nafme.org web viewgrade strand 6-8. the core music standards address the development of skills,...

GRADE STRAND 6-8

The Core Music Standards address the development of skills, knowledge, and character and mind dispositions that music teachers have taught and addressed for generations. They involve the use of these personal and collaborative habits as students participate and engage in music education while achieving music literacy. Some draft lists of knowledge, skills, and dispositions have been provided by the NAfME Councils here to help teachers and curriculum planners make these essential connections. More such lists are under preparation to serve as guides for other music classes.

This document is intended to be a guide for the knowledge and skills students should possess by the end of eighth grade. As the educational needs of students change, this document will be enhanced as educators continue to strive for excellence in music education for ALL learners.

Updated: 4/1/2017Please note: The first two pages of this document provide descriptions of the dispositions along with the format and

descriptions of the knowledge and skills sections.

DISPOSITIONSThe list below are the ideal dispositions for all students to possess throughout their musical career in education.

CollaborationWorking with others interdependently to perform a task and to achieve shared goals.

FlexibilityDemonstrating the ability to see multiple perspectives and monitor and adjust work based on differing conditions.

Goal SettingEstablishing specific and timely goals for completion of work.

InquisitivenessHaving curiosity and drive to learn more about known and unknown strategies, techniques, concepts, ideas and phenomena.

Openness and respect for the ideas and work of othersListening with understanding and empathy to others expressing differing ideas and/or cultural backgrounds.

Responsible Risk TakingWilling to chance making mistakes while tackling challenging problems that do not have easy,

PerformingStudents will be able to sing, play (on all kinds of musical instruments obvious or conventional solutions – seeing these challenges as opportunities for learning rather than potentials for failure.

Self-ReflectionApplying self-knowledge and objective evaluation to personal work through questioning and introspection.

Self-discipline and PerseveranceDemonstrating independence and self-motivation, managing impulsivity, and being comfortable with Knowledge and Skills Grades 6-8 page 1

delayed gratification as they strive for excellence.

Knowledge SkillsStructure

This category of knowledge refers to the understanding and application of the organization of music, using knowledge of music theory and notation to identify how the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation) are used within a piece, including the difficulty or challenges of music being performed or created)

Performing

This area of skills refers to the performance abilities and qualities that are expected at a specific grade or level (often found embedded in core music standards developed at state or national levels and/or on audition and adjudication forms).

● These areas include: technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work using effective practice strategies and work habits.

● Performing also includes the presentation or performance of work demonstrating appropriate etiquette and deportment (see context). These skills are expressed through singing, playing instruments, and movement.

Context

Context category of knowledge refers to the historical, cultural and social context of the music as well as the impact of the purpose and venue on our choices (selections) and presentation of music, including programing, etiquette and performance and behavior.

Creating

Creating refers to skills that are expected at a specific grade or level, in the areas of:

● Imagination, craftsmanship, and the ability to create and/or refine work by making effective choices for specific contexts to express personal intent. These are expressed through improvising, arranging, and composing.

Evaluation Criteria

This category of knowledge refers to the understanding of the criteria that are used to evaluate music and performances and how this knowledge impacts our ability to identify and solve musical problems and make decisions based on an awareness of individual and other participants’ strengths, needs, and/or preferences.

Listening, Reading, Notating

These skills refer to literacy in music at specific grade levels, including the aural and notational skills needed to hear, read, and notate the melodic, rhythmic, harmonic and expressive elements of music. These are expressed through listening (audiating), reading, and notating music.

Evaluating

This skill area refers to the application of evaluative or assessment criteria to the processes of creating, performing and responding to music. It is expressed through assessments (self and group), including critiques of music and performances.

Knowledge and Skills Grades 6-8 page 2

CREATINGImagine

Generate and conceptualize artistic ideas and work.Standard: MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.

Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential QuestionHow do musicians generate creative ideas?

Knowledge:

StructureGiven the diverse student experiences in music education in Grades 6-8, levels of literacy should be differentiated to: • provide an articulated understanding of music from a beginning aural knowledge • include simple iconic formats, to progressing to a working knowledge and application of music notation and theory in its traditional symbolic form. This articulation will enable students to manipulate rhythm, pitch, timbre, dynamics and other elements of music in original creative ways.

ContextTo create and imagine music, educators should contextualize learning opportunities within a collaborative learning environment that range from individual to partners to larger ensemble settings. Learning opportunities should allow for relevant and meaningful connections across genres, cultures, and historical periods.

Evaluation CriteriaTo assess or evaluate student creations, teachers should identify levels of originality, relevance, need, and innovation in correlation to the students' creation and reflection.

● Musical ideas maybe be assessed when a student created idea is supported and connected with written and/or aural reflections that demonstrate an understanding and mastery of musical elements.

● Each context will be unique and assessment may be in depth to fully understand the context.

● Students will be exercising their originality and individuality and uniformity should not be an end product. Objective, holistic rubrics that support the process of creation, vs. the end product will support this creativity and will capture the unique nuances of each students’ musical creativities.

