Music Curriculum Document: Grade 6
Ongoing Student Learning Expectations
Student Learning Expectation
Essential Vocabulary
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.6.1
Dotted quarter note
Sing a varied repertoire alone and with Eighth note
others
Eighth rest
Tempi
 Steady beat
Lento
 Patten of a dotted quarter note
Presto
followed by an eighth note or
Major tonality
eighth rest
Minor tonality
 Variety of tempi (e.g., lento,
Dynamic level
presto)
Pianissimo
 Major and minor tonalities
Mezzo piano
 Various Dynamic levels
Mezzo forte
 2 and 6 meter
Forte
4
8
Fortissimo
 More complex forms and
Crescendo
harmonies (e.g., two-part lines,
Decrescendo
twelve bar blues)
2/4 meter
6/8 meter
Harmony
Two-part line
Twelve bar blues
M.1.6.3
Vocal exploration
Refine correct techniques
Found sound
Body percussion
 Vocal exploration
Posture
 Found sounds
Breathing
 Body percussion
Phrasing
 Classroom instruments
Articulation
 Posture-vocal and instrumental
 Breathing
 Phrasing
 Articulation
M.1.6.4
Conductor
Interpret and respond to a conductor
Assessment
Student Learning Expectation
Essential
Vocabulary
M.1.6.5
Read
 Patten of a dotted quarter note
followed by an eighth note or
eighth rest
 Variety of tempi (e.g., lento,
presto)
 Major and minor tonalities
 Various Dynamic levels
 2 and 6 meter
4
8
 More complex forms and
harmonies (e.g., two-part lines,
twelve bar blues)
M.1.6.6
Identify notes written on the lines,
spaces, and ledger lines of the treble
clef and bass clef
Dotted quarter note
Eighth note
Eighth rest
Tempi
Lento
Presto
Major tonality
Minor tonality
Dynamic level
2/4 meter
6/8 meter
Harmony
Two-part line
Twelve bar blues
M.1.6.7
Apply knowledge of symbols and terms
in reading music
 Accidentals
 First and second endings
 Da capo (D.C.)
 Dal segno (D.S.)
 Coda
Symbol
Term
Accidental
First ending
Second ending
Da capo
Dal segno
Coda
Note
Line
Space
Ledger line
Treble clef
Bass clef
Instructional Strategy/ Resources
Assessment
Student Learning Expectation
Essential Vocabulary
Instructional Strategy/ Resources
Strand: Music
Content Standard 2: Creative Expression
Students shall demonstrate creative expression through music.
M.2.6.4
Improvise
Physical education connections
Respond to music through movement Musical form
(e.g., create movement to outline
musical form)
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
M.3.6.1
Timbre
Name the Instrument web site
Identify musical timbre
String instrument
http://artsalive.ca/en/mus/activitiesgames/games/popNameInstrument.ht
Brass instrument
 String
ml
Woodwind instrument
 Brass
Percussion instrument
 Woodwind
http://www.musictechteacher.com/quiz_help_instrument.htm
Electronic instrument
 Percussion
Vocal
 Electronic
 vocal
M.3.6.3
Demonstrate appropriate etiquette
as a performer and an observer
Etiquette
Performer
Observer
Assessment
Strand: Music
Content Standard 4: Connections
Students shall demonstrate and apply knowledge of connections between music and other disciplines.
Student Learning Expectation
Essential Vocabulary
M.4.6.1
Respond to music from various
cultures, historical periods, and/or
events (e.g., popular, classical)
 Listening
 Singing
 Moving
 Playing
Popular music
Classical music
Instructional Strategy/ Resources
Assessment
Quarter 1
Instructional Strategy/ Resources
Assessment
M.4.6.2
Identify connections
 Between music and the other
fine arts
 Between music and disciplines
outside the arts
Student Learning Expectation
Ongoing SLEs
Essential Vocabulary
Student Learning Expectation
Essential Vocabulary
Quarter 2
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.6.2
Steady beat
Play a varied repertoire alone and
Dotted quarter note
with other
Eighth note
Eighth rest
 Steady beat
Tempi
 Patten of a dotted quarter note
Lento
followed by an eighth note or
Presto
eighth rest
Major tonality
 Variety of tempi (e.g., lento,
Minor tonality
presto)
Dynamic level
 Major and minor tonalities
Pianissimo
 Various Dynamic levels
Mezzo piano
 2 and 6 meter
Mezzo forte
4
8
Forte

