Model Curriculum: MUSIC Grades 6-8 Model Curriculum – The Arts Music 6-8

CLICK on the blue number code of each content statement to view the model curriculum page.

Enduring Understandings

Students construct and solve problems of personal relevance and interest when expressing themselves Personal Choice and Vision through music

Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in Critical and Creative Thinking conventional 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 local Authentic Application & and global community needs. Collaboration

As consumers, critics and creators, students evaluate and understand visual and performing artworks and Literacy: other texts produced in the media forms of the day.

Progress Points

Students 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 and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and 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.

GRADE Cognitive and Creative Processes 6 PERCEIVING/KNOWING/CREATING (CE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)

1CE Describe distinguishing characteristics of 1PR Independently or collaboratively, 1RE Develop criteria to evaluate the quality music forms (e.g., verse-refrain, AB, ABA, perform with good posture and breath control and effectiveness of music performances and rondo, canon, theme and variation) from a varied repertoire of music representing compositions including their own. various cultures and historical periods. diverse cultures with appropriate dynamics Reflect on a variety of live or recorded and tempo. 2RE 2CE Identify instruments used in Western music performances.

Model Curriculum: MUSIC Grades 6-8 and world music ensembles. 2PR Play a variety of classroom 3RE Communicate the importance of music in 3CE Identify different functions and uses of instruments, independently or collaboratively, everyday life. music in American and other cultures. with increasingly complex rhythms and

melodic phrases. 4CE Identify the major periods, genres and 4RE Describe ways that music relates to composers in the development of Western and 3PR Improvise, compose and arrange other art forms using appropriate terminology. non-Western music. music.

5RE Compare and contrast subject matter 5CE Distinguish between and among the use 4PR Respond appropriately to the cues of a common to music and other subject areas. of dynamics, meter, tempo and tonality in conductor. 6RE Explain and apply skills developed in various pieces through active listening. 5PR Read, write, perform and compose music (e.g., critical thinking, collaboration) to 6CE Describe roles and skills musicians rhythm patterns and simple melodies in 2/4, other disciplines. assume in various cultures and settings. 3/4, 4/4 and 6/8 meter.

6PR Attend live performances and demonstrate appropriate audience etiquette.

GRADE Cognitive and Creative Processes 7 PERCEIVING/KNOWING/C REATING (CE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)

1CE Recognize, identify and demonstrate 1PR Independently or collaboratively, 1RE Apply multiple criteria to evaluate the form in world music (e.g., Western and non- perform a varied repertoire of music, quality and effectiveness of music performance Western) and popular music. representing diverse genres and cultures and and composition including their own.

showing expression and technical accuracy at Identify the style and historical period of Compare and contrast a variety of live or 2CE a level that includes modest ranges and 2RE various music examples. recorded music performances using changes of tempo, key and meter. appropriate audience etiquette. 3CE Recognize and identify historical and 2PR Perform accurately, independently or Develop criteria based on elements of cultural contexts (e.g., time and place of a collaboratively, with good posture producing 3RE music event) that have influenced music. music to support personal preferences for an appropriate tone quality. specific music works. 4CE Identify key signatures of major scales. 3PR Improvise, compose and arrange Explain how and why people use and music. 4RE Describe a varied repertoire of music 5CE respond to music. with appropriate music vocabulary. 4PR Read, write and perform rhythmic 5RE Compare and contrast the meaning of 6CE Identify various careers for musicians (including dotted rhythms) and melodic patterns in a variety of meters. common terms and processes used in various (e.g., in education, entertainment and technical arts disciplines. support). 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 and Model Curriculum: MUSIC Grades 6-8 bass clef using key signatures.

GRADE Cognitive and Creative Processes 8 PERCEIVING/KNOWING/CREATING (CE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)

1CE Examine contemporary music styles and 1PR Perform a varied repertoire of music, 1RE Apply multiple criteria to evaluate quality describe the distinctive characteristics in a independently or collaboratively representing and effectiveness of personal and selected repertoire of exemplary works. diverse genres and cultures and showing music performances and compositions and expression and technical accuracy at a level identify areas for improvement.

2CE Discuss how current developments in that includes more advanced ranges and Compare and contrast a varied music reflect society in reference to the local changes of tempo, key and meter. 2RE community and larger world. repertoire of music on the basis of how 2PR Perform, independently or elements of music are used to create meaning 3CE Identify intervals and concert pitches in collaboratively, with good posture producing and expression. major and natural minor scales. an appropriate tone quality. 3RE Compare and contrast selected 4CE Identify components of larger music 3PR Improvise, compose and arrange composers and their works. works (e.g., symphony, mass, concerto). music.

4RE Express how music performance and 5CE Identify and describe non-performing 4PR Demonstrate the common beat patterns settings affect audience response. careers in music. used by conductors. 5RE Apply criteria based on elements of 6CE Describe ways that technology and the 5PR Read, write and perform rhythmic music to support personal preferences for media arts are used to create perform and (including dotted rhythms) and melodic specific musical works. listen to music. patterns in a variety of meters. 6RE Compare common terms and contrasting 6PR Perform concert pitch major scales definitions used for various artistic elements (e.g., Band: C, F, Bb, Eb, Ab Strings: A, D, G, used in music and other art forms.

C, F). 7RE Describe how roles of composers, 7PR Demonstrate and use technology and performers and others involved in music are media arts to create, perform and research similar to or different from those in other art music. forms.

Model Curriculum: MUSIC Grades 6-8

Grade 6 – 1CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 1CE Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and

Statement variation) from various cultures and historical periods.

Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. D. Classify and describe composers and historical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What are the similarities and differences between various musical forms from various cultures and historical periods?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Naming the specific structure through aural  All musical compositions have and visual analysis;  Performing, listening to, moving to and a structure or form that can be  Comparing and contrasting compositions creating compositions in the various distinguished by identifying from different cultures and historical periods musical forms; specific musical and and describing the form, structure and  Discussing the characteristics of each architectural qualities; musical characteristics of the works. form;  Forms can be distinguished by  Analyzing forms from various historical the historical period and periods and cultures; culture in which they were  Off-site learning (concerts, field trips). written. Resources LINK to Pearltrees Assessment  Lesson Design and Content Students will know how well they are learning by …  Digital Tools  Research and Advocacy  Standards-Based Rubric Template  Professional Organizations  Arts Assessment Menu  Careers  Cross-Disciplinary Fine Arts

Application Model Curriculum: MUSIC Grades 6-8

Student Performance Tasks Career Connections Diverse Learners

Discuss the basic elements of musical Pearltrees Careers Link Strategies for meeting the needs of learners form. Present, individually or as a with special needs and talents in the arts can group, the impact musical form has  Music Educator be found below: had on the various cultures and  Music Performer historical periods.  Music Historian  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 2CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 2CE Identify instruments used in Western and world music ensembles.

Statement Enduring Understandings: Literacy

Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What role do the instruments used in various Western and world music ensembles serve?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Classifying instruments from Western and  Instruments vary by culture; non-Western cultures;  Inquiry-based learning;  The number and type of  Identifying by sight and sound various  Student collaboration; instruments used in ensembles instruments;  Project-based learning; depend upon the  Describing and classifying by timbre, the way compositional requirements  Teacher collaboration (learning the instruments are made and the way they standards connections), e.g., historical and composer’s intention; are played.  The various timbre produced and geographical influences; by the diverse group of  Off-site learning; instruments;  Guest artists and speakers;

 The timbre can create a certain  Community cultural outreach. aesthetic response that a Assessment

composer desires in the Students will know how well they are learning Resources LINK to Pearltrees

performance of their work. by …  Lesson Design and Content

 Standards-Based Rubric Template  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore musical instruments used in Pearltrees Careers Link Strategies for meeting the needs of learners Western and world music ensembles with special needs and talents in the arts can through a project.  Music Educator be found below:  Music Performer  Ethnomusicologist  ODE Diverse Learners  Music Historian  VSA Ohio CAST  Instrument Designer 

Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 3CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 3CE Identify different functions and uses of music in American and other cultures.

Statement Enduring Understandings: Authentic Application and Collaboration

Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American musical and cultural blends.

Essential Question How does music function in America and other cultures?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Identifying various musical styles and genres  Music serves various functions of American and other cultures;  Inquiry-based learning; depending on cultural purpose;  Describing how these styles are utilized in  Student collaboration;  Music varies from culture to various cultures.  Project-based learning; culture;  Specific musical styles and  Teacher collaboration (learning genres are culture dependent. standards connections), e.g., historical and geographical influences;  Off-site learning;  Guest artists and speakers;

 Community cultural outreach. Assessment

Students will know how well they are learning Resources LINK to Pearltrees

by …  Lesson Design and Content

 Standards-Based Rubric Template  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore different historical periods, Pearltrees Careers Link Strategies for meeting the needs of learners composers and cultures through with special needs and talents in the arts can individual and group projects.  Music Educator be found below:  Music Performer  Music Historian  ODE Diverse Learners  Ethnomusicologist  VSA Ohio  CAST Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 4CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 4CE Identify the major periods, genres and composers in the development of Western and non-Western music.