Assessment or evaluation should be a process that leads to a reflective understanding and growth, as well as a refinement of musical ideas

Skills:

PerformingStudents will sing and/or play on musical instruments (traditional and/or folk or classroom instruments, guitars, ukuleles, etc., computers, tablets, phone apps and other emerging medium). Students will express musical knowledge through available multiple mediums, including movement, to provide and demonstrate a greater depth of knowledge and application

CreatingImprovisation, arranging and composition are essential skills in creating music.

● This may happen in small or large groups using voice or instruments of choice.

● Musical ideas can be notated/written on paper, software, or collaboratively with the additional assistance of recording technology.

● Improvisation, arranging, and composition can also progress to composition or a performance level.

Aural & Notational SkillsMelodic, rhythmic, and harmonic notation skills may be acquired through various modalities including reading, listening, responding to aural stimuli and “writing” such as codifying ideas in script on paper or other digital media.

Aural skills imply an ability to both speak and listen to a language and thus the students should have a common working vocabulary to facilitate the dialogue. This should not be limited to words only. For instance, a musical student should be able to communicate musically with another musical student using supporting harmonies, melodies and other forms of musical dialogue.

● To demonstrate true learning, students should reflect verbally or in written format to fully explain their musical idea.

● Sounds might be recorded digitally to expand the idea of traditional notation and replicate world music based on the aural tradition. Given that digital formats are continually changing, educators should be open to new and emerging opportunities to represent codification of music as ideas and


throughout the creative process, from beginning to end.● The creative process and products are dependent on both

musical skills (aptitude, conceptual understanding, craftsmanship, and aesthetic sensitivity) and individual conditions (social/culture and personal experience) that leads to create music.

● Criteria can be developed by:● Teacher(s)● Student(s): self, peer● Combination of both teacher/student/class

modalities change.

Evaluating● Peer assessment● Self-assessment● Teacher assessment● Teachers might be able to assist in evaluating the clarity and

accuracy of aural and notational skills while remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

Vocabulary:● Pitch● Tempo● Timbre● Phrase● Harmony● Melody● Rhythm● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected,

and/or the differentiated needs of each student.


Plan and MakeSelect musical ideas for various purposes and contexts.

Standard: MU:Cr2.1.8aSelect, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.Enduring UnderstandingMusicians’ creative choices are influenced by their personal experience, context, interest, expertise, and/or expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

StructureTo plan and make music, students in Grades 6-8 may use iconic to traditional forms of music notation and theory, and begin to develop an understanding of sound, aurally. Both concrete representation and an aural development of sound will support the student to create, plan, and make musical decisions.

ContextIn order to plan and make music in Grades 6-8, students may place to or contextualize their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural connection, within a given time period and/or era.

Evaluation CriteriaTo evaluate Grades 6-8 music students, teachers will create and find learning opportunities to plan and make music that engages and excites students through relevant connections.

● Within the assessment or evaluation of the music, students will provide reflections of personal connections and their importance within their created music.

● These connections are in addition to a demonstration of understanding and use of the elements of music, within their plan and music. It is important to note that each context will be unique and teachers should assess on students’ knowledge and application of the individual relevancy and use of the elements of music to express their individual plan and music.

● During the assessment and/or evaluation, teachers may further question the student to develop a deeper understanding of both process and outcome.

● Student and teacher developed rubrics may assist to support individual knowledge and creative growth through the process of learning.

Skills:

PerformingStudents will share their individual musical plan.

● Students will share, discuss, and present their plan and creation, as well as perform (sing and/or play on available musical instruments; traditional or computers, tablets, phone apps and other emerging media) their music.

● Students will identify and connect the expressive qualities of their music through movement that is integrally woven to their desired intent and outcome.

CreatingImprovisation and arranging are essential skills within the process of planning and making music.

● Improvisation can also be found within performance to extend musical ideas within a composition.

● These concepts eventually lead to larger forms of composition and may happen on paper, software or collaboratively in sonic spaces, with the assistance of recording technology.

Aural & Notational SkillsBoth aural and music notation skills develop over time and are beneficial in musical understanding, knowledge, and education.

● To listen to music and share what is heard requires a common working vocabulary that can convey the meaning and intent of the music.

● To codify music from listening to concrete representation in rhythm, pitch, melody, and harmony requires a sequential, continual practice that provides a level of literacy and understanding of the language of music.

Notating or writing of musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, these may include:

● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. (For instance, a musical student should be able to communicate musically with other musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together.)

● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically).

● New approaches to the development of both aural and notational skills as new technology or instruments develop. These new ideas, tools, or instruments may represent both


unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

Assessment and/or Evaluation● Peer assessment● Self-assessment● Teacher assessment

Together, the 6-8 teacher and student may create opportunities for both peer and self-evaluation so that students become agents of their learning through the individual process of planning and making music.

● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies.

● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

Vocabulary (Please note: Vocabulary includes terms within the term. E.g. Tempo defined + adagio, allegretto, etc.)● Pitch● Tempo● Timbre● Phrase● Harmony● Melody● Rhythm● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected,


Standard: MU:Cr2.1.8bUse standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

StructureTo plan and make music, students in Grades 6-8 may use iconic to traditional forms of music notation and theory, and begin to develop an understanding of sound, aurally. Both concrete representation and an aural development of sound will support the student to create, plan, and make musical decisions.

