tambourine: play shake rolls		X
610	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests: woodwinds, brass, mallets, timpani, aux. percussion: whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest		X
611	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests: woodwinds, brass, mallets, timpani, aux. percussion: dotted half note, dotted quarter note, and syncopation (eighth-quarter-eighth)		X
612	Musical Concepts	Rhythm perception: drums: count and perform rhythm patterns combining various notes and rests: whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest		X
613	Musical Concepts	Rhythm perception: drums: count and perform rhythm patterns combining various notes and rests: dotted half note, sixteenth notes, eighth and two sixteenths and an eighth, dotted quarter note, and syncopation (eighth-quarter-eighth)		X
614	Musical Concepts	Rhythm perception: define common time, 4/4, 3/4, and 2/4 time signatures		X	X
615	Musical Concepts	Rhythm perception: define and perform in cut time			X
616	Musical Concepts	Rhythm perception: perform rhythm patterns incorporating syncopation			X
617	Musical Concepts	Rhythm perception: perform rhythm patterns incorporating fermatas		X	X
618	Musical Concepts	Rhythm perception: perform rhythmic patterns incorporating syncopation		X
619	Musical Concepts	Rhythm perception: count and perform rhythm patterns incorporating ties		X	X
620	Musical Concepts	Rhythm perceptions: count and perform rhythm patterns incorporating pick-up notes		X	X
621	Musical Concepts	Rhythm perceptions: replicate the two beat, three beat, four beat conducting patterns		X	X
622	Musical Concepts	Pitch perception: name and interpret through performance the lines and spaces of the staff in treble or bass clef		X	X
623	Musical Concepts	Pitch perception: define and interpret through performance accidentals and key signatures: flat, sharp, natural: key signatures of concert B flat, E Flat, F, A Flat Major, G and C Minor		X
624	Musical Concepts	Melodic perception: define and interpret through performance, phrase, and breath marks		X
625	Musical Concepts	Melodic perception: define and recognize melodic contour by steps, skip, and leaps		X
626	Musical Concepts	Melodic perception: sing simple phrases using solfege syllables or scale numbers		X
627	Musical Concepts	Melodic perception: by ear play a familiar tune which demonstrates technical and musical demands previously introduced		X
628	Musical Concepts	Melodic perception: define and recognize formal organization: round (canon), theme and variations, introduction and theme		X
629	Musical Concepts	Melodic perception: define and recognize the theme(s) in compositions		X
630	Musical Concepts	Melodic perception: define and recognize a countermelody		X
631	Musical Concepts	Melodic perception: define and recognize textural concepts: monophony and polyphony, melody, and accompaniment
632	Musical Concepts	Melodic perception: recognize repetition in compositions		X
633	Musical Concepts	Symbols and terms: define and perform various symbols and terms: repeat sign, solo, soli, tutti, vuison, accent first and second endings, one measure repeat sign, long rest		X	X
634	Musical Concepts	Symbols and terms: define and perform various symbols and terms: d.c. al fine, syncopation, interval, d.s. al fine, enharmonic, staccato, tenuto, legato, alla breve, major chord, minor chord, d.c. al coda, and coda		X	X
635	Musical Concepts	Notation and composition: draw the notes, rests, and musical symbols previously introduced		X
636	Musical Concepts	Notation and composition: complete a given melody by filling in the missing notes
637	Musical Concepts	Notation and composition: compose an ending to a given melody
638	Musical Concepts	Notation and composition: compose a variation of a given melody
639	Musical Concepts	Notation and composition: compose a rhythm pattern
640	Musical Concepts	Notation and composition: compose a countermelody
641	Musical Concepts	Notation and composition: arrange melodic pieces to construct a melody
642	Musical Concepts	Notation and composition: recognize and name major keys associated with key signature		X
643	Musical Concepts	Stylistic perception: identify types of compositions: folk songs, popular songs, hymns, marches, and overtures				X
644	Musical Concepts	Stylistic perception: recognize programmatic elements in compositions				X