Statement Enduring Understandings: Authentic Application and Collaboration Progress Points: C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question How does Western and non-Western music vary by time period, genre and composer?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Identifying major historical periods, genres  The development of music and composers;  Inquiry-based learning; during the major historical  Describing the developmental aspects of  Student collaboration; periods; Western and non-Western music.  Project-based learning;  Music varies depending upon when it was written and is  Teacher collaboration (learning unique in genre and style; standards connections), e.g., historical  Various musical styles and and geographical influences; genres.  Off-site learning;  Community cultural outreach.

Assessment Resources LINK to Pearltrees

Students will know how well they are learning  Lesson Design and Content by …  Digital Tools

 Standards-Based Rubric Template  Research and Advocacy  Arts Assessment Menu  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore the various historical periods, Pearltrees Careers Link Strategies for meeting the needs of learners genres and composers in Western and with special needs and talents in the arts can non-Western music through individual  Music Educator be found below: and group projects.  Music Performer  Ethnomusicologist  ODE Diverse Learners  Music Historian  VSA Ohio  CAST Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 5CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 5CE Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active

Statement listening.

Enduring Understandings: Critical and Creative Thinking Progress Points: 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 and medium.

Essential Question What are the various musical elements that contribute to musical analysis?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Defining, identifying and analyzing rhythm,  Every musical selection is rhythm patterns, meter, tempo markings and  Inquiry-based learning; comprised of various rhythmic, tonal qualities of a musical selection;  Composition; melodic and expressive  Critically listening to and describing a musical  Project-based learning; characteristics; work.  To analyze a musical work  Guided listening. using the appropriate musical vocabulary; .  To critically listen to a musical Resources LINK to Pearltrees

work and distinguish the  Lesson Design and Content

defining characteristics. Assessment  Digital Tools  Research and Advocacy Students will know how well they are learning by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Analyze, describe, identify and label Pearltrees Careers Link Strategies for meeting the needs of learners different elements of music using with special needs and talents in the arts can developmentally appropriate  Music Educator be found below: vocabulary.  Music Performer  Conductor  ODE Diverse Learners  Composer  VSA Ohio CAST  Arranger 

Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 6CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 6

Content 6CE Describe roles and skills musicians assume in various cultures and settings.

Statement

Enduring Understandings: Critical and Creative Thinking Progress Points: C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.

Essential Question What is the role of a musician within various cultures and settings?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing the role of a musician within a  Musicians have specific roles certain career and skills necessary to fulfill  Inquiry-based learning; and skills that are culturally job expectations;  Project-based learning; dependent;  Discussing the role of a musician (composer,  Student collaboration;  The skills necessary to be an conductor, and performer) within a specific  Guided listening; active musician. cultural setting.  Attending live performances.

Resources LINK to Pearltrees

 Lesson Design and Content

Assessment  Digital Tools

Students will know how well they are learning  Research and Advocacy by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore the vast array of musical Pearltrees Careers Link Strategies for meeting the needs of learners careers and the skills needed to with special needs and talents in the arts can accomplish career goals; relate the  Music Educator be found below: roles and skills to a cultural setting.  Ethnomusicologist  Music Publisher  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 1PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 1PR Independently or collaboratively, perform with good posture and breath control a varied repertoire of music

Statement representing diverse cultures with appropriate dynamics and tempo.

Enduring Understandings: Literacy, Authentic Application and Collaboration Progress Points: 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.

Essential Question How can appropriate technique and expressive qualities contribute to an accurate performance of diverse repertoire?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Performing music with accurate pitch, tempo  Performing a varied repertoire and expressive qualities;  Project-based learning; increases their understanding  Performing with appropriate posture and  Inquiry-based learning; of cultures from around the breath control;  Integrated learning; world;  Blending their instrument with the ensemble.  Teacher modeling.  Their instrument plays a role in both solo and group performances; Resources LINK to Pearltrees

 Posture and breath control  Lesson Design and Content affect the quality of a  Digital Tools performance. Assessment  Research and Advocacy

Students will know how well they are learning  Professional Organizations by …  Careers  Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Perform a varied repertoire of music Pearltrees Careers Link Strategies for meeting the needs of learners from different cultures with accurate with special needs and talents in the arts can pitch, tempo and dynamics while  Music Educator be found below: employing proper posture and  Music Performer breathing technique.  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 2PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 2PR Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and

Statement melodic phrases.

Enduring Understandings: Authentic Application and Collaboration, Critical and Creative Thinking Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.

Essential Question What is the proper technique for various classroom instruments?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Holding, handling and playing classroom  Proper technique on classroom instruments appropriately while performing  Inquiry-based learning instruments to produce quality complex rhythmic and melodic phrases;  Imitation; sound alone and with others;  Discussing how specific playing techniques  Student collaboration;  Complex rhythm patterns at a can assist with rhythmic and melodic developmentally appropriate accuracy;  Teacher modeling; level;  Performing alone and with others while  Guest artists.  Melodic phrases at a listening for cues and learning ensemble developmentally appropriate technique. Resources LINK to Pearltrees level.  Lesson Design and Content

Assessment  Digital Tools

Students will know how well they are learning  Research and Advocacy by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Demonstrate proper playing of Pearltrees Careers Link Strategies for meeting the needs of learners classroom instruments through with special needs and talents in the arts can modeling. Perform increasingly  Music Educator be found below: complex rhythmic patterns and melodic  Music Performer phrases at an appropriate  Instrument Designer  ODE Diverse Learners developmental level.  Instrument Repair Technician  VSA Ohio  CAST Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 3PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 3PR Improvise, compose and arrange music.

Statement Enduring Understandings: Critical and Creative Thinking, Literacy, Authentic Application and Collaboration, Personal

Choice and Vision Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression.

Essential Question What musical tools are necessary to create musical compositions?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Creating simple rhythmic and melodic  Improvisation is found in all phrases;  Project-based learning; types of music;  Creating an original musical composition or  Storytelling;  Improvising helps with arranging a pre-existing musical work;  Chanting and rhyming; creativity;  Experimenting and exploring improvisation.  The differences between  Collaborative learning. composing and improvising;  How musical elements are Resources LINK to Pearltrees

combined to create a musical  Lesson Design and Content composition.  Digital Tools

Assessment  Research and Advocacy

Students will know how well they are learning  Professional Organizations by …  Careers  Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Write an original musical composition Pearltrees Careers Link Strategies for meeting the needs of learners after modeling by the teacher on the with special needs and talents in the arts can use of musical elements to create an  Music Educator be found below: original work.  Music Performer  Composer  ODE Diverse Learners Improvise with an ensemble after  Arranger  VSA Ohio teacher modeling and instruction on CAST  Music Therapist  typical improvisational practices.

Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 4PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 4PR Respond appropriately to the cues of a conductor.

Statement Enduring Understandings: Authentic Application and Collaboration Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.

Essential Question How does the response to a conductor (gestures and interpretation) influence a musical performance?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Identifying and following various conducting  Conducting gestures elicit patterns in several meters;  Demonstrating appropriate gestures musical responses in order to  Interpreting expressive conducting gestures during rehearsal and performance; perform the musical selection and responding accordingly.  Peer conducting; as the composer intended;  Discussing conductor interpretation of  The importance of following the music. the cues of the conductor and understanding the role the conductor’s interpretation plays Resources LINK to Pearltrees

in the performance of the  Lesson Design and Content

music.  Digital Tools Assessment  Research and Advocacy

Students will know how well they are learning  Professional Organizations by …  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Respond appropriately to the cues and Pearltrees Careers Link Strategies for meeting the needs of learners gestures of a conductor during with special needs and talents in the arts can rehearsal and performance.  Music Educator be found below:  Music Performer  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 5PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 5PR Read, write, perform and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4 and 6/8 meter.

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression.

Essential Question How do sixteenth through whole notes, including syncopated rhythms and dotted half notes, function in simple meter in order to read, write, compose and perform?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Composing rhythm patterns in various  Note values and their meters;  Project-based learning; functions;  Reading, writing and interpreting note values;  Collaborating with peers;  How to read and perform  Explaining the function of the meter.  Teacher modeling. rhythm in 2/4, 3/4, 4/4 and 6/8 meter; Resources LINK to Pearltrees  How to compose rhythm in 2/4, 3/4, 4/4 and 6/8 meter.  Lesson Design and Content  Digital Tools

 Research and Advocacy

Assessment  Professional Organizations

Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Compose and perform rhythmic Pearltrees Careers Link Strategies for meeting the needs of learners examples in simple meters. with special needs and talents in the arts can  Music Educator be found below:  Music Performer  Composer  ODE Diverse Learners  Arranger  VSA Ohio  CAST Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 6PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 6

Content 6PR Attend live performances and demonstrate appropriate audience etiquette.

Statement Enduring Understandings: Literacy Progress Points: B: Read, write, improvise and describe music using standard musical notation and vocabulary. E: Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Question What is appropriate audience etiquette at a variety of live performances?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Attending a live performance and showing  Etiquette protocol is expected appropriate concert behavior.  Teacher modeling; at all classroom, school and  Class discussion. live performances;  Audience etiquette is Resources LINK to Pearltrees determined by genre of music and concert environment;  Lesson Design and Content  Appropriate audience  Digital Tools etiquette.  Research and Advocacy

 Professional Organizations

Assessment  Careers

Students will know how well they are learning  Cross-Disciplinary Fine Arts by …

 Standards-Based Rubric Template

 Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Attend a live performance and Pearltrees Careers Link Strategies for meeting the needs of learners demonstrate appropriate audience with special needs and talents in the arts can etiquette. Then reflect on their etiquette  Music Educator be found below: and discuss whether it was appropriate  Music Performer for the concert venue.  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 1RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 1RE Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their

Statement own.

Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting or medium. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Question What are the criteria for evaluating effectiveness and quality of musical performances and compositions?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing performances of pieces in  Lists of criteria about musical elemental terms;  Guided listening and describing what’s quality and effectiveness come  Reading reviews of music and explaining why going on in music, elementally; about through listening, different writers may stress some criteria  Listening to, reading and discussing thinking about and discussing more than others. different opinions about the important musical performances; criteria in determining quality and how  People, individually and music elements are involved; collectively, focus on certain  Questioning. general criteria drawn from musical elements and Resources LINK to Pearltrees

performance practices to evaluate performances or Assessment  Lesson Design and Content compositions; Students will know how well they are learning  Digital Tools  How criteria are applied may by …  Research and Advocacy vary with a certain  Professional Organizations performance or piece or  Standards-Based Rubric Template according to their application  Careers by differing listeners.  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Through individual and group listening Pearltrees Careers Link Strategies for meeting the needs of learners to music, develop and present simple with special needs and talents in the arts can lists of what to listen for in music.  Music Educator be found below: Orally or in writing tell “Why this Piece  Music Performer of Music ‘Works.’”  Composer  ODE Diverse Learners  Arranger  VSA Ohio  CAST Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 2RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 2RE Reflect on a variety of live or recorded music performances.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Questions What is “reflection” when discussing musical performances? How does live music differ from recorded music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Discussion and decision about what  People’s perceptions shared “reflection” will entail in a given situation or  Guided listening; through reflection will vary; performance;  Reflecting on differing opinions about a  Reflections will vary with  Contributing to discussion on performance piece and comparing and contrasting individuals’ or group criteria and explaining how others’ reflection and with one’s own ideas; developed by listeners; opinions have influenced understanding of a  Questioning.  Reflection on different varieties piece; of music will vary depending  Discussing whether there is a difference Resources LINK to Pearltrees on the perceptions of a given between live and recorded music person. performances.  Lesson Design and Content  Digital Tools

Assessment  Research and Advocacy  Professional Organizations Students will know how well they are learning by …  Careers  Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Pearltrees Careers Link Strategies for meeting the needs of learners Provide reflections, orally or in writing, with special needs and talents in the arts can on his/her understanding of one to two  Music Educator be found below: performances, contrasting live and  Music Performer recorded examples.  Music Critic  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 3RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 3RE Communicate the importance of music in everyday life.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: 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.

Essential Questions How is music important in everyday lives of people? In your life? Why is it important for individuals to care about music in their daily lives?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Developing a list of positive attributes of  Music suffuses all of human music listening and music making;  Comparing and contrasting life at nearly every juncture;  Stating positives of music for humans in philosophies of music with others, past  Music often has a different role general and self in particular; and present; in American society than in  Speculating on what life would be like without  Guided listening; other societies and cultures; any type of music.  Questioning (re: role of music in lives).  Music influences different people in various ways and will Resources LINK to Pearltrees have varying influences upon them.  Lesson Design and Content

 Digital Tools Assessment  Research and Advocacy Students will know how well they are learning  Professional Organizations by …  Careers

 Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Prepare oral or written statements of Pearltrees Careers Link Strategies for meeting the needs of learners personal value (philosophy) of music, with special needs and talents in the arts can and share how one might “sell” his or  Music Educator be found below: her idea of value to another person.  Music Performer  Music Therapist  ODE Diverse Learners  Arts Organization Administrator  VSA Ohio CAST  Tour Publicist 

Learning Standards Connections

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 4RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 4RE Describe ways that music relates to other art forms using appropriate terminology.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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.

Essential Questions What is the relationship between music and the other arts? How is music the same and different from the other arts? What are the true elemental/terminological links?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Using musical elements and terms correctly  There are musical elements in explaining how the arts (music, visual art,  Comparison of terms and elements and terms that are specific to dance, drama) are alike and different; across arts; music;  Explaining how like elements and terms are  Listening to recordings and  There are common element same and different (e.g., “color”/timbre or performances and viewing of visual art names used in more than one “line” in music and art); as needed; of the arts, but usually vary in  Writing descriptions of music, visual art,  Questioning; use because of how the arts dance and theater pieces with correct use of  Direct instruction and review, with differ; terms and elements. examples, of music and arts elements.  There are common concepts and processes in the arts Resources LINK to Pearltrees outside the arts’ elements Assessment  Lesson Design and Content (e.g., pattern, repetition); Students will know how well they are learning  The arts can work together in by …  Digital Tools presentations and works (e.g.,  Research and Advocacy opera, musical theater, film,  Standards-Based Rubric Template  Professional Organizations ballet, art and music inspiring each other).  Arts Assessment Menu  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Orally or in written format, trace a Pearltrees Careers Link Strategies for meeting the needs of learners common arts element across arts with special needs and talents in the arts can disciplines, explaining what it means,  Music Educator be found below: how it is used and how it functions (or  Music Publisher, Journalist does not) in each form.  Arts Organization Administrator  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 6 – 5RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 5RE Compare and contrast subject matter common to music and other subject areas.

Statement Enduring Understandings: Personal Choice and Vision, Literacy Progress Points: E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Question What subject matter is common between music and other subject areas?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Explaining what matter connects across  Music (and the arts) subject disciplines and what does not;  Examples of comparison and contrast matter (especially performance  Comparing and contrasting at least one across disciplines in concepts and in music) contrasts with “work” pairing of disciplines in terms of subject processes based on “lens “ used; in other subject areas; matter (e.g., history/music; literature/music;  Listening to recordings and  Certain disciplines have more other art/music); performances; connections and contrasts with  Explaining how, when and where parallel  Solving a problem that requires music than others; concepts help students and teachers connect examination of common subject matter  The commonality of subject with and understand more about each across disciplines; matter depends up the “lens” discipline.  Questioning; used in the comparison and  Direct instruction and review with contrast (e.g., history, time, Assessment examples of common concepts. elements, function). Students will know how well they are learning Resources LINK to Pearltrees by …  Lesson Design and Content  Standards-Based Rubric Template  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations

 Careers

 Cross-Disciplinary Fine Arts

Application Model Curriculum: MUSIC Grades 6-8

Student Performance Tasks Career Connections Diverse Learners

Write (or orally present) a paper that Pearltrees Careers Link Strategies for meeting the needs of learners compares and contrasts subject matter with special needs and talents in the arts can based on a teacher prompt which  Music Educator be found below: includes music with at least one other  Performing Arts Administrator subject area and one “lens.”  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 6 – 6RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 6

Content 6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines.

Statement Enduring Understandings: Personal Choice and Vision, Literacy

Progress Points: E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Questions What overarching skills are common between music and other subject areas? What affects the type and degree of commonality?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Explaining what skills connect across  Overarching skills used in all disciplines and which do not;  Examples of application of skills across facets of musical thinking and  Explaining at least one pairing of disciplines disciplines in terms of processes based performing will align with work in terms of skills needed (e.g., history/music; on “lens “ used; in other disciplines to varying literature/music; other art/music; math/music);  Listening to recordings and degrees;  Explaining how, when and where parallel performances;  Certain disciplines have thinking and work processes help students  Solving a problem that requires deeper skill connections and and teachers connect with and understand examination of thinking and related applications with music than more about each discipline. skills across disciplines; others;  Questioning;  The commonality of skills to be  Direct instruction (on potentially used may depend upon the Assessment applicable skills). “lens” needed in the Students will know how well they are learning application (e.g., historical, by … Resources LINK to Pearltrees temporal, functional, cognitive).  Lesson Design and Content  Standards-Based Rubric Template  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Complete a final project, as an Pearltrees Careers Link Strategies for meeting the needs of learners individual or in a group, that clearly with special needs and talents in the arts can shows use of parallel skill sets across  Music Educator be found below: music and at least one other discipline.  Music Performer  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 6 English Language Arts

 Grade 6 Mathematics

 Grade 6 Science

 Grade 6 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 1CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 1CE Recognize, identify and demonstrate form in world music (e.g., Western and non-Western) and popular music.

Statement Enduring Understandings: Critical and Creative Thinking Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What is the structure of musical forms that are typically found in world music and popular music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Recognizing and naming the specific  All musical compositions have structure through aural and visual analysis;  Singing, listening to, moving to and a structure or form that can be  Comparing and contrasting compositions creating compositions in the forms distinguished by identifying from different cultures and historical periods being researched; specific musical and as to form, structure and musical  Analyzing music form; architectural qualities; characteristics.  Identifying the characteristics of each  Forms can be distinguished by form; the historical period or culture  Comparing and contrasting forms from in which they were written; various historical periods and cultures  Instrumentation is an identifier in addition to various genres and of culture and historical era. cultural styles. Assessment

Students will know how well they are learning Resources LINK to Pearltrees

by …  Lesson Design and Content

 Standards-Based Rubric Template  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Demonstrate visual and auditory Pearltrees Careers Link Strategies for meeting the needs of learners awareness of advanced musical forms. with special needs and talents in the arts can  Music Educator be found below: Demonstrate knowledge of historical  Music Performer periods and cultures through  Ethnomusicologist  ODE Diverse Learners discussion and student presentations.  Composer  VSA Ohio CAST  Arranger 

Learning Standards Connections

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 2CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 2CE Identify the style and historical period of various music examples.

