1.) Demonstrate the components necessary for characteristic tone production in the middle register at a mezzo forte level.

2.) Sight-read unison literature in the appropriate clef.

3.) Perform major scales and their related arpeggios, including concert B^b, E^b, and A^b and chromatic scale from concert B^b to B^b for wind and percussion instruments; scales C, G, and D chromatic scale from concert C to C for strings; and rudiments consisting of five- and nine-stroke rolls, flam, single paradiddle, and flamacue for percussion.

4.) Demonstrate correct fingerings for all notes in the practical range of personal instruments.

5.) Compose an eight-measure melody based on a diatonic scale and written in the practical playing range of an instrument.

6.) Demonstrate conducting patterns of four, three, and two beats per measure; entrance cues; and cutoffs.

7.) Identify characteristics of various forms of musical compositions.

8.) Critique live or videotaped performances with respect to tone quality.

9.) Name written pitches on the instrument when given concert pitch.

10.) Identify the size of the interval between two given notes.

11.) Demonstrate appropriate care of personal instruments.

12.) Define the elements of music, including melody, rhythm, form, timbre, harmony, and texture.

13.) Identify various composers and stylistic periods of music.

1.) Produce a characteristic tone in the middle and low register at all dynamic ranges, releasing a characteristic tone that is tapered and on pitch.

2.) Sight-read Grade II literature.

3.) Demonstrate adjustment of pitch on personal instruments while playing with a group.

4.) Demonstrate choices of breathing places in a manner that prevents breaking a phrase.

5.) Perform concert C, F, B^b, E^b, and A^b major scales and their related arpeggios for wind and percussion instruments, two octaves on flute and clarinet; concert C, G, D, A, and F major scales and their related arpeggios for strings; and rudiments consisting of five-, seven-, and nine-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single paradiddle, double paradiddle, and controlled open roll for a snare drum.

6.) Identify characteristically out-of-tune notes on personal instruments.

7.) Demonstrate alternate fingerings within the practical range of personal instruments.

8.) Critique live and videotaped performances by professional players to determine the variety of dynamic contrasts and articulations.

9.) Explain the musical elements used to evoke feelings and emotions with a given instrument.

10.) List professional artists who play the same instrument as the student.

11.) Demonstrate a conducting pattern of six beats per measure, entrance cues, and cutoffs.

12.) Notate from aural dictation rhythms including half notes, quarter notes, and eighth notes.

13.) Discuss the importance of instrumental music in other cultures.

14.) Identify the order of flats and sharps in major key signatures.

15.) Demonstrate the construction of a major scale using the whole step-half step pattern.

16.) Construct ascending intervals from a given pitch.

1.) Produce a characteristic tone in all registers at a dynamic level of mezzo forte.

2.) Sight-read Grade III literature.

3.) Demonstrate proper intonation during crescendo and decrescendo passages.

4.) Demonstrate proper balance when playing as a member of an ensemble.

5.) Demonstrate building and tapering phrases on personal instruments.

6.) Perform major scales and their related arpeggios, including concert C, F, B^b, E^b, A^b, D^b, G, and D for wind and percussion instruments, two octaves on flute and clarinet; concert C, F, B^b, E^b, G, D, A, and E for strings; and rudiments consisting of five-, seven-, nine-, eleven-, thirteen-, and seventeen-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single drag, double drag, single paradiddle, double paradiddle, single ratamacue, triple ratamacue, and controlled long roll at all dynamic levels for percussion.

7.) Perform a chromatic scale over the practical range of a personal instrument.

8.) Demonstrate trill fingerings for all notes within the practical range of an instrument.

9.) Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.

10.) Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.

11.) Notate from aural dictation rhythms including sixteenth- note patterns.

12.) Name all pitches on the grand staff.

13.) Compose a harmonic accompaniment to a given melody using the I, V, and I chords.

14.) Demonstrate appropriate maintenance of a personal instrument, including checking adjustment screws, examining conditions of pads and corks, and replacing strings.

15.) Describe the relationship between music and society.

1.) Produce a characteristic tone in all registers at all dynamic ranges.

2.) Sight-read Grade IV literature.

3.) Perform all major scales, C harmonic minor, A melodic minor, and their related arpeggios, including two octaves for flute, clarinet, and strings.

4.) Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.

5.) Demonstrate compositional skills by creating a sixteen-measure melody over a given accompaniment.

6.) Evaluate in written form a live performance with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.

7.) Notate from aural dictation rhythms commonly found in triple meters.

8.) Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

9.) Compose a harmonic accompaniment to a given melody using the I, IV, and V chords.

10.) Describe ways in which concepts of music relate to concepts in other disciplines.