645	Musical Concepts	Stylistic perception: recognize aspects of form as they occur in repertoire				X
646	Musical Concepts	Stylistic perception: identify and play phrasing showing an awareness of meter and form		X		X
647	Musical Concepts	Aural perception: identify rhythm patterns aurally		X	X	X
648	Musical Concepts	Aural perception: recognize melodic and harmonic intervals: unison, M2, M3, P4, P5, M6, M7, and octave		X	X	X
649	Musical Concepts	Aural perception: recognize major, natural minor, and harmonic scales		X	X
650	Musical Concepts	Aural perception: recognize major and minor chords		X	X	X
651	Musical Concepts	Sight reading: sight read a short piece that encompasses the technical and musical scope of Standard of Excellence, Book One		X
652	Musical Concepts	Multicultural and interdisciplinary perspective: on a map, located the origination point of folk songs studied: Africa, Australia, Canada, China, Czech Republic, Denmark, England, France, Germany, Ireland, Italy				X
653	Musical Concepts	Multicultural and interdisciplinary perspective: on a map, located the origination point of folk songs studied (cont.): Japan, Latin America, Mexico, Norway, Russia, Scotland, Ukraine, United States, Wales, and West Indies				X
654	Musical Concepts	Multicultural and interdisciplinary perspectives: recall three facts about the country or area of the world in which various compositions studied originated				X
655	Musical Concepts	Multicultural and interdisciplinary perspective: recognize the labels which identify historic and stylistic periods in Western music traditions: Renaissance, Baroque, Classical, Romantic, and 20th Century				X
656	Musical Concepts	Multicultural and interdisciplinary perspective: recall facts about each historical period				X
657	Musical Concepts	Multicultural and interdisciplinary perspective: place each composer and artist studied in the correct historical period				X
658	Musical Concepts	Multicultural and interdisciplinary perspective: recall three facts about composers and artists studied				X
659	Musical Concepts	Multicultural and interdisciplinary perspective: recall three facts about the development of the specific instrument played by the student				X
660	Musical Judgments	Play each piece studied in the correct style		X	X	X
661	Musical Judgments	Compare and contrast the use of particular elements in two pieces and explain the conclusions		X	X	X
662	Musical Judgments	Recognize music as a means of communication and describe how the role of feeling of a piece is portrayed in the music		X	X	X
663	Musical Judgments	Formulate preferences and explain choices in terms of musical elements		X		X
664	Culminating Performances	Perform a solo or ensemble piece which demonstrates the technical and musical mastery learned in Standard of Excellence, Books 1 & 2		X	X	X
665	Culminating Performances	Evaluate one's own performance of an exercise or solo and compare to others' evaluations of the same performance		X	X	X
666	Culminating Performances	Perform repertoire as a member of the full band, which demonstrates the technical and musical mastery learning in Standard of Excellence, Book Two		X
667	Culminating Performances	Demonstrate appropriate performance etiquette		X		X
700	Special Techniques	Brass: Develop an expanded range of lip slurs			X	X
701	Special Techniques	Trombone: continue developing legato tonguing and slide slurs			X	X
702	Special Techniques	Flute, oboe, bassoon, saxophone, and all brass (except French horn): demonstrate correct technique for producing an even vibrato			X	X
703	Special Techniques	French horn: demonstrate the use of "stopped horn"			X	X
704	Special Techniques	Percussion: demonstrate proper technique when playing snare drum, bass drum, mallet percussion instruments, and if available, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, crash cymbals, bongo			X	X
705	Special Techniques	Percussion demonstrate proper technique when playing cow bell, brushes, finger cymbals, castanets, bell tree, wind chimes, and shaker			X	X
706	Special Techniques	Percussion: snare drum: identify and play rudiments: single paradiddle, flam, flam tap, flam accent, flam paradiddle, five stroke roll, nine stroke roll, seventeen stroke roll, long rolls, double paradiddle			X	X