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration Progress Points: C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit context, story, setting and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What music elements help to identify various styles and historical periods in music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Presenting regarding major historical periods,  The development of music genres and composers;  Inquiry-based learning; during the major historical  Discussing the developmental aspects of  Student collaboration; periods; Western and non-Western music;  Project-based learning;  Music varies dependent upon  Performance of various instruments and the when it was written and is  Teacher collaboration (learning human voice that can characterize a different standards connections), e.g., historical unique in genre and style; culture or period time in history.  Various musical styles and and geographical influences; genres, specific composers of  Guest artists and speakers; those styles, in addition to the  Community cultural outreach.

origin and historical aspects of the selection. Assessment Resources LINK to Pearltrees

Students will know how well they are learning  Lesson Design and Content by …  Digital Tools

 Standards-Based Rubric Template  Research and Advocacy  Arts Assessment Menu  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore various time periods, genres Pearltrees Careers Link Strategies for meeting the needs of learners and composers in Western and non- with special needs and talents in the arts can Western music through a project.  Music Educator be found below:  Music Performer  Music Historian  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 3CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 3CE Recognize and identify historical and cultural contexts (e.g., time and place of a music event) that have influenced

Statement music.

Enduring Understandings: Critical and Creative Thinking Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends. E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Question How has history impacted the creation of music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Synthesizing identifying characteristics from  Social and historical events historical eras in the arts;  Inquiry-based learning; have a direct impact on style,  Discussing the influence of major historical  Student collaboration; genre and instrumentation of a events and cultural norms dictating musical  Project-based learning; musical selection; style, genre and purpose;  Musical historical periods can  Teacher collaboration (learning  ”Placement “ of musical selection on historical standards connections), e.g., historical be defined by historical and timeline. cultural events. and geographical influences;  Guest artists and speakers;  Community cultural outreach.

Assessment Resources LINK to Pearltrees

Students will know how well they are learning  Lesson Design and Content by …  Digital Tools

 Standards-Based Rubric Template  Research and Advocacy  Arts Assessment Menu  Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Discover and analyze musical Pearltrees Careers Link Strategies for meeting the needs of learners selections within the historical and with special needs and talents in the arts can cultural context.  Music Educator be found below:  Music Performer  Music Therapist  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 4CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 4CE Identify key signatures of major scales.

Statement Enduring Understandings: Critical and Creative Thinking Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression.

Essential Question What does a key signature communicate to you when performing music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Constructing a major scale with the  A scale is a succession of appropriate sharps or flats;  Performing, listening to, reading and tones with a series of half  Identifying the key of a musical selection. writing half steps and whole steps; steps and whole steps;  Performing, listening to, reading and  The definition of sharps and writing major scales in appropriate flats; keys;  The circle of fifths and the  Performing, reading, identifying and relationship to key signatures; constructing key signatures for all major  Formulas and strategies for scales. determining respective key

signatures. Resources LINK to Pearltrees Assessment  Lesson Design and Content Students will know how well they are learning  Digital Tools by …  Research and Advocacy  Standards-Based Rubric Template  Professional Organizations  Arts Assessment Menu  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Identify whole and half steps on a Pearltrees Careers Link Strategies for meeting the needs of learners keyboard. Perform major scales in with special needs and talents in the arts can addition to the identification of all key  Music Educator be found below: signatures.  Music Performer  Composer  ODE Diverse Learners  Arranger  VSA Ohio  CAST Learning Standards Connections

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 5CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 5CE Describe a varied repertoire of music with appropriate music vocabulary.

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration

Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression.

Essential Question How are the elements of music used in a varied repertoire of music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Defining tempo, beat, rhythm, pitch, form,  Definitions of musical terms at harmony and timbre;  Inquiry-based learning; an age-appropriate level;  Describing and critiquing various repertoire.  Composition;  To differentiate between the  Project-based learning; elements of music;  To critique a piece of music  Modeling by teacher. using appropriate musical vocabulary. . Resources LINK to Pearltrees

 Lesson Design and Content

Assessment  Digital Tools  Research and Advocacy Students will know how well they are learning by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Analyze, describe, identify, and label Pearltrees Careers Link Strategies for meeting the needs of learners different elements of music using with special needs and talents in the arts can developmentally appropriate  Music Educator be found below: vocabulary.  Music Performer  Music Researcher  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 6CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 7

Content 6CE Identify various careers for musicians (e.g., in education, entertainment and technical support).

Statement Enduring Understandings: Critical and Creative Thinking Progress Points: C: Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.

Essential Question What are the skills necessary for various musical careers?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing the role of a musician within a  Musicians have specific roles certain career and skills necessary to fulfill  Inquiry-based learning; and skills that are culture job expectations;  Project-based learning; dependent;  Investigating skills and job expectations for  Student collaboration;  The various nonperforming various musical careers (composer,  Listening examples; careers in music; conductor, performer, educator, entertainer,  The skills necessary for the arts manager and music technician).  Field experience or internship; various musical careers being  Attending live performances. discovered. Resources LINK to Pearltrees

Assessment  Lesson Design and Content

Students will know how well they are learning  Digital Tools by …  Research and Advocacy  Professional Organizations  Standards-Based Rubric Template  Careers  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explore the vast array of musical Pearltrees Careers Link Strategies for meeting the needs of learners careers and the skills needed to with special needs and talents in the arts can accomplish career goals. Relate role  Music Educator be found below: and skill to cultural setting.  Arts Administrator  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 1PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 1PR Independently or collaboratively, perform a varied repertoire of music, representing diverse genres and cultures and

Statement showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.

Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: 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.

Essential Question When playing a varied repertoire from various genres and cultures, what elements of the music are the same and different?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Applying elements of music (melody,  All genres and culture can be harmony, beat, rhythm, meter, timbre, form  Teacher and peer modeling; represented in written music and tempo) and reading of music (pitch,  Listening to recordings of self and and re-created through rhythm, key) to performing; models; performance;  Making connections among culture, genre  Self-analysis of performance;  Performing music requires and expression and how these are  Questioning; accurate performance across represented and performed in music.  Discussion. genre and culture.

Resources LINK to Pearltrees

 Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations

 Standards-Based Rubric Template  Careers  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Use a rubric to rate themselves, Pearltrees Careers Link Strategies for meeting the needs of learners comparing self-assessments to with special needs and talents in the arts can assessments of teachers or  Music Educator be found below: adjudicators. Explain cultural and  Music Performer expressive elements with a piece of  ODE Diverse Learners music and how their performance may Learning Standards Connections  VSA Ohio change to accommodate these  CAST elements.  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 2PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 2PR Perform accurately, independently or collaboratively, with good posture producing an appropriate tone quality.

Statement Enduring Understandings: Personal Choice and Vision, Authentic Application and Collaboration, Critical and Creative Thinking Progress Points: 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.

Essential Question How does posture affect tone quality and performance accuracy?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Applying knowledge of elements of music  Quality of tone may be affected (melody, harmony, beat, rhythm, meter,  Teacher and peer modeling; by posture; timbre, form and tempo) and reading of music  Listening to recordings of self and  To produce an appropriate to performing with appropriate tone quality; models; tone;  Performing with good posture whether sitting  Self-analysis of performance;  Music should be performed as or standing.  Questioning; accurately as possible.  Discussion.

Resources LINK to Pearltrees

 Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations

 Standards-Based Rubric Template  Careers  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Self- and peer-assess, formatively and Pearltrees Careers Link Strategies for meeting the needs of learners summatively, comparing results with with special needs and talents in the arts can teacher assessment of posture and  Music Educator be found below: tone, and make corrections.  Music Performer  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 3PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 3PR Improvise, compose and arrange music.

Statement Enduring Understandings: Critical and Creative Thinking, Literacy, Authentic Application and Collaboration, Personal Choice and Vision Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression.

Essential Question What musical tools are necessary to create musical compositions?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Combining knowledge of elements of music  The processes of composing, (melody, harmony, beat, rhythm, meter,  Teacher and peer process modeling; arranging and improvising timbre, form and tempo) with the ability to  Self-analysis of improvisations, have both common and read and notate original music, and arrange compositions and arrangements; distinctive properties; existing music;  Questioning and direct instruction on  All elements of music and  Engaging in simple, guided improvisation in composing and arranging techniques; symbols representing music any style.  Discussion. must be applied to (and

interact within) the processes Resources LINK to Pearltrees of improvising, composing and

arranging.  Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations

 Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

At the appropriate levels, compose, Pearltrees Careers Link Strategies for meeting the needs of learners improvise and arrange as needed; with special needs and talents in the arts can simple tasks like transposing for a  Music Educator be found below: trombone-trumpet duet that is one key  Music Performer or adding a vocal part to a melody are  Composer  ODE Diverse Learners examples.  Arranger  VSA Ohio  CAST Learning Standards Connections

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 4PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 4PR Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points: 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.