ContextIn order to plan and make music in Grades 6-8, students may place to or contextualize their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural connection, within a given time period and/or era.



● These connections are in addition to a demonstration of understanding and use of the elements of music, within their plan and music. It is important to note that each context will be

Skills:

PerformingStudents will share their individual musical plan.



CreatingImprovisation and arranging are essential skills within the process of planning and making music.

● Improvisation can also be found within performance to extend musical ideas within a composition.

● These concepts eventually lead to larger forms of composition and may happen on paper, software or collaboratively in sonic spaces, with the assistance of recording technology.

Aural & Notational SkillsBoth aural and music notation skills develop over time and are beneficial in musical understanding, knowledge, and education.

● To listen to music and share what is heard requires a common


unique and teachers should assess on students’ knowledge and application of the individual relevancy and use of the elements of music to express their individual plan and music.



working vocabulary that can convey the meaning and intent of the music.


Notating or writing of musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include:

● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. For instance, a musical student should be able to communicate musically with another musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together.


● New approaches to the development of both aural and notational skills as new forms of technology or emerging instruments develop. These new ideas, tools, or instruments may represent both unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

Evaluating● Peer assessment● Self-assessment● Teacher assessment




Vocabulary● Pitch● Tempo● Timbre● Phrase● Harmony● Melody● Rhythm● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected,



Evaluate and RefineEvaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

Standard: MU:Cr3.1.8aEvaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources.Enduring UnderstandingMusicians evaluate, and refine their work through past knowledge, openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their creative work?

Knowledge:

StructureIn order to evaluate and refine created music, students in Grades 6-8 may use iconic to traditional forms of music notation and theory, and should have an understanding of sound, aurally. Both concrete representation and an aural development of sound will support the student to create, plan, and make musical decisions.

Students should be encouraged to explore possibilities and expand musical traditions that represent broader histories or cultures. Therefore, criteria should be broad to include representation of compositional techniques, styles and forms from various cultures and histories.

ContextIn order to evaluate and refine a student’s plan of music, students in Grades 6-8 students may place or contextualize their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural connection, within a given time period and/or era.






Skills:

PerformingTo evaluate their own work students will share their individual musical plan given selected criteria and context.



CreatingEvaluating an improvisation or arrangement is essential skill for musical growth. Within the process of planning and making music, students may also:

● Develop an evaluation or assessment process to help refine both process and product.

● Evaluate of these concepts eventually lead to improved content or performance, including larger forms of composition that can be notated on paper, software or collaboratively in sonic spaces, with the assistance of recording technology.

Aural & Notational SkillsTo evaluate aural and notational skills within the plan or creation of music can be the springboard to musical growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product. True learning takes place within evaluation of what is heard, created, and notated.

● Both aural and music notation skills develop over time and are beneficial in musical understanding, knowledge, and education.



Notating or writing of musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include:


● Sounds recorded via MIDI, audio, or other forms of technology,


not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically).








Standard: MU:Cr3.1.8bDescribe the rationale for refining works by explaining the choices, based on Evaluation Criteria criteria.

Enduring UnderstandingMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their creative work?

Knowledge:

StructureTo refine musical works, students in Grades 6-8 must define what a work is in form or context. This work may also be a piece performed, recorded, or notated using standard notation. The student should:

● Use iconic to traditional forms of music notation and theory● Have an understanding of sound, aurally● Have a concrete representation and an aural development of

sound to support the student to create, plan, and make musical decisions.

Skills:

PerformingTo refine their own work students will share their individual musical plan given selected criteria and context.


● Students will identify and connect the expressive qualities of their music through movement that is integrally woven to their


● Explore possibilities and expand musical traditions that represent broader histories or cultures, broadening to include representation of compositional techniques, styles and forms from various cultures and histories.

● Evaluate and refine music to apply and engage new creative ideas, individually and/or collaboratively, to develop an individual creative process

ContextIn order to evaluate and refine a student’s plan of music, students in Grades 6-8 students may place or contextualize their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural connection, within a given time period and/or era.






desired intent and outcome.

CreatingEvaluating a musical plan, idea, improvisation, or arrangement is essential skill for musical growth. Within the process of planning and making music, students may also:


● Evaluate these concepts eventually lead to improved content or performance, including larger forms of composition that can be notated on paper, software or collaboratively in sonic spaces, with the assistance of recording technology.

Aural & Notational SkillsTo refine a musical plan or idea, skills in aural and notation can be the springboard to musical growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product.

True learning takes place within evaluation of what is hear, created, and notated.

Evaluation of the aural and notational skills within the plan or creation of music can be the springboard to musical growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product. True learning takes place within evaluation of what is heard, created, and notated.




Refining the notation or written musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include:




Evaluating● Peer assessment


● Self-assessment● Teacher assessment






PresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Standard: MU:Cr3.2.8aPresent the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen is creative work ready to share?

Knowledge:

StructureTo present musical works, students in Grades 6-8 must define what a work is in form or context. This work may also be a piece performed, recorded, or notated using standard notation. The student should:

● Present, evaluate, and refine music to apply and engage new creative ideas

● Use iconic to traditional forms of music notation and theory● Have an understanding of sound, aurally● Have a concrete representation and an aural development of

sound to support the student to create, plan, and make musical decisions.

