General Music Grades 6-7-8
Course Outcome Summary
Information
Credits
0
Organization
Hartford Area School District Consortium:
Mission/Description
Mission Statement: Music education is an integral part of the school curriculum which provides an outlet
for expression. Our mission is to help all students, regardless of musical talent, establish a solid and
permanent relationship with music, which will contribute to personal growth and satisfaction throughout
life.
Core Abilities
Develop a code of social behavior through appropriate interactions.
Practice health and safety habits.
Assume responsibility.
Demonstrate communication skills.
Demonstrate work ethic/commitments.
Develop intrapersonal skills.
Exhibit leadership skills.
Assume responsibility for conflict resolution.
Apply reasoning and problem solving strategies.
Demonstrate gathering/research.
Utilize technology.
Competencies, Linked Standards, Objectives and
Performance Standards
1.
Distinguish by style various historical periods of music.
Properties
Domain: Cognitive
Level: Analysis
Difficulty: High
Importance: Important
Linked External Standards
WI.MU.B.8.2 perform with expression and technical accuracy on at least one
classroom instrument a repertoire of instrumental literature with a level of difficulty of
two on a scale of one to six
WI.MU.B.8.3 perform music representing diverse genres and cultures, with
appropriate expression
WI.MU.F.8.1 describe specific musical events upon listening to a given example,
using appropriate terminology
WI.MU.F.8.3 analyze and compare the use of the elements of music upon listening to
examples representing diverse genres and cultures
WI.MU.I.8.1 describe distinguishing characteristics of representative music genres
and styles from a variety of cultures
WI.MU.I.8.2 classify by genre and style (and if applicable, by historical periods,
composer, and title) a varied body of high quality and characteristic musical works and
explain the characteristics that cause each work to be considered exemplary
WI.MU.I.8.3 compare, in several cultures of the world including their own, functions
music serves, roles of musicians, and conditions under which music is typically created
and performed
Performance Standards
o
learner describes characteristics of representative music styles from a variety of
historical periods.
o
learner, when listening to a piece of music which has been heard before, will begin to
identify the historical period.
Learning objectives
a.
Describe distinguishing characteristics of representative music styles from a variety of
historical periods.
2.
b.
Perform music from various historical periods.
c.
Discuss how other fields relate and/or influence music in a variety of historical periods.
Identify the form of a musical composition.
Properties
Domain: Cognitive
Level: Analysis
Difficulty: Medium
Importance: Essential
Linked External Standards
WI.MU.D.8.1 compose short pieces within specified guidelines, demonstrating the
use of the elements of music
WI.MU.D.8.3 use a variety of traditional and nontraditional sound sources and
electronic media when composing and arranging
WI.MU.F.8.3 analyze and compare the use of the elements of music upon listening to
examples representing diverse genres and cultures
Performance Standards
o
learner names the musical form of pieces of music they have studied.
Learning objectives
a.
Identify the following basic musical forms through listening: ABA, Theme and
Variations, Rondo, Canon, Fugue.
b.
3.
Compose in simple fashion varied musical forms.
Apply melodic components of various types of music.
Properties
Domain: Cognitive
Level: Knowledge
Difficulty: Low
Importance: Important
Linked External Standards
WI.MU.A.8.1 sing accurately and with good breath control throughout their singing
ranges, alone and in small and large ensembles
WI.MU.A.8.2 sing expressively and with technical accuracy, a repertoire of vocal
literature with a level of difficulty of two, on a scale of one to six, including some songs
performed from memory
WI.MU.A.8.3 sing music representing diverse genres and cultures, with expression
appropriate for the work being performed
WI.MU.B.8.1 perform on at least one classroom instrument accurately and
independently, alone and in small and large ensembles and with good posture, good
playing position, and good breath, bow, or stick control
WI.MU.B.8.2 perform with expression and technical accuracy on at least one
classroom instrument a repertoire of instrumental literature with a level of difficulty of
two on a scale of one to six
WI.MU.B.8.3 perform music representing diverse genres and cultures, with
appropriate expression
WI.MU.D.8.1 compose short pieces within specified guidelines, demonstrating the
use of the elements of music
WI.MU.E.8.1 read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in
2/4, 3/4, 4/4, 6/8, 3/8, and alla breve (2/2) meter signatures
WI.MU.E.8.2
sight-read simple melodies in both the treble and bass clefs
WI.MU.E.8.3 identify and define standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression
WI.MU.E.8.4 use standard notation and nontraditional notation to record their musical
ideas and the musical ideas of others
WI.MU.F.8.2 demonstrate knowledge of the basic principles of meter, rhythm,
tonality, intervals, chords, and harmonic progressions and their application in analyzing
written and/or aural (listened to) examples of music
Performance Standards
o
learner performs music with major and minor scale patterns, and pentatonic melodies.
o
learner creates music through melodic improvisation and composition.