More complex forms and
Fortissimo
harmonies (e.g., two-part lines,
Crescendo
twelve bar blues)
Decrescendo
2/4 meter
6/8 meter
Harmony
Two-part line
Twelve bar blues
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, and evaluate a variety of music.
M.3.6.2
Musical texture
Recognize musical texture
Solo
Ensemble
 Solo
 Small groups
 Large ensemble
Assessment
Student Learning Expectation
Essential Vocabulary
Quarter 3
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.6.2
Steady beat
Play a varied repertoire alone and
Dotted quarter note
with other
Eighth note
Eighth rest
 Steady beat
Tempi
 Patten of a dotted quarter note
Lento
followed by an eighth note or
Presto
eighth rest
Major tonality
 Variety of tempi (e.g., lento,
Minor tonality
presto)
Dynamic level
 Major and minor tonalities
Pianissimo
 Various Dynamic levels
Mezzo piano
 2 and 6 meter
Mezzo forte
4
8
Forte

More complex forms and
Fortissimo
harmonies (e.g., two-part lines,
Crescendo
twelve bar blues)
Decrescendo
2/4 meter
6/8 meter
Harmony
Two-part line
Twelve bar blues
M.1.6.8
Doted quarter note
Notate
Eighth note
 Pattern of a dotted quarter note Eighth rest
followed by an eighth note or Time signature
2 -4 time signature
eighth rest
6-8 time signature
 2 and 6 time signatures
4
8
Assessment
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
Student Learning Expectation
Essential Vocabulary
M.3.6.2
Recognize musical texture
 Solo
 Small groups
 Large ensemble
Musical texture
Solo
Ensemble
Instructional Strategy/ Resources
Strand: Music
Content Standard 4: Connections
Students shall demonstrate and apply knowledge of connections between music and other disciplines.
M.4.6.3
Career opportunity
Research career opportunities in
Performance
music (e.g., business, education,
Music therapy
performance, music therapy,
technology)
Assessment
Student Learning Expectation
Essential Vocabulary
Quarter 4
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.6.2
Steady beat
Play a varied repertoire alone and
Dotted quarter note
with other
Eighth note
Eighth rest
 Steady beat
Tempi
 Patten of a dotted quarter note
Lento
followed by an eighth note or
Presto
eighth rest
Major tonality
 Variety of tempi (e.g., lento,
Minor tonality
presto)
Dynamic level
 Major and minor tonalities
Pianissimo
 Various Dynamic levels
Mezzo piano
 2 and 6 meter
Mezzo forte
4
8
Forte

More complex forms and
Fortissimo
harmonies (e.g., two-part lines,
Crescendo
twelve bar blues)
Decrescendo
2/4 meter
6/8 meter
Harmony
Two-part line
Twelve bar blues
M.1.6.8
Doted quarter note
Notate
Eighth note
 Pattern of a dotted quarter note Eighth rest
followed by an eighth note or Time signature
2 -4 time signature
eighth rest
6-8 time signature
 2 and 6 time signatures
4
8
Assessment
Strand: Music
Content Standard 2: Creative Expression
Students shall demonstrate creative expression through music.
Student Learning Expectation
Essential Vocabulary
M.2.6.1
Improvise rhythms, melodies, and/or
accompaniments
Improvise
Rhythms
Melody
Accompaniment
M.2.6.2
Compose a four-measure phrase with
accompaniment
Compose
Phrase
Accompaniment
M.2.6.3
Arrange familiar songs with
accompaniment
Arrange
Accompaniment
Instructional Strategy/ Resources
Assessment
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
M.3.6.2
Musical texture
Recognize musical texture
Solo
Ensemble
 Solo
 Small groups
 Large ensemble
M.3.6.3
Compare and contrast musical forms
 Popular and imitative forms
 Twelve-bar blues
M.3.6.5
Evaluate performances and
compositions using a studentgenerated rubric
Form
Popular form
Imitative form
Twelve-bar blues
Evaluate
Performance
Composition
Rubric
Venn diagram
rubric