● Explore possibilities and expand musical traditions that represent broader histories or cultures, broadening to include representation of compositional techniques, styles and forms from various cultures and histories.

● Evaluate and refine music to apply and engage new creative ideas, individually and/or collaboratively, to develop an individual creative process

ContextIn order to evaluate and refine a student’s plan of music, students in

Skills:

PerformingTo present their own work students will share their individual musical plan given selected criteria and context.



CreatingPresenting a musical plan, idea, improvisation, or arrangement is essential skill for musical growth. Within the process of planning and making music, students may also:


● Evaluate these concepts eventually lead to improved content or performance, including larger forms of composition that can be


Grades 6-8 students may place or contextualize their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural connection, within a given time period and/or era.

Evaluation CriteriaTo evaluate a presentation in Grades 6-8, teachers would look for presentations that meet/exceed the requirements of the given project or assignment to

● Provide depth of content, understanding, and application of the skills learned in class, regarding their musical ideas.

Within the assessment or evaluation of the music, students will provide reflections of personal connections and their importance within their created music.

● These connections are in addition to a demonstration of understanding and use of the elements of music, within their plan and music. Note that each context will be unique and teachers should assess on students’ knowledge and application of the individual relevancy and use of the elements of music to express their individual plan and music.



notated on paper, software or collaboratively in sonic spaces, with the assistance of recording technology.

Aural & Notational SkillsTo present a musical plan or idea, skills in aural and notation can be the springboard to musical growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product.

True learning takes place within evaluation of what is heard, created, and notated.

Evaluation of the aural and notational skills within the plan or creation of music can be the springboard to musical growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product. True learning takes place within evaluation of what is heard, created, and notated.




Refining the notation or written musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include:







● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have


limited exposure to standardized notation.

Vocabulary● Pitch● Tempo● Timbre● Phrase● Harmony● Melody● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected,



PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.8aApply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.Enduring UnderstandingPerformers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential QuestionHow do performers select repertoire?

Knowledge:

StructurePerformance should be something all children have access to and should represent a broad range of music.

In order to perform, Grades 6-8 might not need a strong working knowledge of music notation and theory in its symbolic form, however, they would need to have a developing understanding of it aurally, supporting the students and/or teachers to:

● Develop pathways to both plan and make musical decisions that are relevant.

● Seek ways to engage all students, including those with little to no experience with standard notation.

ContextIn order to perform, teachers of Grades 6-8 should situate or contextualize their musical selections for performance within a social sphere. Students should be encouraged to participate in the selection of musics for performance, contextualizing within time frames and periods of the culture.

Evaluation CriteriaTo evaluate performances of Grades 6-8, teachers should seek performances of musical ideas that engage and excite students through relevancy of music and connection. The teacher should:

● Recognize their personal musical biases and not impose them exclusively upon students.

● Be part of the selection process, as all perspectives, particularly those who have dedicated time to learning traditions, are integral to the evaluative process.

When evaluating a musical selection the teacher can also determine its value if:

● A student or students finds the music important and meaningful and can also demonstrate some understanding, connection, and mastery of musical elements

It is important to note that each context will be unique and assessment or evaluation of each unique context should be taken into consideration.

● Students will be performing music as individuals and uniformity should not be an end product.

● In general music contexts, large ensembles, smaller groups, or solos might be a performance option.

● Rubrics that cast a wide net to capture the unique nuances of each student’s musical creativities.

Skills:

PerformingStudents will be able to sing and/or play, and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media).

Students will identify and connect the expressive qualities of their music through movement that is integrally woven to their desired intent and outcome.

CreatingPerformance, improvisation, arranging and composition are essential skills to creation. Within the process of performing, students may:

● Create music on paper, software or collaboratively in sonic spaces with the assistance of recording technology.

Aural & Notational SkillsStudents may share the notation of the melodic, rhythmic, and/or harmonic ideas through various modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas in script on paper or software). When performing or presenting a piece, students should be able to:

● Demonstrate a level of literacy skills to “speak a language” and thus a speaker should have a working vocabulary that facilitates discussion and sharing.

● Communicate musically with another musical student using supporting harmonies, melodies, and other forms of a musical dialogue.

● Record with technology, thus expanding traditional notation. Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)

To advance music education, teachers should remain open to new kinds of aural and notational skills that represent new musics and musicianship as new instruments, tools, and sounds develop.


The 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.


AnalyzeAnalyze the structure and context of varied musical works and their implications for performance.

Standard: MU:Pr4.2.8aCompare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each..Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential QuestionHow does understanding the structure and context of musical works inform performance?

Knowledge:

StructurePerformance should be something all children have access to and should represent a broad range of music.

In order to analyze a performance, Grades 6-8 might not need a strong working knowledge of music notation and theory in its symbolic form, and students would need to have a developing understanding of music, aurally. However, they would need to have a developing understanding of it aurally, supporting the students and/or teachers to:

● Develop pathways to both plan and make musical decisions that are relevant.

