Model Curriculum: MUSIC Grades 6-8 Model Curriculum

Model Curriculum: MUSIC Grades 6-8Model Curriculum – The ArtsMusic 6-8CLICK on the blue number code of each content statement to view the model curriculum page.Enduring UnderstandingsPersonal Choice and VisionCritical and Creative ThinkingAuthentic Application &CollaborationLiteracy:Students construct and solve problems of personal relevance and interest when expressing themselvesthrough musicStudents combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works inconventional and innovative ways and to understand the works produced and performed by others.Students work individually and in groups to focus ideas, create and perform music to address genuine localand global community needs.As consumers, critics and creators, students evaluate and understand visual and performing artworks andother texts produced in the media forms of the day.Progress PointsStudents will, at the appropriate developmental level:A. Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.B. Read, write, improvise and describe music using standard musical notation and vocabulary.C. Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting andmedium.D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musicaland cultural blends.E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.F. Expand the use of technology and the media arts through music research, composition and performance.GRADE6Cognitive and Creative ProcessesPERCEIVING/KNOWING/CREATING (CE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1CE Describe distinguishing characteristics of 1PR Independently or collaboratively,1RE Develop criteria to evaluate the qualitymusic forms (e.g., verse-refrain, AB, ABA,rondo, canon, theme and variation) fromvarious cultures and historical periods.and effectiveness of music performances andcompositions including their own.2CE Identify instruments used in Westernperform with good posture and breath controla varied repertoire of music representingdiverse cultures with appropriate dynamicsand tempo.2RE Reflect on a variety of live or recordedmusic performances.

Model Curriculum: MUSIC Grades 6-8and world music ensembles.3CE Identify different functions and uses ofmusic in American and other cultures.4CE Identify the major periods, genres andcomposers in the development of Western andnon-Western music.2PR Play a variety of classroom3RE Communicate the importance of music ininstruments, independently or collaboratively,with increasingly complex rhythms andmelodic phrases.everyday life.3PR Improvise, compose and arrangemusic.5CE Distinguish between and among the use4PR Respond appropriately to the cues of aof dynamics, meter, tempo and tonality invarious pieces through active listening.conductor.6CE Describe roles and skills musiciansassume in various cultures and settings.5PR Read, write, perform and composerhythm patterns and simple melodies in 2/4,3/4, 4/4 and 6/8 meter.4RE Describe ways that music relates toother art forms using appropriate terminology.5RE Compare and contrast subject mattercommon to music and other subject areas.6RE Explain and apply skills developed inmusic (e.g., critical thinking, collaboration) toother disciplines.6PR Attend live performances anddemonstrate appropriate audience etiquette.GRADE7Cognitive and Creative ProcessesPERCEIVING/KNOWING/C REATING (CE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1CE Recognize, identify and demonstrate1PR Independently or collaboratively,1RE Apply multiple criteria to evaluate theform in world music (e.g., Western and nonWestern) and popular music.perform a varied repertoire of music,representing diverse genres and cultures andshowing expression and technical accuracy ata level that includes modest ranges andchanges of tempo, key and meter.quality and effectiveness of music performanceand composition including their own.2CE Identify the style and historical period ofvarious music examples.3CE Recognize and identify historical andcultural contexts (e.g., time and place of amusic event) that have influenced music.4CE Identify key signatures of major scales.5CE Describe a varied repertoire of musicwith appropriate music vocabulary.6CE Identify various careers for musicians(e.g., in education, entertainment and technicalsupport).2PR Perform accurately, independently orcollaboratively, with good posture producingan appropriate tone quality.3PR Improvise, compose and arrangemusic.4PR Read, write and perform rhythmic(including dotted rhythms) and melodicpatterns in a variety of meters.5PR Notate concert pitch major scales (i.e.,Band C, F, Bb, Eb, Ab; Strings: A, D, G, C, F).6PR Read and notate melodies in treble and2RE Compare and contrast a variety of live orrecorded music performances usingappropriate audience etiquette.3RE Develop criteria based on elements ofmusic to support personal preferences forspecific music works.4RE Explain how and why people use andrespond to music.5RE Compare and contrast the meaning ofcommon terms and processes used in variousarts disciplines.