Essential Questions What is common and unique to rhythmic and melodic patterns across meter? How does dotted notation music affect length of sound across meter?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Reading and performing pitch and rhythm  Reading music accurately is a notation accurately in various meters in solo  Teacher and peer modeling; requirement for correct solo and ensemble literature;  Direct instruction in music theory; and ensemble performance;  Writing pitch and rhythm notation accurately  Guided practice;  Writing music accurately is a in various meters in arranging and composing  Self-analysis of performance; requirement for performable music.  Questioning; compositions and arrangements;  Discussion.  To read rhythm in a variety of meters. Resources LINK to Pearltrees

 Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations  Standards-Based Rubric Template  Careers  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Read, write and perform patterns at Pearltrees Careers Link Strategies for meeting the needs of learners appropriate level of difficulty across with special needs and talents in the arts can meters.  Music Performer be found below:  Music Educator  Musical Theater  ODE Diverse Learners  Composer  VSA Ohio CAST  Arranger 

 Music Technology

Learning Standards Connections

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 5PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 5PR Notate concert pitch major scales (i.e., Band C, F, B♭ , E♭ , A♭; Strings: A, D, G, C, F).

Statement Enduring Understandings: Personal Choice and Vision, Authentic Application and Collaboration Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary.

Essential Questions How and why are scales essential to music? What is meant by “concert pitch”?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Writing appropriate major scales;  Some instruments are  Using scales correctly in written composition  Direct instruction in music theory (scale transposing instruments; assignments; construction);  There are reasons why scale  Notating scales correctly that are later to be  Teacher and peer modeling; requirements at this point in performed.  Student notation and performance of their study vary between string scales with feedback; and wind instruments;  Discussion.  Knowledge of scales is basic to solo and ensemble Resources LINK to Pearltrees performance.

 Lesson Design and Content Assessment  Digital Tools

Students will know how well they are learning  Research and Advocacy by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Notate appropriate major scales, Pearltrees Careers Link Strategies for meeting the needs of learners applying them in their performance as with special needs and talents in the arts can appropriate.  Music Educator be found below:  Music Performer  Music Technology  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 6PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 7

Content 6PR Read and notate melodies in treble and bass clef using key signatures.

Statement Enduring Understandings: Personal Choice and Vision, Authentic Application and Collaboration

Progress Points: B: Read, write, improvise and describe music using standard musical notation and vocabulary.

Essential Questions What functions do key signatures serve in notated melodies? Why is it important to know how to read notation in both clefs?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Reading and performing melodies in treble  Melody is a combination of and bass clefs using key signatures;  Direct instruction in music theory with pitch and rhythm;  Notating melodies in treble and bass clefs focus on reading and writing melodies  A clef’s position on the staff using key signatures; and key signatures; determines the names of the  Comparing melodies with accidentals vs. a  Questioning; lines and spaces where key key signature.  Discussion. signatures and notes are placed; Resources LINK to Pearltrees  There are differences in note names between the two clefs;  Lesson Design and Content

 A key signature replaces most  Digital Tools accidentals in scales and Assessment  Research and Advocacy melodies; Students will know how well they are learning  Professional Organizations  Sharps and flats in key by …  Careers signatures occur in a certain relative order.  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts

 Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Read, write and eventually perform Pearltrees Careers Link Strategies for meeting the needs of learners notation with key signatures in an with special needs and talents in the arts can appropriate clef. Understand how to  Music Educator be found below: compare clefs for similarities and  Music Performer differences.  Music Technology  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 1RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 7

Content 1RE Apply multiple criteria to evaluate the quality and effectiveness of music performance and composition including

Statement their own.

Enduring Understandings: Personal Choice and Vision, Authentic Application and Collaboration, Critical and Creative Thinking, Literacy Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Questions How are the criteria for evaluating effectiveness and quality of musical performances and compositions applied by professional music critics and nonprofessionals? What causes variation in the criteria and number of criteria used by different people?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing performances of pieces in  The process of applying elemental terms;  Guided listening; describing what’s criteria to evaluate quality and  Applying developed criteria to music heard going on in music, elementally; effectiveness in the arts is and described as a path to music criticism;  Reading and discussing music called criticism;  Reading reviews of performances and criticism, especially how criteria are  People, individually and explaining what criteria they applied to their applied differently by various critics; collectively, apply certain critique and why different writers may stress  Questioning, specifically on applying general criteria drawn from some criteria more than others. criteria to description of and opinion of musical elements and effectiveness of compositions and performance practices to performances.

evaluate performances or compositions, though criteria Assessment Resources LINK to Pearltrees and how and how many are Students will know how well they are learning applied—may vary with a  Lesson Design and Content by … certain performance or piece  Digital Tools according to their application  Standards-Based Rubric Template  Research and Advocacy by differing listeners.  Professional Organizations  Arts Assessment Menu  Careers Model Curriculum: MUSIC Grades 6-8  Cross-Disciplinary Fine Arts

Application

Student Performance Tasks Career Connections Diverse Learners

Orally or in writing, describe and give Pearltrees Careers Link Strategies for meeting the needs of learners opinions on the performance of a with special needs and talents in the arts can selection clearly showing what criteria  Music Educator be found below: were applied to the critique.  Music Critic  ODE Diverse Learners Explain why others in the group may Learning Standards Connections  VSA Ohio have arrived at differing opinions.  CAST  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 2RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 7

Content 2RE Compare and contrast a variety of live or recorded music performances using appropriate audience etiquette.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and 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.

Essential Questions How does audience reaction and behavior vary based on type of music presented? Venue in which presented? Whether recorded or live?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing, comparing and contrasting  Audiences react and behave various audience behavior patterns seen in  Guided listening; describing differences differently depending on the videos of varying live concerts or seen at live in listening to live vs. recorded music; type of music presented and/or concerts;  Reading and discussing articles and the venue;  Outlining general audience etiquette for a blogs on etiquette and audience  Reactions have varied modern concert and how it may vary behavior and reaction at music and arts historically in concert depending on music type and venue. presentations; situations, e.g., applause  Questioning and discussion, specifically between movements, talking on how audiences might behave and eating during concerts, differently when listening to recorded

attire for audiences; vs. live music or when listening to jazz  How we came to a general Assessment vs. classical music. etiquette for attendance at Students will know how well they are learning concerts of classical music, by … Resources LINK to Pearltrees

jazz, and rock and how listeners adapt to the venue  Lesson Design and Content  Standards-Based Rubric Template and music type.  Digital Tools  Arts Assessment Menu  Research and Advocacy  Professional Organizations  Careers Model Curriculum: MUSIC Grades 6-8  Cross-Disciplinary Fine Arts

Application

Student Performance Tasks Career Connections Diverse Learners

Compare and contrast etiquette in Pearltrees Careers Link Strategies for meeting the needs of learners various venues as seen live or on with special needs and talents in the arts can video, giving reasons and then  Music Educator be found below: developing guidelines for class  Music Performer etiquette at an upcoming live concert at  ODE Diverse Learners a particular venue or at an in-class Learning Standards Connections  VSA Ohio simulation.  CAST  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 3RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 7

Content 3RE Develop criteria based on elements of music to support personal preferences for specific music works.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Questions How do people develop and hold criteria they use to support personal preferences? What is the process?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing performances of a piece in  There is appropriate musical elemental terms;  Guided listening; terminology (elements and  Reading reviews of performances; list and  Reading and discussing music how they function) for explain what criteria writers applied to their criticism; describing a musical excerpt or critique;  Questioning, specifically on description piece;  Listing important elements and how they of how elements are used effectively in  There are key elements in any function in an excerpt and how one might use a piece of music. piece of music that are one or more of the elements as a criterion to manipulated to create and support preference for that piece. Resources LINK to Pearltrees unify the piece and why those  Lesson Design and Content elements are important;  That describing how the Assessment  Digital Tools

elements function and which Students will know how well they are learning  Research and Advocacy elements are prominent is how by …  Professional Organizations lists of criteria may be developed.  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

List all possible criteria that may be Pearltrees Careers Link Strategies for meeting the needs of learners applied to (1) supporting preference for with special needs and talents in the arts can pieces of music in general, (2) a piece  Music Educator be found below: in a selected genre, (3) those that he or  Music Performer she might apply most often and (4)  Music Critic  ODE Diverse Learners those that he or she might apply to a  VSA Ohio specific piece. Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 7 – 4RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 7

Content 4RE Explain how and why people use and respond to music.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking

Progress Points: C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Questions How do people respond to music? What affects how different people respond?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing, comparing and discussing their  People use music for listening, own responses to a certain piece, how peers  Guided listening; moving, analyzing, playing, reacted and how others may have reacted;  Student discussion and charting of singing, in religious exercises,  Describing how different people use music (or reactions to and opinions about various as mood setting for theatrical a certain piece of music) in different situations music genres; performances, and more; or for different purposes;  Discussion and role-play on differing  Different people will respond to  Explaining all of the factors (human reaction, reactions to a piece of music depending the same music differently; setting, purposes) that could possibly affect on setting and how used;  Different people will use the use and response to a piece of music.  Reading and reacting to responses and same music for differing uses of music. purposes;  Different people will have Assessment Resources LINK to Pearltrees

differing reasons for use of and Students will know how well they are learning  Lesson Design and Content response to music; by …  In general, everyday and  Digital Tools informal uses and responses  Standards-Based Rubric Template  Research and Advocacy to music may differ from  Arts Assessment Menu  Professional Organizations concert or formal event

settings.  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Explain in oral or written formats all Pearltrees Careers Link Strategies for meeting the needs of learners possible reactions to and uses of a with special needs and talents in the arts can piece of music with which they’ve  Music Educator be found below: become familiar (any genre), citing as  Ethnomusicologist many factors/mitigations as they can.  Music Therapist  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 7 – 5RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 7

Content 5RE Compare and contrast the meaning of common terms and processes used in various arts disciplines.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium. 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.