● Seek ways to engage all students, including other modalities of engagement (visual and/or kinesthetic).

ContextIn order to analyze a performance, teachers of Grades 6-8 should situate or contextualize their musical selections for performance within a social sphere. Students should be encouraged to participate in the selection of musics for performance, contextualizing within time frames and periods of the culture.

Evaluation CriteriaTo evaluate an analysis of Grades 6-8, teachers should:

● Look for analysis of musical ideas that are critical and demonstrate a synthesis of music to culture.

● Note that each student will be unique and teachers should not expect to find evaluation such a simple process.

● Invite students to analyze music as individuals with differentiated outcomes.

● Remain open to possibilities during the evaluation process, providing rubrics that cast a wide enough net to capture the unique nuances of each student’s musical creativities.

Skills:

PerformingStudents will be able to analyze as they sing and/or play, and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media).


CreatingAn analysis of a performance, improvisation, arrangement and/or composition requires essential skills. Within the process of an analysis, students may:


Aural & Notational SkillsStudents may analyze the notation of the melodic, rhythmic, and/or harmonic ideas through various modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be able to:

● Demonstrate a level of literacy skills to “speak a language” (of music) and thus a speaker should have a working vocabulary that facilitates discussion and sharing.









Standard: MU:Pr4.2.8bWhen analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.


Knowledge:

StructureIn order to analyze, students might benefit from the ability to sight-read in treble or bass clef simple rhythmic, and/or melodic harmonic notation.

● All students should be invited to analyze through both standard notation as well as other pathways to develop pathways during analysis of musical decisions.

• Some students in grades 6-8 might not need a strong working knowledge of music notation and theory in its symbolic form. • Students would need to have a developing understanding of music, aurally.

ContextIn order to analyze Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to historical period.

Evaluation CriteriaTo evaluate an analysis of Grades 6-8, teachers should:





Skills:

PerformingStudents will be able to sing, play, and analyze as they sing and/or play, and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media).


CreatingAn analysis of a performance, improvisation, arrangement and/or composition requires essential skills. Within the process of an analysis, students may:












Standard: MU:Pr4.2.8cIdentity how cultural and historical context inform performances and result in different musical effects.

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.


Knowledge:

StructureIn order to identify and analyze historical and cultural contexts as these inform performances Grades 6-8 might need to be encouraged to contextualize musics with people and historical period. It would be essential that musical authenticity and representations of people remain high priorities in this structure.

ContextIn order to analyze Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to historical period.

Evaluation CriteriaTo evaluate an analysis of performances in relation to history and culture, teachers for grades 6-8, should:





Skills:



CreatingAn analysis of a performance, improvisation, arrangement and/or composition based on the cultural and historical context requires essential skills. Within the process of an analysis, students may:





● Record with technology, thus expanding traditional notation.


Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)







InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.8aPerform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.

Essential QuestionHow do performers interpret musical works?

Knowledge:

StructureIn order to interpret and perform interpretations that consider creators’ intent, Grades 6-8 might first focus on history and culture of the specific music. It would be critical to understand the situated context of the music and to first engage with the history and background of a music and then interpret it through performances relying on their aural skills.

● This does not require students to have a strong working knowledge of music notation and theory in its symbolic form.

● Students should have a developing understanding of music, aurally to develop pathways to both plan and make musical decisions.

ContextIn order to interpret and perform interpretations Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to historical period.

Evaluation CriteriaTo evaluate interpretations and performances Grades 6-8, teachers would look for authentic and historically accurate interpretations based on documented histories and accounts of musical contexts.

● Students should use aural skills to enhance their understanding and expressions of musical interpretations.

Teachers for grades 6-8 should note that:● Look for analysis of musical ideas that are critical and

demonstrate a synthesis of music to culture.● Note that each student will be unique and teachers should not

expect to find evaluation such a simple process. Students will be planning and making music as individuals and uniformity is not an end product.

● Invite students to analyze music as individuals with differentiated outcomes, though connected to the historical and cultural context.


Skills:



CreatingAn interpretation and analysis of a performance, improvisation, arrangement, and/or composition based on the cultural and historical context requires essential skills. Within the process of an analysis, students may:










Rehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.

Standard: MU:Pr5.1.8aIdentify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their performance?

Knowledge:

StructureIn order to rehearse, evaluate and refine, Grades 6-8 students should be engaged in critical listening of their own music. This might also involve:

● peer-to-peer critiquing● self-evaluation and refinement with self and peers.

Students might not need a strong working knowledge of music notation and theory in its symbolic form, however, they would need to have a developing understanding of it aurally to develop their musical decision making skills.

ContextIn order to rehearse, evaluate and refine, Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to histocial period.

Evaluation CriteriaTo evaluate rehearsal, evaluation and refinement Grades 6-8 students should be:

● essential agents of their learning and playing process● encouraged to make critical evaluations of musical sounds● encouraged to plan and make music as individuals (uniformity is

not an end product).

Teachers for grades 6-8 should note that● each student will be unique● evaluation is not a simple process as students will be planning

and making music as individuals - uniformity is not an end product.

Skills:

PerformingStudents will be able to sing, play, and apply personally developed criteria as they sing and/or play, and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media).


