|
School City of Hobart |
| Singing |
|
Standard 1
The learner will be able to sing accurately and expressively with good breath control, diction, and posture, both alone and in small groups.
|
|
8.1.1
The learner will be able to sing a given melody correctly while maintaining a steady beat, consistent vocal tone, proper pronunciation, and expressive use of dynamics and phrasing.
|
|
8.1.2
The learner will be able to sing alone or as part of a group while standing or sitting straight.
|
| Playing an instrument |
|
Standard 2
The learner will be able to play an instrument accurately and independently. They play simple melodies and accompaniments by ear and perform instrumental parts while others play or sing.
|
|
8.2.1
The learner will be able to echo melodic and rhythmic patterns on an instrument.
|
|
8.2.2
The learner will be able to play a melody while other students play an accompaniment.
|
|
8.2.3
The learner will be able to play an accompaniment to a given melody.
|
| Reading, notating and interpreting music |
|
Standard 3
The learner will be able to read and notate rhythmic notation in various meters. They read and notate pitches in treble and bass clef. Students in Grade 8 identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
|
|
8.3.1
The learner will be able to demonstrate the ability to read music notation in compound meter. Example: Clap a 4-measure rhythm in 6/8 meter, which is notated on the board. .
|
|
8.3.2
The learner will be able to demonstrate the ability to use musical notation to replicate a musical idea. Example: Select a favorite popular song and write a portion of it down in a new arrangement of it. .
|
|
8.3.3
The learner will be able to use appropriate musical terminology when discussing music. Example: Upon receiving a printed musical example from the instructor, talk about the key signature, meter signature, dynamic terms, and tempo markings of the piece.
|
| Improvising melodies and accompaniments |
|
Standard 4
The learner will be able to improvise simple short melodies, alone or accompanied, using a steady tempo and a consistent meter. They improvise simple accompaniments.
|
|
8.4.1
The learner will be able to create a simple ostinato accompaniment.
|
|
8.4.2
The learner will be able to create a short melody over a given rhythmic accompaniment.
|
| Composing and arranging music |
|
Standard 5
The learner will be able to compose music with the instructor's guidance. They use the elements of music to create unity and variety in the composition.
|
|
8.5.1
The learner will be able to write a short piece of music in simple or compound meter, and with a selected set of pitches.
|
|
8.5.2
The learner will be able to use the selected pitches and rhythms to create unity and variety in a composition.
|
|
8.5.3
The learner will be able to perform the piece that was composed.
|
| Listening, analyzing, describing music |
|
Standard 6
The learner will be able to identify musical forms when they are heard. They talk about specific musical events heard, and using proper terminology, they define and use the musical elements of meter, rhythm, pitch, tonality, intervals, chords, and basic harmonic progressions. Students also identify vocal characteristics, musical sounds, and instruments originating from other cultures.
|
|
8.6.1
The learner will be able to identify a musical work as being in rondo, theme and variation, or ABA form.
|
|
8.6.2
The learner will be able to upon listening to several examples correctly identify the musical events such as crescendo, decrescendo, accelerando, ritardando, piano or forte, and instrumental sounds, using the correct terminology. Example: Listen to a recording of Copland's setting of "Simple Gifts" from his ballet, Appalachian Spring. Talk about the changes in dynamics, tempo, and instrumentation through the excerpt. .
|
|
8.6.3
The learner will be able to demonstrate knowledge of meter, rhythm, tonality, chords, and simple harmonic progressions. Example: Write a brief report on a musical work being studied. Include the following information about the work: meter signature; rhythmic patterns used; tonality (key); chords (if used in the work), and harmonic progressions (V-I, I-IV-V-I). .
|
|
8.6.4
The learner will be able to discuss the vocal qualities commonly heard in singers, such as use of vibrato, tone quality, or use of breath while singing.
|
|
8.6.5
The learner will be able to identify common elements of rhythm, dynamics, and tone color in several musical examples from various cultures.
|
|
8.6.6
The learner will be able to demonstrate knowledge of instrumental sounds from other cultures.
|
| Understanding relationships |
|
Standard 7
The learner will be able to identify similarities among the various arts. They discuss similarities among other subject areas and the arts. Students also apply non-musical skills learned through music study to other life settings.
|
|
8.7.1
The learner will be able to discuss similarities among the arts in every culture. Example: Take part in a class (or school-wide) discussion on the topic of global understanding among nations. Present ways that each of the arts can enhance understanding and communication. .
|
|
8.7.2
The learner will be able to discuss ways in which the arts are similar to other subject areas. Example: Prepare a report or paper for another subject besides music, and in the paper, use some aspect of a musical work or musical process in order to illustrate a point you are trying to make. .
|
| Understanding music |
|
Standard 8
The learner will be able to identify works and composers of other historical eras. They identify examples of musical genres and styles. Students also understand the impact of historical events upon music, and discuss the uses of music. Students explore the variety of musical careers and the role of artists within the community.
|
|
8.8.1
The learner will be able to identify the historical period during which musical works being studied were written.
|
|
8.8.2
The learner will be able to communicate about the impact of historical events upon music. Example: Upon identifying a style of music and the era, from which it originated, talk about the society, customs, and trends of that era and how they influenced the era's music. .
|
|
8.8.3
The learner will be able to discuss the characteristics that represent music of different types, styles, and cultures. Example: As part of a comprehensive study of the jazz idiom and its development, help present a demonstration of the types of jazz music. .
|
|
8.8.4
The learner will be able to discuss the uses of music and the roles of musicians within our culture and other world cultures.
|
|
8.8.5
The learner will be able to research the variety and availability of careers in music today. Example: As part of a class assignment, visit a recording studio and interview the recording engineer or producer. Write a report on your observations and impressions of the visit. .
|
| Evaluating music |
|
Standard 9
The learner will be able to develop criteria for what defines musical quality, and constructively evaluate performances or compositions.
|
|
8.9.1
The learner will be able to develop a classroom rubric to use while evaluating musical performances.
|
|
8.9.2
The learner will be able to using a classroom-devised evaluation tool, critique either a performance of your own or of another performer by noting both positive aspects and aspects that could be improved. Example: Using the rubric your class has developed, write an evaluation of a performance. .
|