707	Special Techniques	Percussion: snare drum: identify and play rudiments: single drag tap, and flamacue, seven stroke roll, rim shots, on the rim and with snares off, triple paradiddle ratamacue, and double ratamacue			X	X
708	Special Techniques	Percussion: mallet percussion: play rolls, play double stops, play double stop roll; demonstrate the use of legato articulation, demonstrate four mallet technique			X	X
709	Special Techniques	Percussion: timpani: demonstrate dampening, cross sticking, legato, and staccato articulation, use proper technique in execution of slurs			X	X
710	Special Techniques	Percussion: bass drum: demonstrate rolls			X	X
711	Special Techniques	Percussion: conga drums: demonstrate closed strokes, open strokes, and slap strokes			X	X
712	Special Techniques	Percussion: cymbals: demonstrate soft crash			X	X
713	Special Techniques	Percussion: timbales: demonstrate cross sticking and rim shots			X	X
714	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests (woodwinds, brass, mallets, timpani, aux percussion): whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest (cont.)			X	X
715	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests (woodwinds, brass, mallets, timpani, aux percussion): dotted half note, dotted quarter note and syncopation (eighth-quarter-eighth), sixteenth notes (cont.)			X	X
716	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests (woodwinds, brass, mallets, timpani, aux percussion): eighth and two sixteenths, two sixteenth and an eighth, dotted eighth and sixteenth note, triplet (cont.)			X	X
717	Musical Concepts	Rhythm perception: count and perform rhythm patterns combining various notes and rests (woodwinds, brass, mallets, timpani, aux percussion): sixteenth and dotted eighth, sixteenth-eighth-sixteenth, sixteenth rest, dotted quarter rest			X	X
718	Musical Concepts	Rhythm perception: drums: whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest, dotted half note, sixteenth note, eighth and two sixteenths and an eighth, dotted quarter note and syncopation (1/8-1/4-1/8)			X	X
719	Musical Concepts	Pitch perception: define and interpret through performance accidentals and key signatures: flat, sharp, natural: key signatures of concert B flat, E Flat, F, A Flat Major, C, D Flat Major, G, C and D Minor			X
720	Musical Concepts	Symbols and terms: define and perform various symbols and terms: simile, dolce, sosttenuto, graxioao, cantabile, d.s. al codda, and two measure repeat			X
721	Musical Concepts	Symbols and terms: define and interpret through performance, variations in dynamics: Pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, and decrescendo, sporzando and forte-piano			X
722	Musical Concepts	Symbols and terms: define and interpret through performance, variations in tempo: largo, andante, andantino, moderato, allegro, alletretto, maestoso, ritardando, accelerando			X
723	Musical Concepts	Notation and composition: draw the notes, rests, and musical symbols previously introduced			X	X
724	Musical Concepts	Notation and composition: complete a given melody by filling in the missing notes			X	X
725	Musical Concepts	Notation and composition: compose an ending to a given melody			X	X
726	Musical Concepts	Notation and composition: compose a variation on a given melody			X	X
727	Musical Concepts	Notation and composition: compose rhythmic patterns			X	X
728	Musical Concepts	Notation and composition: compose a counter melody			X	X
729	Musical Concepts	Notation and composition: arrange melodic pieces to construct a melody			X	X
731	Musical Concepts	Notation and composition: recognize and name major keys associated with key signature			X	X
732	Musical Concepts	Notation and composition: recognize and name minor keys associated with key signatures			X
733	Musical Concepts	Sight reading: sight read a short piece that encompasses the technical and musical scope of Standard of Excellence, Book Two			X
734	Musical Concepts	Multicultural and interdisciplinary perspective: locate on a map, places that are significant in the history of various compositions: Alabama, California, Colorado, Iowa, Kentucky, Louisiana, Massachusetts, New York, Pennsylvania, South Carolina (cont.)			X	X
735	Musical Concepts	Multicultural and interdisciplinary perspective: locate on a map, places that are significant in the history of various compositions: Tennessee, Virginia, and Washington, D.C.			X	X