CreatingAn interpretation and analysis of a performance while developing personal criteria for: improvisation, arrangement, and/or composition requires essential skills. Within the process of an analysis, students may:

● Create music on paper, software or collaboratively in sonic spaces with the assistance of recording technology

● Perform, reflect, etc.

Aural & Notational SkillsStudents may develop personal criteria through an analysis of the music or performance notes, notation, etc. through various modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be able to:






The 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up


with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.



MU:Pr5.1.2bRehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their performance?

Knowledge:

StructureIn order to rehearse, evaluate, refine, and apply strategies to interpretive performance and technical challenges in music, Grades 6-8 students should be engaged in critical listening of their own music. This might also involve:

● peer-to-peer critiquing● self-evaluation and refinement with self and peers.

Students might not need a strong working knowledge of music notation and theory in its symbolic form, however, they would need to have a developing understanding of it aurally to develop their musical decision making skills.

ContextIn order to rehearse, evaluate and refine, Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to histocial period.

Evaluation CriteriaTo evaluate rehearsal, evaluation and refinement Grades 6-8 students should be:



Teachers for grades 6-8 should note that● each student will be unique● evaluation is not a simple process as students will be planning


Skills:

PerformingStudents will be able to sing, play, and apply personally developed criteria as they sing and/or play, and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media).


CreatingAn interpretation and analysis of a performance while developing personal criteria for: improvisation, arrangement, and/or composition requires essential skills. Within the process of an analysis, students may:

● Identify technical challenges before and after a performance● Create music on paper, software or collaboratively in sonic

spaces with the assistance of recording technology● Perform, reflect, etc.





To advance music education, teachers should remain open to new kinds of aural and notational skills that represent new musics and musicianship


as new instruments, tools, and sounds develop.






PresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Standard: MU:Pr6.1.8aPerform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

StructureIn order to present and perform music with technical accuracy, stylistic expression and cultural authenticity representative of the creator’s intent, Grades 6-8 students should simultaneously be engaged in

● cultural background and history of the creator● critical thinking to empower their ability to honestly represent this

music, with possible peer to peer collaboration● the authentic practices, and performance accuracy as an

outgrowth of this preservation exercise.

Students might not need a strong working knowledge of music notation and theory in its symbolic form, however, they would need to have a developing understanding of it and a strong aural still. This would enable agency in students to develop their musical decision making skills.

ContextIn order to present music authentically, Grades 6-8 would want to situate or contextualize their musical plans within a social sphere. They would need to have venues to perform this music that are also authentic and might require some creative rethinking of traditional concert spaces. As some music is conducive to stage and auditorium seating, others are more participatory and conducive to another environment. It is important to also contextualize within time frames as culture is wedded to time period.

Evaluation CriteriaTo evaluate presentations of authentic interpretation, Grades 6-8 students should be:



Teachers for grades 6-8 should note that● each student will be unique● students could be evaluated on their actual musical accuracy

and musical/cultural honesty as well as the process● evaluation is not a simple process as students will be planning


Skills:

PerformingStudents will be able to sing, play, and apply personally developed criteria as they sing and/or play, and perform with:

● technical accuracy● stylistic expression● expression to convey the creator’s intent on available musical

instruments; traditional or computers, tablets, phone apps and other emerging media).


CreatingPerforming music with technical accuracy and stylistic expression as a result of the interpretation and analysis, while using developing personal criteria, students may:

● Identify technical challenges before and after a performance● Create music on paper, software or collaboratively in sonic

spaces with the assistance of recording technology● Perform, reflect, etc.






Evaluating● Peer assessment● Self-assessment


● Teacher assessmentThe 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.


and/or the differentiated needs of each student.Standard: MU:Pr6.1.8bDemonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style..

Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

StructureIn order to demonstrate performance decorum, Grades 6-8 students would need to be remain faithful to traditions preceding them as well as open to new practices of performance decorum in a given context.

ContextIn order to demonstrate performance decorum, Grades 6-8 should situate or contextualize their musical experiences within a social sphere. Perhaps a micro sphere such as their own context, or a more macro sphere such as a larger cultural group. It is important to also contextualize within time frames as culture is wedded to historical period.

Evaluation CriteriaTo evaluate performance decorum Grades 6-8, teachers should invite students to be essential agents of the process. While traditions of practice will likely be the focus, teachers might also be open to cultural phenomena manifested in particular situated contexts.

Teachers must remain open to possibilities during the evaluation process. Rubrics might assist, so long as the rubrics cast a wide enough net to capture the unique nuances of each student.

Skills:

PerformingStudents should demonstrate performance decorum on instruments of choice while they sing, play, and apply personally developed criteria, as appropriate for venue, purpose, context, and style.


CreatingPerforming music with a pre-determined decorum is a result of the interpretation and analysis and personally developed criteria.Students may:

● Create music on paper, software or collaboratively in sonic spaces with the assistance of recording technology

● Perform, reflect, etc.




● Record with technology, thus expanding traditional notation. Traditional notation is a practice popularized and representative


of a particular music and culture (not the totality of musics around the globe historically)







RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.8aSelect programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.Enduring UnderstandingIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential QuestionHow do individuals choose music to experience?