Essential Question How are common terms among the arts (elements, principles, processes) really alike and different?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Comparing and contrasting musical elements,  Seemingly common elements, principles and processes using them correctly  Comparing and contrasting terms and principles and processes vary in explaining how ways of learning in the arts elements across arts; in use because of how the arts (music, visual art, dance, drama) are alike  Listening to recordings and differ; and different. performances and viewing of visual art;  There are artistic  Questioning. concepts/principles (e.g., line, contour, pattern) across the Resources LINK to Pearltrees arts that are both contrasting and comparable;  Lesson Design and Content

 There are common and  Digital Tools contrasting artistic processes Assessment  Research and Advocacy (sequencing, repeating, Students will know how well they are learning  Professional Organizations patterning) in the arts outside by … each arts’ elements;  Careers  Standards-Based Rubric Template  There are common processes  Cross-Disciplinary Fine Arts of learning in art (e.g.,  Arts Assessment Menu rehearsal or practice).

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

In written format, trace two or more Pearltrees Careers Link Strategies for meeting the needs of learners elements, principles or processes with special needs and talents in the arts can across arts disciplines, using correct  Music Educator be found below: comparison and contrast format.  Arts Administrator  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 7 English Language Arts

 Grade 7 Mathematics

 Grade 7 Science

 Grade 7 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 1CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 1CE Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.

Statement Enduring Understandings: Personal Choice and Vision, Literacy Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What characteristics represent contemporary music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing the characteristics of a piece and  The distinctive characteristics identifying its musical style when given a  Discussion; of contemporary music; repertoire of contemporary music.  Researching the various contemporary  Contemporary music can be music styles; vastly different than music from previous historical periods.  Guided listening.

Resources LINK to Pearltrees

 Lesson Design and Content  Digital Tools

Assessment  Research and Advocacy

Students will know how well they are learning  Professional Organizations by …  Careers  Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Listen to recordings of contemporary Pearltrees Careers Link Strategies for meeting the needs of learners music and describe the characteristics with special needs and talents in the arts can that define the musical style.  Music Educator be found below:  Music Performer  Private Studio Teacher  ODE Diverse Learners  Ethnomusicologist  VSA Ohio CAST  Conductor 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 2CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 2CE Discuss how current developments in music reflect society in reference to the local community and larger world.

Statement Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question How does music reflect current events in our society as well as historical events throughout music history?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing how music reflects the current  Music can reflect current developments in our society;  Discussion; developments in our society  Discussing how music has an effect on their  Listening to recordings; throughout the world; personal life and represents their life.  Student projects.  How music has represented historical events and cultures throughout history. Resources LINK to Pearltrees

 Lesson Design and Content  Digital Tools  Research and Advocacy

Assessment  Professional Organizations

Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Discuss current music and how it Pearltrees Careers Link Strategies for meeting the needs of learners reflects our society as well as music with special needs and talents in the arts can history and how it describes the current  Music Educator be found below: trends.  Music Producer  Music Publishing, Critic  ODE Diverse Learners  VSA Ohio Learning Standards Connections  CAST

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 3CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 3CE Identify intervals and concert pitches in major and natural minor scales.

Statement Enduring Understandings: Critical and Creative Thinking Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary.

Essential Question How are musical works constructed with intervals and concert pitch?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Identifying intervals and concert pitch for  To identify the distance major and natural minor scales, either written  Guided listening; between two pitches; or aurally.  Group discussion.  To identify concert pitch with major and natural minor Resources LINK to Pearltrees scales.  Lesson Design and Content  Digital Tools  Research and Advocacy  Professional Organizations

Assessment  Careers

Students will know how well they are learning  Cross-Disciplinary Fine Arts by …

 Standards-Based Rubric Template

 Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Identify the concert pitch and intervals Pearltrees Careers Link Strategies for meeting the needs of learners of varied repertoire in a variety of styles with special needs and talents in the arts can and genres.  Music Educator be found below:  Music Performer  Composer  ODE Diverse Learners  Arranger  VSA Ohio CAST  Conductor 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 4CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 4CE Identify components of larger music works (e.g., symphony, mass, concerto).

Statement Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends.

Essential Question What are the major components seen in larger musical works?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Defining the components of larger musical  There are many components works and identify them in context.  Guided listening; to larger musical works;  Group discussion;  The components of larger  Visual representation of the larger musical works have historical musical works. significance related to the music historical period; Resources LINK to Pearltrees  Certain composers are well known for writing various larger  Lesson Design and Content musical works.  Digital Tools

 Research and Advocacy Assessment  Professional Organizations Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template

 Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Listen to a musical work and identify Pearltrees Careers Link Strategies for meeting the needs of learners the components of the work using with special needs and talents in the arts can correct musical vocabulary.  Music Educator be found below:  Music Performer  Conductor  ODE Diverse Learners  Composer  VSA Ohio CAST  Arranger 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 5CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 5CE Identify and describe nonperforming careers in music.

Statement Enduring Understandings: Authentic Application and Collaboration Progress Points: E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Question What careers are available in the music industry that are not performance based?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing the different nonperformance  The career possibilities in the musical careers that are available;  Guest from the music industry; music industry beyond  Describing the skills necessary to pursue a  Group discussion. performance opportunities; career path in music.  The skills required to pursue . the various career paths in Resources LINK to Pearltrees music.  Lesson Design and Content  Digital Tools  Research and Advocacy

Assessment  Professional Organizations  Careers Students will know how well they are learning by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template

 Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Discuss nonperforming musical Pearltrees Careers Link Strategies for meeting the needs of learners careers with guests from the music with special needs and talents in the arts can industry.  Music Educator be found below:  Music Therapist  Music Business  ODE Diverse Learners  Music Producer  VSA Ohio CAST  Music Technology 

 Music Publisher  Arts Administrator

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 6CE

Discipline Music

Strand/Process Perceiving/Knowing/Creating (CE)

Grade Level Grade 8

Content 6CE Describe ways that technology and the media arts are used to create, perform and listen to music.

Statement Enduring Understandings: Literacy Progress Points: F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Question How are technology and media arts used to create, perform and listen to music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing the different formats of technology  The different ways that and media arts that can be used to create,  Guest from the music industry; technology and media arts are perform and listen to music.  Group discussion; used to create music;  Guided listening.  How technology can assist in enhancing the performance of music; Resources LINK to Pearltrees

 How technology has changed  Lesson Design and Content how we listen to music.  Digital Tools

 Research and Advocacy

Assessment  Professional Organizations

Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Work with current technology that is Pearltrees Careers Link Strategies for meeting the needs of learners used to create, perform and listen to with special needs and talents in the arts can music; describe how it is used.  Music Educator be found below:  Music Performer  Music Technology  ODE Diverse Learners  Music Publisher  VSA Ohio CAST  Music Production 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 1PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 1PR Perform a varied repertoire of music, independently or collaboratively, representing diverse genres and cultures and

Statement showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key

and meter.

Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: 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 and medium.

Essential Question What technique is required to perform a repertoire of diverse music that shows expression and is at a technical level that is representative of my musical development?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn… learning by …  Performing alone and with an ensemble a  Advanced musical skills that varied repertoire of music.  Modeling; will increase their musical  Guided listening; proficiency;  Group discussion regarding playing  Music can represent many technique. genres and cultures and at a

level that is appropriate for Resources LINK to Pearltrees their performance.  Lesson Design and Content  Digital Tools

Assessment  Research and Advocacy  Professional Organizations Students will know how well they are learning by …  Careers  Cross-Disciplinary Fine Arts  Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Perform, alone or with an ensemble, a Pearltrees Careers Link Strategies for meeting the needs of learners varied repertoire of music. Listen to a with special needs and talents in the arts can recording of the performance and  Music Educator be found below: discuss the technical accuracy of the  Private Studio Teacher performance.  Music Performer  ODE Diverse Learners  Music Production  VSA Ohio  CAST Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 8 – 2PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 2PR Perform, independently or collaboratively, with good posture producing an appropriate tone quality.

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: 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 and medium.