Model Curriculum: MUSIC Grades 6-8bass clef using key signatures.GRADE8Cognitive and Creative ProcessesPERCEIVING/KNOWING/CREATING (CE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1CE Examine contemporary music styles and1PR Perform a varied repertoire of music,1RE Apply multiple criteria to evaluate qualitydescribe the distinctive characteristics in arepertoire of exemplary works.independently or collaboratively representingdiverse genres and cultures and showingexpression and technical accuracy at a levelthat includes more advanced ranges andchanges of tempo, key and meter.and effectiveness of personal and selectedmusic performances and compositions andidentify areas for improvement.2CE Discuss how current developments inmusic reflect society in reference to the localcommunity and larger world.3CE Identify intervals and concert pitches in2PR Perform, independently ormajor and natural minor scales.collaboratively, with good posture producingan appropriate tone quality.4CE Identify components of larger music3PR Improvise, compose and arrangeworks (e.g., symphony, mass, concerto).music.2RE Compare and contrast a variedrepertoire of music on the basis of howelements of music are used to create meaningand expression.3RE Compare and contrast selectedcomposers and their works.6CE Describe ways that technology and the4RE Express how music performance and4PR Demonstrate the common beat patterns settings affect audience response.used by conductors.5RE Apply criteria based on elements of5PR Read, write and perform rhythmicmusic to support personal preferences formedia arts are used to create perform andlisten to music.(including dotted rhythms) and melodicpatterns in a variety of meters.5CE Identify and describe non-performingcareers in music.6PR Perform concert pitch major scales(e.g., Band: C, F, Bb, Eb, Ab Strings: A, D, G,C, F).7PR Demonstrate and use technology andmedia arts to create, perform and researchmusic.specific musical works.6RE Compare common terms and contrastingdefinitions used for various artistic elementsused in music and other art forms.7RE Describe how roles of composers,performers and others involved in music aresimilar to or different from those in other artforms.

Model Curriculum: MUSIC Grades 6-8Grade 6 – 1CEDisciplineStrand/ProcessGrade LevelContentStatementEssential QuestionMusicPerceiving/Knowing/Creating (CE)Grade 61CE Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme andvariation) from various cultures and historical periods.Enduring Understandings: Critical and Creative Thinking, LiteracyProgress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technicalaccuracy and expression. D. Classify and describe composers and historical periods, including classical, popular andtraditional American music and musical and cultural blends.What are the similarities and differences between various musical forms from various cultures and historical periods?Content ElaborationsStudents will learn All musical compositions havea structure or form that can bedistinguished by identifyingspecific musical andarchitectural qualities;Forms can be distinguished bythe historical period andculture in which they werewritten.Expectations for LearningStudents will demonstrate this by Naming the specific structure through auraland visual analysis;Comparing and contrasting compositionsfrom different cultures and historical periodsand describing the form, structure andmusical characteristics of the works.Instructional Strategies and ResourcesStudents will be engaged and supported inlearning by AssessmentStudents will know how well they are learningby Standards-Based Rubric TemplateArts Assessment MenuApplicationPerforming, listening to, moving to andcreating compositions in the variousmusical forms;Discussing the characteristics of eachform;Analyzing forms from various historicalperiods and cultures;Off-site learning (concerts, field trips).Resources LINK to Pearltrees Lesson Design and ContentDigital ToolsResearch and AdvocacyProfessional OrganizationsCareersCross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8Student Performance TasksDiscuss the basic elements of musicalform. Present, individually or as agroup, the impact musical form hashad on the various cultures andhistorical periods.Diverse LearnersCareer ConnectionsPearltrees Careers Link Music EducatorMusic PerformerMusic HistorianLearning Standards Connections Grade 6 English Language Arts Grade 6 Mathematics Grade 6 Science Grade 6 Social StudiesStrategies for meeting the needs of learnerswith special needs and talents in the arts canbe found below: ODE Diverse LearnersVSA OhioCASTBACK

Model Curriculum: MUSIC Grades 6-8Grade 6 – 2CEDisciplineStrand/ProcessGrade LevelContentStatementEssential QuestionMusicPerceiving/Knowing/Creating (CE)Grade 62CE Identify instruments used in Western and world music ensembles.Enduring Understandings: LiteracyProgress Points: D. Classify and describe composers and historical musical periods, including classical, popular andtraditional American music and musical and cultural blends.What role do the instruments used in various Western and world music ensembles serve?Content ElaborationsStudents will learn Instruments vary by culture;The number and type ofinstruments used in ensemblesdepend upon thecompositional requirementsand composer’s intention;The various timbre producedby the diverse group ofinstruments;The timbre can create a certainaesthetic response that acomposer desires in theperformance of their work.Expectations for LearningStudents will demonstrate this by Classifying instruments from Western andnon-Western cultures;Identifying by sight and sound variousinstruments;Describing and classifying by timbre, the waythe instruments are made and the way theyare played.AssessmentStudents will know how well they are learningby Standards-Based Rubric TemplateArts Assessment MenuInstructional Strategies and ResourcesStudents will be engaged and supported inlearning by Inquiry-based learning;Student collaboration;Project-based learning;Teacher collaboration (learningstandards connections), e.g., historicaland geographical influences;Off-site learning;Guest artists and speakers;Community cultural outreach.Resources LINK to Pearltrees Lesson Design and ContentDigital ToolsResearch and AdvocacyProfessional OrganizationsCareersCross-Disciplinary Fine Arts