Knowledge:

Structure:Students in grades 6-8 will select programs music based upon elemental connections (tonal, rhythmic, expressive, theoretical, etc.). Students have the option to demonstrate competency by performing alone, with others, or using technology. Teachers may need to help students focus on predetermined elements such as:

● Patterns (tonal, rhythmic, etc.)● Forms (Theme and Variations, Call and Response, 12 Bar

Blues, Verse-Chorus, etc.)● Styles and Genres● Dynamics● Timbre and Texture

Context:Students in grades 6-8 will program music that focuses on specific historical, cultural, and/or societal purposes.

Students in grades 6-8 will demonstrate how societal, historical, and environmental context changes appropriate performance and audience etiquette.

Students in grades 6-8 should discuss and demonstrate the influence of purpose and context on musical selection using appropriate and specific academic vocabulary to demonstrate competency.

Evaluation Criteria:The teacher of grades 6-8 should use varied assessment or evaluation techniques to focus instruction and to help students demonstrate understating and mastery. Evaluation should utilize multiple techniques including:

● Teacher, student, and/or peer created (rubrics, problem/project based, technology based, etc.)

● Student created criteria (peer, self, etc.)

For this standard students in grades 6-8 will demonstrate why the music selected is appropriate based upon individual interests, experiences, and understanding. The students should demonstrate how societal, cultural, and historical norms influence the selection of specific music.

Skills:

Performing:Students need to make connections between the music they perform and listen to for enjoyment and understand the purpose of varied musical selections. When performing students should be able to:

● perform (singing, various instruments, technology, etc.) alone and with others using appropriate technique, sound quality, technical accuracy, and expression for the music selected.

● demonstrate how the context and purpose influences performance practice.

Creating:Students need to make connections between the music others create and their personal musical creations in order to understand the various purposes of music. When creating students should be able to:

● improvise, arrange, or compose music for a specific purpose or context using traditional means or technology.

● demonstrate imagination, craftsmanship, aesthetic sensitivity, and refinement in their compositions, arrangements, and improvisations.

Aural & notational skills:Students may develop personal criteria through an analysis of the music or performance notes, notation, etc. through various modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be able to:

● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard and emerging notation.

● demonstrate how context (including technology) and cultural influences impact aural and notational skills.


Evaluating:Evaluation or assessment of skills should be a process that involves teachers, peers, and self in refinement of personal and group musicianship.

Students should be evaluated on technical accuracy, sound quality, interpretation, stylistic considerations, and expression.


AnalyzeAnalyze how the structure and context of varied musical works inform the response.

Standard: MU:Re7.2.8aCompare how the elements of music and expressive qualities relate to the structure within programs of music.Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential QuestionHow does understanding the structure and context of music inform a response?

Knowledge:

Structure:Students in grades 6-8 will demonstrate how composers and performers utilize the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style) to program music based on context.

Context:Students in grades 6-8 will analyze the impact selected music has on the performer and audience from various contexts (historical, societal, and cultural).

Evaluation Criteria:The teacher of grades 6-8 should use varied evaluation techniques to focus instruction and to help students demonstrate understating and mastery. Evaluation should utilize multiple techniques including:● Teacher created (rubrics, problem/project based, technology

based, etc.)● Student created criteria (peer, self, etc.)

For this standard students in grades 6-8 will analyze the appropriate cultural, societal, and historical impacts of selected music on performers and audience. The impact of context is relative to the music selected and must be evaluated from a lens of the student’s enabling skills (aptitude, conceptual understanding, craftsmanship, and aesthetic sensitivity) and enabling conditions (social/culture and personal experience).

Skills:

Performing:Students need to make connections between the music they perform and listen to for enjoyment and understand their purpose within a larger musical program. When performing students should be able to:


● will demonstrate how the context and purpose influences performance practice.

Creating:Students need to make connections between the music others create and their personal musical creations in order to understand the various purposes of music. When creating music students should be able to:







Evaluating:Evaluation of skills should be a process that involves the teachers, peers, and self in refinement of personal and group musicianship.


VocabularyKnowledge and Skills Grades 6-8 page 30

● Pitch● Tempo● Timbre● Phrase● Harmony● Melody● Rhythm● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected,


Standard: MU:Re7.2.8bIdentify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential QuestionHow does understanding the structure and context of music inform a response?

Knowledge:

Structure:Students in grades 6-8 will identify music, to be programed or performed, from a variety of genres, cultures, and historical periods based on theoretical and technical criteria.

Students in grades 6-8 will compare music, to be programed or performed, from a variety of genres, cultures, and historical periods based on theoretical and technical criteria.

Context:Students in grades 6-8 will identify and compare music based on historical, cultural, or contextual criteria.

Evaluation Criteria:The teacher of grades 6-8 should use varied evaluation techniques to focus instruction and to help students demonstrate understanding and mastery. Evaluation should utilize multiple techniques including:

● Teacher created (rubrics, graphic organizers, problem/project based, technology based, etc.)


For this standard students in grades 6-8 will identify and compare the appropriate cultural, societal, and historical impacts of selected music on performers and audience.