Learning objectives
a.
Using a variety of traditional and non-traditional sound sources improvise a melody.
4.
b.
c.
Demonstrate ability to perform, notate, and compose melodies.
Match pitches from both vocal and instrumental teacher dictation.
d.
Repeat a simple melody demonstrated vocally.
Demonstrate simple and complex rhythm patterns.
Properties
Domain: Psychomotor
Level: Application
Difficulty: Medium
Importance: Essential
Linked External Standards
WI.MU.A.8.1 sing accurately and with good breath control throughout their singing
ranges, alone and in small and large ensembles
WI.MU.A.8.2 sing expressively and with technical accuracy, a repertoire of vocal
literature with a level of difficulty of two, on a scale of one to six, including some songs
performed from memory
WI.MU.B.8.2 perform with expression and technical accuracy on at least one
classroom instrument a repertoire of instrumental literature with a level of difficulty of
two on a scale of one to six
WI.MU.D.8.1 compose short pieces within specified guidelines, demonstrating the
use of the elements of music
WI.MU.E.8.1 read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in
2/4, 3/4, 4/4, 6/8, 3/8, and alla breve (2/2) meter signatures
WI.MU.E.8.3 identify and define standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression
WI.MU.E.8.4 use standard notation and nontraditional notation to record their musical
ideas and the musical ideas of others
WI.MU.F.8.2 demonstrate knowledge of the basic principles of meter, rhythm,
tonality, intervals, chords, and harmonic progressions and their application in analyzing
written and/or aural (listened to) examples of music
Performance Standards
o
learner notates music with a variety of rhythm patterns.
o
learner performs music with a variety of rhythm patterns.
Learning objectives
a.
Using a variety of traditional and non-traditional sound sources echo rhythmic patterns
including the following rhythmic values: whole notes/rests, half notes/rests, quarter
notes/rests, eighth notes/rests, sixteenth notes/rests, dotted notes/rests.
5.
b.
Write rhythmic patterns.
c.
d.
Describe and interpret simple and compound meter signatures.
Write rhythmic dictation.
Give examples of musical timbre within a performance.
Properties
Domain: Affective
Level: Receiving
Difficulty: Medium
Importance: Useful
Linked External Standards
WI.MU.A.8.1 sing accurately and with good breath control throughout their singing
ranges, alone and in small and large ensembles
WI.MU.B.8.1 perform on at least one classroom instrument accurately and
independently, alone and in small and large ensembles and with good posture, good
playing position, and good breath, bow, or stick control
WI.MU.E.8.3 identify and define standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression
Performance Standards
o
learner identifies aural examples of instrument families and voices.
o
learner defines the concepts of various music articulations.
Learning objectives
a.
Identify soprano, alto, tenor, and bass voices.
6.
b.
Classify and give examples of instruments from the brass, string, percussion, and
woodwind families.
c.
Identify various types of sounds from an instrument both within an ensemble and as a
solo instrument or voice
d.
Define terminology related to the attack, sustain, decay, and release of notes.
Define various texture.
Properties
Domain: Cognitive
Level: Analysis
Difficulty: High
Importance: Important
Linked External Standards
WI.MU.A.8.1 sing accurately and with good breath control throughout their singing
ranges, alone and in small and large ensembles
WI.MU.G.8.1 develop criteria for evaluating the quality and effectiveness of music
performances and compositions and apply the criteria to their personal listening,
composing, and performing
WI.MU.H.8.1
compare how the characteristic media of two or more arts can be used
to transform similar events, scenes, emotions, or ideas into works of art
WI.MU.I.8.1 describe distinguishing characteristics of representative music genres
and styles from a variety of cultures
WI.MU.I.8.2 classify by genre and style (and if applicable, by historical periods,
composer, and title) a varied body of high quality and characteristic musical works and
explain the characteristics that cause each work to be considered exemplary
Performance Standards
o
learner describes characteristics of texture.
o
learner identifies various textures from an aural example.
Learning objectives
a.
Listen to examples and identify them at a later time.
b.
Discuss characteristics of various textures: monophonic, homophonic, polyphonic.