CUSD #95
Learner Objectives
Music for Sixth – Eighth Grade
STATE GOAL 25: Know the language of the arts.
A. Understand the sensory elements, organizational principles and
expressive qualities of the arts.
B. Understand the similarities, distinctions and connections in and among
the arts.
Grades 6 - 8
• Identify the meter in a musical example.
• Identify & label the intervals in a written melody.
• Identify the texture (e.g., polyphonic, homophonic, monophonic) in a given aural
example.
• Distinguish major, minor, and modal tonalities in aural musical examples.
• Distinguish between duple and triple meter in a musical example.
• Describe tempo(s), dynamic(s), and articulation(s) in an aural example using
appropriate terminology.
• Define common performance terms (e.g., andante, presto, forte, staccato, coda,
etc.)
• Define large musical forms (e.g., symphony, cantata).
• Demonstrate the beat and rhythms of a given musical example.
• Analyze the form of simple & complex musical compositions.
• Analyze how the artistic components (i.e., elements, principles, expressive ideas;
tools, processes, technologies; creative processes) are combined within a
composition.
• Analyze changes in tempo(s), dynamic(s), and articulation(s) in an aural example
using appropriate terminology (e.g., ritardando, accelerando, fermata, crescendo,
sforzando, accent).
• Analyze the basic components of tonality, intervals, beat, rhythms, chords, and
harmonic progressions in a musical composition.
• Analyze the sound sources of a given recorded example.
• Explain how sensory elements, organizational principles, and expressive
qualities are combined to produce unity/variety, tension/release, and balance in a
musical performance.
• Critique the appropriate use of organizational and sensory elements to create a
mood, emotion, or idea in music of their own and that of others.
• Compare and contrast the use of expressive qualities in two performances of the
same musical example.
• Compare and contrast two works in one art form that share similar themes or
subject matter examining artistic components (i.e., elements, principles,
expressive ideas; tools, processes, technologies; creative processes).
• Compare and contrast works of art in two or more art forms that share similar
artistic components, themes or subject matter (e.g., self-portrait to monologue or
solo) using the appropriate artistic component (i.e., elements, principles,
expressive ideas; tools, processes, technologies; creative processes)
vocabulary.
CUSD #95
Learner Objectives
Music for Sixth – Eighth Grade
STATE GOAL 26: Through creating and performing, understand
how works of art are produced,
A. Understand the sensory elements, organizational principles and
expressive qualities of the arts.
B. Apply skills and knowledge necessary to create and perform in one or
more of the arts.
Grades 6 – 8:
• Describe the role of various roles involved in musical composition, production,
and performance (e.g., composers, conductors, performers).
• Describe basic sound production theory (e.g., sound waves, acoustic & electronic
sound production).
• Explain the process that at least one composer uses(d) to create music.
• Explain the interaction among composer, conductor, and performers.
• Demonstrate or describe cooperative interaction in ensemble performance.
• Demonstrate or describe efficient practice/rehearsal procedures.
• Demonstrate or describe the relationship between practice/rehearsal techniques
and performance.
• Critique a performer or performance.
• Critique the effectiveness of rehearsal techniques as related to performance.
• Identify and accurately interpret symbols for dynamics, tempo, expression, and
articulation.
• Use standard notation to record simple musical ideas.
• Use standard notation to record one's own and other's musical ideas.
• Write accurately melodies with rhythm patterns in whole, half, quarter, eighth,
and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 meter signatures.
• Compose/arrange music within specific guidelines and style.
• Sight-read simple melodies and rhythms.
• Sing and play accurately and with expression from standard notation symbols for
pitch, rhythm, dynamics, tempo, articulation, and expression.
• Sing or play music that has a difficulty level of 2 & 3 (on a scale of 1 to 6) on
pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath,
bow, mallet or fingering control; and with clear articulation/ diction.
• Demonstrate basic vocal and/or instrumental production techniques (e.g., breath
support, posture, and bowing).
• Improvise original melodies, rhythmic patterns, melodic variations, and harmonic
parts over given chord progressions.
• Describe the role of various roles involved in musical composition, production,
and performance (e.g., composers, conductors, performers).
• Describe basic sound production theory (e.g., sound waves, acoustic & electronic
sound production).
• Explain the process that at least one composer uses(d) to create music.
• Explain the interaction among composer, conductor, and performers.
• Demonstrate or describe cooperative interaction in ensemble performance.
• Demonstrate or describe efficient practice/rehearsal procedures.
CUSD #95
Learner Objectives
Music for Sixth – Eighth Grade
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Demonstrate or describe the relationship between practice/rehearsal techniques
and performance.
Critique a performer or performance.
Critique the effectiveness of rehearsal techniques as related to performance.
Identify and accurately interpret symbols for dynamics, tempo, expression, and
articulation.
Use standard notation to record simple musical ideas.
Use standard notation to record one's own and other's musical ideas.
Write accurately melodies with rhythm patterns in whole, half, quarter, eighth,
and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 meter signatures.
Compose/arrange music within specific guidelines and style.
Sight-read simple melodies and rhythms.
Sing and play accurately and with expression from standard notation symbols for
pitch, rhythm, dynamics, tempo, articulation, and expression.
Sing or play music that has a difficulty level of 2 & 3 (on a scale of 1 to 6) on
pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath,
bow, mallet or fingering control; and with clear articulation/ diction.
Demonstrate basic vocal and/or instrumental production techniques (e.g., breath
support, posture, and bowing).
Improvise original melodies, rhythmic patterns, melodic variations, and harmonic
parts over given chord progressions.
STATE GOAL 27: Understand the role of the arts in civilizations,
past and present.
A. Understand the sensory elements, organizational principles and
expressive qualities of the arts.
B. Understand how the arts shape and reflect history, society and
everyday life.
Grades 6 – 8:
• Categorize types of musicians with their specialty and what they might do (e.g.,
performer entertains an audience, composers write advertising jingles,).
• Analyze and utilize technology in music (e.g., synthesizers, computers, printing
press, mixing boards, stereo, mp3 players, amplification).
• Describe how audience behavior changes a product or performance.
• Explain how different venues affect musical performance (e.g., symphony hall,
field house, gym, classroom, football field).
• Give examples and explain ways in which music is used to persuade and
promote ideas. (e.g., advertisements, jingles, national anthems, propaganda,
censorship)
• Identify cultural characteristics of a musical genre.
• Describe how music informs listeners about people and events from history.
• Investigate and compare how music reflects different cultures, times, and places.
• Classify selected musical compositions by style, periods, or cultures (e.g.,
Classical, Renaissance, Romanticism, Pan-Asian, Native American).
CUSD #95
Learner Objectives
Music for Sixth – Eighth Grade
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Compare and contrast the contribution of individual musicians on movements,
trends, or periods.
Connect musicians or their works with the trends and/or influences they
create(d).
Analyze how a particular piece of music or musician influenced society in a given
time period.
Trace how musical styles have changed in response to cultural, historical, and
technological events (e.g., inventions, transportation, economics, wars).