The impact of context is relative to the music selected and must be evaluated from a lens of student’s enabling skills (aptitude, conceptual understanding, craftsmanship, and aesthetic sensitivity) and enabling conditions (social/culture and personal experience).

Skills:

Performing:Students need to identify and compare the context of music they perform and listen to for enjoyment and understand how historical, societal, and cultural norms influence the music’s context. When performing students should be able to:


● identify and compare how the context influences performance practice and audience response.

Creating:Students need to identify and compare the context of the music others create and their personal musical creations in order to understand the influence of historical, societal, and cultural norms on music creation. When creating music students should be able to:







Evaluating:Knowledge and Skills Grades 6-8 page 31

Evaluation of skills should be a process that involves the teachers, peers, and self in refinement of personal and group musicianship.

Students in grades 6-8 will be evaluated on technical accuracy, sound quality, interpretation, stylistic considerations, and expression.

Students in grades 6-8 will use content specific academic vocabulary to identify and compare music from a variety of cultures, genres, and historical periods.




InterpretSupport interpretations of musical works that reflect creators’/performers’ expressive intent.

Standard: MU:Re8.1.2aSupport personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.

Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential QuestionHow do we discern the musical creators’ and performers’ expressive intent?

Knowledge:

Structure:

Students in grades 6-8 will interpret (technology, presentations, or performance) how the elements of music and expressive qualities are used in the overall structure of music from different genres, cultures, and historical periods.

Context:Students in grades 6-8 will demonstrate how creators’ and performers’ interpretation of the elements of music and expressive qualities are influenced by the cultural, social, and historical context.

Evaluation Criteria:The teacher of grades 6-8 should use varied evaluation techniques to focus instruction and to help students demonstrate understating and mastery. Evaluation should utilize multiple techniques including:



For this standard students in grade 6-8 will use a variety of means (technology, performance, presentation, etc.) to demonstrate the appropriate cultural, societal, and historical interpretation of selected music on performers and audience.

The personal interpretation is relative to the music selected and must be evaluated from a lens of enabling skills (aptitude, conceptual understanding, craftsmanship, and aesthetic sensitivity) and enabling conditions (social/culture and personal experience).

Skills:

Performing:Students need to apply personal interpretation of the elements of music and expressive qualities to the music they perform and explain reasons for their choices. When performing students should be able to:

● perform (singing, various instruments, technology, etc.) alone and with others a variety of music from genres, cultures, and historical periods using appropriate technique, sound quality, technical accuracy, and expression for the music selected.

● demonstrate how the context influences personal interpretation including performance practice and audience response.

Creating:Students need to apply personal interpretation of the elements of music and expressive qualities to their musical creations. Students should also take into account how historical, societal, and cultural influences impact music creation. When creating music students should be able to:










Students will use academic appropriate vocabulary to identify and compare music from a variety of cultures, genres, and historical periods.




EvaluateSupport Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria.

Standard: MU:Re9.1.8aApply appropriate personally-developed criteria to evaluate musical works or performances.

Enduring UnderstandingThe personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?

Knowledge:

Structure:Students in grades 6-8 will develop criteria with the teacher, peers, or individually to evaluate the use of elements of music and expressive qualities in the overall structure of music from different genres, cultures, and historical periods.

Context:Students in grades 6-8 will develop personal criteria to evaluate the influence of cultural, social, and historical context on a piece of music or performance.

Evaluation Criteria:Students in grades 6-8 will use a variety of means (technology, performance, presentation, etc.) to develop appropriate cultural, societal, and historical evaluation techniques for selected music.

Students in grades 6-8 will develop evaluation techniques for performers and audience etiquette for various contextual conditions.

The impact of personally developed criteria to evaluate musical works and performances is relative to the student’s enabling skills (aptitude, conceptual understanding, craftsmanship, and aesthetic sensitivity) and enabling conditions (social/culture and personal experience).

The teacher of grades 6-8 should use varied evaluation techniques to focus instruction and to help students demonstrate understanding and mastery. Evaluation should utilize multiple techniques including:


● Student created (peer, self, etc.)

Skills:

Performing:Students need to apply personal criteria to evaluate their performances and to the music they listen to for enjoyment. Students should be able to explain their criteria using appropriate vocabulary. When performing students should be able to:

● perform (singing, various instruments, technology, etc.) alone and with others a variety of music from genres, cultures, and historical periods using appropriate technique, sound quality, technical accuracy, and expression for the music selected.

● evaluate how the context influences interpretation including performance practice and audience response.

Creating:Students need to apply personal criteria to evaluate the use of the elements of music and expressive qualities to their musical creations. Students should be able to explain their criteria using appropriate vocabulary. When creating music students should be able to:

● evaluate music composed, improvised, arranged by others for a specific purpose or context using traditional means or technology.

● demonstrate evaluation of imagination, craftsmanship, aesthetic sensitivity, and refinement in their compositions, arrangements, and improvisations.






Students in grades 6-8 should be evaluated on technical accuracy, sound quality, interpretation, stylistic considerations, and expression.


Students in grades 6-8 will use academic appropriate vocabulary to evaluate personal performance and the performance of others from a variety of cultures, genres, and historical periods.




nafme.org web viewgrade strand 6-8. the core music standards address the development of skills,...

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