Essential Questions What does good posture look like? What does appropriate tone quality sound like?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Performing with correct posture and  Good posture is essential to a appropriate tone quality;  Class discussion; quality performance;  Discussing how posture affects tone quality;  Feedback from teacher and unbiased  Tone quality is an important  Discussing what technique is required to sources; component of a quality create an appropriate tone on their  Modeling; performance; instrument.  Guest artist.  Correct technique for an appropriate tone quality while discussing how posture plays Resources LINK to Pearltrees

an important role.  Lesson Design and Content

 Digital Tools Assessment  Research and Advocacy Students will know how well they are learning by …  Professional Organizations  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Perform with correct posture and Pearltrees Careers Link Strategies for meeting the needs of learners appropriate tone quality. Discuss the with special needs and talents in the arts can performance.  Music Educator be found below:  Private Studio Teacher  Music Performer  ODE Diverse Learners  Music Production  VSA Ohio CAST  Musical Theater, Pit Musician 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 3PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 3PR Improvise, compose and arrange music.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Question What musical elements are necessary to improvise, compose and arrange music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Improvising during a performance;  There are certain musical  Composing and arranging original music and  Modeling; elements that are necessary to music that has already been published;  Discussion of composition and notation improvise music;  Discussing the basic elements of music software programs;  There are certain techniques theory and orchestration.  Guest artist; used when arranging and  Demonstration of technique for hand- composing music; written notation.  The basics of music theory and orchestration are necessary to Resources LINK to Pearltrees be able to improvise, compose

and arrange music.  Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations

 Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Improvise during a performance and Pearltrees Careers Link Strategies for meeting the needs of learners evaluate the performance through with special needs and talents in the arts can audio and video recordings.  Music Educator be found below:  Music Performer Arrange a given musical work for a  Private Studio Teacher  ODE Diverse Learners certain ensemble.  Composer  VSA Ohio CAST  Arranger  Compose an original work.  Music Therapist

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 4PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 4PR Demonstrate the common beat patterns used by conductors.

Statement Enduring Understandings: Authentic Application and Collaboration Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary.

Essential Questions What are the common beat patterns used by conductors? What does a beat pattern communicate to the ensemble?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Using the beat patterns representative of the  Beat patterns are used to music being performed;  Leading the ensemble; communicate the tempo and  Following the beat pattern of the conductor  Class discussion; meter of the given piece; during rehearsal and performance.  Modeling by instructor.  There are many different beat patterns but the most common are 2/4, 3/4, 4/4, 6/8 and cut Resources LINK to Pearltrees

time;  Lesson Design and Content  Accurate beat patterns are  Digital Tools necessary to a quality  Research and Advocacy performance. Assessment  Professional Organizations

Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Conduct the ensemble through warm- Pearltrees Careers Link Strategies for meeting the needs of learners ups and/or the repertoire being with special needs and talents in the arts can performed.  Music Educator be found below:  Conductor  ODE Diverse Learners Learning Standards Connections  VSA Ohio  CAST  Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 5PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 5PR Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: 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 and medium.

Essential Question How do I count and perform rhythms and melodic patterns in a variety of meters?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Performing rhythmic and melodic patterns in  How to count and perform a variety of meters;  Modeling; rhythms and melodic patterns  Accurately counting rhythms from a variety of  Group discussion; in a variety of meters; meters.  Writing and counting rhythm.  Counting varies depending on the type of rhythm (e.g., 6/8 compared to 4/4). Resources LINK to Pearltrees

 Lesson Design and Content  Digital Tools  Research and Advocacy

Assessment  Professional Organizations

Students will know how well they are learning  Careers by …  Cross-Disciplinary Fine Arts

 Standards-Based Rubric Template  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Perform a repertoire that is Pearltrees Careers Link Strategies for meeting the needs of learners representative of developmentally with special needs and talents in the arts can appropriate rhythms and melodic  Music Educator be found below: patterns in a variety of meters.  Private Studio Teacher  Music Performer  ODE Diverse Learners Assess their accuracy using a  VSA Ohio recording from a performance. Learning Standards Connections  CAST Count rhythms individually and as groups and present to their peers.  Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 6PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 6PR Perform concert pitch major scales (e.g., Band: C, F, B♭, E♭, A♭; Strings: A, D, G, C, F).

Statement Enduring Understandings: Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary.

Essential Question Why is it important to know how to perform concert pitch major scales?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Performing concert pitch major scales with a  Most music that is performed is steady tempo.  Individual and group performance; built off the major scales;  Discussion regarding the whole  There is a whole step/half step step/half step pattern that is common in pattern that is common for every major scale; every major scale;  Modeling by instructor.  Knowledge of the scales

makes a better musician. Resources LINK to Pearltrees

 Lesson Design and Content  Digital Tools Assessment  Research and Advocacy Students will know how well they are learning  Professional Organizations by …  Careers  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Perform concert pitch major scales Pearltrees Careers Link Strategies for meeting the needs of learners from memory using a steady tempo. with special needs and talents in the arts can  Music Educator be found below: Identify the whole step/half step pattern  Private Studio Teacher that is present in every major scale.  Music Performer  ODE Diverse Learners  Composer  VSA Ohio CAST  Arranger 

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 7PR

Discipline Music

Strand/Process Producing/Performing (PR)

Grade Level Grade 8

Content 7PR Demonstrate and use technology and media arts to create, perform and research music.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: B. Read, write, improvise and describe music using standard musical notation and vocabulary. F. Expand the use of technology and media arts through music research, composition and performance.

Essential Question How can technology be used to enhance the creation, performance and research of music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Students are able to use software programs  Technology can be used to and other technology to enhance the  Modeling by instructor; create music via notation creation, performance and research of music.  Creating an original work using programs and sequencing technology; programs, among others;  Arranging a pre-existing work using  Technology can be used to technology; enhance a performance as  Recording a performance. well as record a performance;

 Technology can assist in Resources LINK to Pearltrees researching music.  Lesson Design and Content Assessment  Digital Tools Students will know how well they are learning  Research and Advocacy by …  Professional Organizations

 Standards-Based Rubric Template  Careers  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Use technology to create music Pearltrees Careers Link Strategies for meeting the needs of learners through notation and sequencing with special needs and talents in the arts can software.  Music Technology be found below:  Composer Use technology to record and assess a  Arranger  ODE Diverse Learners musical performance.  Music Production  VSA Ohio CAST  Musical Theater, Sound Engineer  Use technology to research topics related to music. Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 1RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 1RE Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and

Statement compositions and identify areas for improvement.

Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Literacy Progress Points: A. Analyze, practice and perform a musical selection, independently or collaboratively, with technical accuracy and expression. C. Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Question How does application of criteria (criticism) of quality and effectiveness lead to improvement in performances?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will learn … Students will demonstrate this by … Students will be engaged and supported in

learning by …  People, individually and  Applying developed criteria to music heard on collectively, apply certain recordings and in their own musical  Guided listening; comparison of general criteria drawn from ensembles; performances of varying ability levels; musical elements and  Explaining as a result how their own  Reading and discussing music performance practices to performances might improve; criticism; evaluate performances or  Comparing reviews of performances and  Questioning, specifically on whether compositions, though criteria explain what criteria were applied and why criticism should or does lead to and how and how many are different writers may stress some criteria improvement of performance. applied—may vary with a more than others. certain performance or piece Resources LINK to Pearltrees according to their application

by differing listeners; Assessment  Lesson Design and Content  Criticism always starts with Students will know how well they are learning  Digital Tools description and varies in length by …  Research and Advocacy and intensity depending on  Professional Organizations context: professional critic vs.  Standards-Based Rubric Template music teacher’s rehearsal  Careers criticisms; Professional  Arts Assessment Menu  Cross-Disciplinary Fine Arts criticism is not always given for improvement in the same way as corrective or constructive criticism in music rehearsals. Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Compare a professional critique of a Pearltrees Careers Link Strategies for meeting the needs of learners performance to one done for a student with special needs and talents in the arts can ensemble’s performance; then, orally  Music Educator be found below: or in writing, discuss why they may be  Music Performer different, tying the explanation to how  Conductor  ODE Diverse Learners criticism works in their own daily lives.  VSA Ohio Learning Standards Connections  CAST

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 8 – 2RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 2RE Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create

Statement meaning and expression.

Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: 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 and medium. E. Compare and contrast ways that the subject matter in musical selections relates to other disciplines.

Essential Questions How are elements of music used to create meaning and expression? How does this use vary according to the differences in the music?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing through comparing excerpts how  Music elements can be used meaning and expression are created through  Guided listening to various musical and manipulated to create the composer’s/performer’s use of the excerpts within and across time meaning (as in programmatic elements; periods, composers and genres; music) and expression (as in  Comparing reviews of performances and  Reading and discussing music absolute music); explain what criteria were applied and why criticism;  Contrast in music comes about different writers may stress some criteria  Questioning. in how the elements are used more than others. and manipulated; Resources LINK to Pearltrees  Contrast may depend upon  Lesson Design and Content composers’ styles or their time period; Assessment  Digital Tools

 Even musical excerpts of the Students will know how well they are learning  Research and Advocacy same composer or time period by …  Professional Organizations may be alike or different when  Careers compared.  Standards-Based Rubric Template  Cross-Disciplinary Fine Arts  Arts Assessment Menu

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Compare two or more carefully Pearltrees Careers Link Strategies for meeting the needs of learners selected excerpts that are clearly with special needs and talents in the arts can different or clearly similar (to some be found below: degree) by same or different Learning Standards Connections composers; consider selection of same  ODE Diverse Learners type of piece (e.g., overture) or same  Grade 8 English Language Arts  VSA Ohio “program” by different composers (e.g.,  CAST based on a legend or folk tale from  Grade 8 Mathematics composer’s nation or ethnic group).  Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 3RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 3RE Compare and contrast selected composers and their works.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium. D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and cultural blends. F. Expand the use of technology and the media arts through music research, composition and performance.

