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School City of Hobart |
| Singing |
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Standard 1
The learner will be able to sing independently on pitch and in rhythm, with good tone, diction, breath control, posture, and a steady tempo. Sing expressively and accurately, with proper dynamics, phrasing, and interpretation. Sing a variety of songs from memory. Sing ostinatos, partner songs, and rounds. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to a conductor.
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4.1.1
The learner will be able to sing warm-ups that stress control of breath and tone.
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4.1.2
The learner will be able to sing warm-ups that stress control of breath and tone.
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4.1.3
The learner will be able to sing a capella (unaccompanied) with proper diction, well-defined phrasing, and expressive detail, such as accents (bodily movements), and dynamic contrasts.
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4.1.4
The learner will be able to sing memorized songs that reflect American culture as well as other cultures.
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4.1.5
The learner will be able to maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo. Example: Sing the round 'Kookaburra'. Keep singing your part while the other parts join into the round. .
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4.1.6
The learner will be able to follow the gestures of a conductor.
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| Playing an instrument |
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Standard 2
The learner will be able to perform on one instrument independently, alone, and in groups. They correctly echo or perform easy rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.
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4.2.1
The learner will be able to play an instrument using the correct means of producing sound.
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4.2.2
The learner will be able to play an ostinato part independently.
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4.2.3
The learner will be able to play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing (back) what is played.
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4.2.4
The learner will be able to pay a melody or pattern with the correct rhythm, tempo, and dynamics.
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4.2.5
The learner will be able to pay instrumental pieces of many types and styles.
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4.2.6
The learner will be able to fllow the cues of a conductor.
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| Reading, notating and interpreting music |
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Standard 3
The learner will be able to read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.
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4.3.1
The learner will be able to rad, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, and 4/4 time signatures.
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4.3.2
The learner will be able to rad given pitch patterns in treble or bass clef using letter names of the pitches, including successful identification of the keys of C and G major. Interpret the symbols for sharps and naturals, and correctly play and notate them.
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4.3.3
The learner will be able to acurately read and notate musical symbols for fortissimo and pianissimo, D.S., ties, slurs, and tempo markings such as, accelerando and ritardando. .
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| Improvising melodies and accompaniments |
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Standard 4
The learner will be able to improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.
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4.4.1
The learner will be able to ceate a rhythmic ostinato accompaniment to a given melody. Example: Create two-measure rhythm pattern to be repeated while the song "Hush Little Baby" is played or sung. .
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4.4.2
The learner will be able to create a melodic ostinato to accompany a song. Example: Invent a one-measure melodic pattern to be played or sung while the class sings "Swing Low, Sweet Chariot." .
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4.4.3
The learner will be able to create a rhythmic variation within a melody. Example: When the teacher plays the first line of a known song, change the rhythm or a part of the melody. .
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| Composing and arranging music |
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Standard 5
The learner will be able to create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.
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4.5.1
The learner will be able to create an original piece. Example: Write a piece or a song at least eight measures long, in 2/4 or 4/4 time. Base the piece upon a famous character from drama or film. .
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4.5.2
The learner will be able to perform an original composition on instruments. Example: Play a piece you have composed on keyboard, mallet, percussion, electronic, or classroom instruments. .
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| Listening, analyzing, describing music |
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Standard 6
The learner will be able to identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.
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4.6.1
The learner will be able to diagram musical forms such as AB, ABA, or rondos.
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4.6.2
The learner will be able to identify by sight and sound various instruments. Example: Name the members of the woodwind family when heard separately. .
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4.6.3
The learner will be able to use movement to represent the musical characteristics and changes of a work as they are heard.
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4.6.4
The learner will be able to keep a record of newly learned musical terms.
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| Understanding relationships |
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Standard 7
The learner will be able to identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.
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4.7.1
The learner will be able to compare and contrast two or more meanings of terms used in the arts, such as unity, variety, repetition, and contrast. Example: Listen to a rondo and study pictures of buildings designed by famous architects. Tell where you see or hear examples of repetition. .
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4.7.2
The learner will be able to compare the science of sound as it relates to stringed and percussion instruments. Example: Tell how a violin, a piano, and a drum produce sound. .
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4.7.3
The learner will be able to name ways that study of the arts differs from the study of other subjects.
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| Understanding music |
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Standard 8
The learner will be able to identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.
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4.8.1
The learner will be able to identify the historical period to which a famous work studied in class belongs.
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4.8.2
The learner will be able to compare and contrast musical examples from different cultures.
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4.8.3
The learner will be able to describe possible activities within another culture that would include music. Example: Study how musical activities in the Middle East, Europe, and America are alike or different, in conjunction with studies in other classes. .
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| Evaluating music |
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Standard 9
The learner will be able to develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others' compositions and performances. They also learn importance of proper concert behavior.
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4.9.1
The learner will be able to take part in developing a class evaluation tool with which to evaluate performances and compositions. Example: With members of the class and with guidance from the teacher, write or state short phrases that describe qualities of good musical works.
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4.9.2
The learner will be able to discuss likes and dislikes using familiar musical terms.
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4.9.3
The learner will be able to evaluate musical works and performances using a class-written rubric or another evaluation tool.
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4.9.4
The learner will be able to discuss appropriate audience behavior within different musical settings.
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