Essential Question What are the points of comparison and contrast when considering two or more composers and their works?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Comparing and contrasting works of a  Compositions differ in sound composer within a musical period or genre  Guided listening; comparison and because of the way the (overture, opera symphony); contrast of composers and excerpts of composers have applied  Comparing and contrasting excerpts of works; elements of music, principles absolute and programmatic music across  Reading and discussing information on of the arts, and artistic composers; composers and compositions; processes in writing music;  Explaining elements, principles and  Questioning, specifically on composers’  Composers and their works will processes that are in his or her comparison styles, periods; have similarities and or contrast.  Guided comparative charts on how differences based on the elements, principles and processes are composers’ styles, used in a piece. nationalities, the historical Assessment period, and purposes for Students will know how well they are learning Resources LINK to Pearltrees composing a given work; by …  Lesson Design and Content  Similarities and differences may exist among composers of  Standards-Based Rubric Template  Digital Tools the same period and within  Research and Advocacy compositions of the same  Arts Assessment Menu  Professional Organizations composer.  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Compare and contrast a carefully Pearltrees Careers Link Strategies for meeting the needs of learners selected work or excerpt by two with special needs and talents in the arts can composers (same or differing styles  Music Educator be found below: depending on prior student instruction);  Music Performer consider selection of same type of  Conductor  ODE Diverse Learners piece (e.g., overture) or same program  Composer  VSA Ohio by different composers (e.g., based on CAST  Arranger  a legend or folks tale from composer’s nation or ethnic group). Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK

Model Curriculum: MUSIC Grades 6-8 Grade 8 – 4RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 4RE Express how music performance and settings affect audience response.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points: C, Apply problem-solving and critical-thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.

Essential Questions How does a particular musical performance affect audience response? A particular setting/venue? How do these factors interact? Nonmusical factors?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Expressing (describe, compare and contrast)  Audiences respond differently various audience responses where music  Guided listening at live performances in depending on the type of varies, venue varies, or some combination of differing venues or with differing music; music performed; the two — live or video;  Discussing reactions of audiences to  Audiences respond differently  Describing how audience responses may different performances of varied music; depending on the differ in different time periods when hearing same piece in different settings; venue/setting in which the the same music in differing settings; differing speculation on reasons for audience performance is held; music in same setting and so on. reaction (e.g., applause) in recorded or  Audience response may vary broadcast performances; depending on the qualities of  Discussion of articles and blogs about

the venue and performance audience reaction at music and arts (e.g., acoustics in venue; Assessment presentations. quality of playing or singing of Students will know how well they are learning performers) or according to by … Resources LINK to Pearltrees

nonmusical factors (e.g., the venue’s temperature is too hot,  Lesson Design and Content  Standards-Based Rubric Template too cold).  Digital Tools  Arts Assessment Menu  Research and Advocacy

 Professional Organizations  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Compare and contrast audience Pearltrees Careers Link Strategies for meeting the needs of learners response to some combination of with special needs and talents in the arts can factors as staged in video (or even live)  Music Educator be found below: by the instructor. Check for expression  Music Performer of reasons for response, citing factors  Conductor  ODE Diverse Learners or combinations of factors.  Music Production  VSA Ohio  CAST Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 5RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 5RE Apply criteria based on elements of music to support personal preferences for specific musical works.

Statement Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium.

Essential Questions What determines which criteria are applied in making and supporting musical choices? In writing comparative critiques?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Describing preference for a piece or genre in  Choices must be made in formal (elements, principles, processes)  Guided listening with emphasis on application of criteria (from terms and criteria developed to support choosing and supporting choices; elements, artistic principles, preference;  Reading and discussing expressions of and processes) in expressing  Reading reviews of performances and preference; preference for a selection or preferences and describing what criteria  Questioning, specifically on how criteria style; writers apply and why, especially in are used effectively in supporting  That one should be able to comparing pieces. musical preferences. explain criteria he or she uses to make choices among Resources LINK to Pearltrees

musical works (e.g., “____ is/are used/manipulated in this Assessment  Lesson Design and Content piece and that is why I prefer Students will know how well they are learning  Digital Tools it”). by …  Research and Advocacy

 Professional Organizations  Standards-Based Rubric Template  Careers  Arts Assessment Menu  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Apply criteria to describing and Pearltrees Careers Link Strategies for meeting the needs of learners critiquing two selections and with special needs and talents in the arts can expressing a preference for one by  Music Educator be found below: writing a comparative critique or by  Music Performer completing a two-column comparison  Conductor  ODE Diverse Learners table. (Elements of music must be  Music Critic  VSA Ohio evident, and student must explain his  CAST or her choices for focus on those Learning Standards Connections elements and why.)  Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 6RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 6RE Compare common terms and contrasting definitions used for various artistic elements used in music and other art

Statement forms.

Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: 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 and medium. 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.

Essential Question How are common terms among the arts (elements, principles, processes) alike and different in terms of how learning takes place in each art?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Comparing common and contrasting musical  There are common element, elements, principles and processes and using  Comparison of common and principle and process names them correctly in explaining how ways of contrasting elements, principles and used in more than one of the learning in the arts (music, visual art, dance, processes across arts; arts, but varying in use drama) are alike and different.  Listening to recordings and because of how the arts differ; performances and viewing of visual art;  There are common concepts  Questioning; and processes in the arts  Increasing use of examples of “real outside the arts’ elements world” application of musical and arts (e.g., pattern, repetition); terminology, written and spoken.  There are differing terms sometimes used in differing art Assessment Resources LINK to Pearltrees

forms (e.g., color in music is Students will know how well they are learning  Lesson Design and Content “timbre”); by …  The arts can work together in  Digital Tools presentations and works (e.g.,  Standards-Based Rubric Template  Research and Advocacy opera, musical theater, film,  Professional Organizations ballet, art and music inspiring  Arts Assessment Menu each other).  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

In correct comparative written format, Pearltrees Careers Link Strategies for meeting the needs of learners and using a “real world” prompt from with special needs and talents in the arts can arts description, criticism or other print  Music Educator be found below: or online format, discuss the use of  Composer artistic elements, principles or  Arranger  ODE Diverse Learners processes across arts disciplines.  Conductor  VSA Ohio CAST  Arts Organization Coordinator 

 Performing Arts Administrator

Learning Standards Connections

 Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

BACK Model Curriculum: MUSIC Grades 6-8 Grade 8 – 7RE

Discipline Music

Strand/Process Responding/Reflecting (RE)

Grade Level Grade 8

Content 7RE Describe how roles of composers, performers and others involved in music are similar to or different from those in

Statement other art forms.

Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: D. Classify and describe composers and historical musical periods, including classical, popular and traditional American music and musical and 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.

Essential Question How do human roles in the arts differ among the art forms?

Content Elaborations Expectations for Learning Instructional Strategies and Resources

Students will demonstrate this by … Students will be engaged and supported in Students will learn … learning by …  Identifying human roles and functions in  There are similar or parallel music, art, theater and dance and “what  Comparison of common and human roles in the arts (e.g., people ‘do’” in each of the arts; contrasting elements, principles and dancer, singer, player, actor,  Describing the degree to which functions are processes across arts disciplines; painter; similar: prompters alike, similar and different among arts;  Using role or job descriptions across used in music, operaand  Explaining which roles or processes among arts from online and technological theater); the arts often work together in arts sources; “real world” application;  There are human roles in the presentations and why.  Questioning and comparing; arts specific to each art form  Guests from various arts positions and (e.g., pottery in art); jobs.  The conceptual and process similarities among the arts Assessment Resources LINK to Pearltrees

(e.g., rehearsal in dance, Students will know how well they are learning  Lesson Design and Content theater, music and by … performance art) also carry  Digital Tools over into roles.  Standards-Based Rubric Template  Research and Advocacy

 Professional Organizations  Arts Assessment Menu  Careers  Cross-Disciplinary Fine Arts

Model Curriculum: MUSIC Grades 6-8

Application

Student Performance Tasks Career Connections Diverse Learners

Choose a recorded excerpt from two Pearltrees Careers Link Strategies for meeting the needs of learners (or three) art forms to compare, but first with special needs and talents in the arts can describe orally, in writing or in a  Music Educator be found below: presentational format what each  Ethnomusicologist person’s role was in creating the  Arts Organization Administrator  ODE Diverse Learners performance and how that work affects  VSA Ohio the final outcome. Compare and Learning Standards Connections  CAST contrast the roles among the excerpts.  Grade 8 English Language Arts

 Grade 8 Mathematics

 Grade 8 Science

 Grade 8 Social Studies

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