Descriptions of the Knowledge and Skills Sections

GRADE STRAND 6-8

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

This document is intended to be a guide for the knowledge and skills students should possess by the end of eighth grade. As the educational needs of students change, this document will be enhanced as educators continue to strive for excellence in music education for ALL learners. Updated: 4/1/2017 Please note: The first two pages of this document provide descriptions of the dispositions along with the format and descriptions of the knowledge and skills sections. DISPOSITIONS The list below are the ideal dispositions for all students to possess throughout their musical career in education.

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

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

Goal Setting Establishing specific and timely goals for completion of work.

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

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

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

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

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

Self-discipline and Perseverance Demonstrating independence and self-motivation, managing impulsivity, and being comfortable with Knowledge and Skills Grades 6-8 page 1 delayed gratification as they strive for excellence.

Knowledge Skills Structure Performing This category of knowledge refers to the understanding This area of skills refers to the performance abilities and and application of the organization of music, using qualities that are expected at a specific grade or level knowledge of music theory and notation to identify how (often found embedded in core music standards the elements of music (pitch, rhythm, harmony, developed at state or national levels and/or on audition dynamics, timbre, texture, form, and style/articulation) and adjudication forms). are used within a piece, including the difficulty or challenges of music being performed or created) ● These areas include: technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work using effective practice strategies and work habits.

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

Context Creating Context category of knowledge refers to the historical, Creating refers to skills that are expected at a specific cultural and social context of the music as well as the grade or level, in the areas of: impact of the purpose and venue on our choices (selections) and presentation of music, including ● Imagination, craftsmanship, and the ability to programing, etiquette and performance and behavior. create and/or refine work by making effective choices for specific contexts to express personal intent. These are expressed through improvising, arranging, and composing.

Evaluation Criteria Listening, Reading, Notating This category of knowledge refers to the understanding These skills refer to literacy in music at specific grade of the criteria that are used to evaluate music and levels, including the aural and notational skills needed to performances and how this knowledge impacts our ability hear, read, and notate the melodic, rhythmic, harmonic to identify and solve musical problems and make and expressive elements of music. These are expressed Knowledge and Skills Grades 6-8 page 2 decisions based on an awareness of individual and other through listening (audiating), reading, and notating participants’ strengths, needs, and/or preferences. music.

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

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

Enduring Understanding Essential Question The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas? musicians’ work emerge from a variety of sources. Knowledge: Skills:

Structure Performing Given the diverse student experiences in music education in Students will sing and/or play on musical instruments Grades 6-8, levels of literacy should be differentiated to: (traditional and/or folk or classroom instruments, guitars, • provide an articulated understanding of music from a ukuleles, etc., computers, tablets, phone apps and other beginning aural knowledge emerging medium). Students will express musical • include simple iconic formats, to progressing to a knowledge through available multiple mediums, including working knowledge and application of music notation movement, to provide and demonstrate a greater depth of and theory in its traditional symbolic form. This knowledge and application articulation will enable students to manipulate rhythm, pitch, timbre, dynamics and other elements of music in Creating original creative ways. Improvisation, arranging and composition are essential skills in creating music. Context ● This may happen in small or large groups using To create and imagine music, educators should voice or instruments of choice. contextualize learning opportunities within a collaborative Musical ideas can be notated/written on paper, learning environment that range from individual to partners to ● software, or collaboratively with the additional larger ensemble settings. Learning opportunities should assistance of recording technology. allow for relevant and meaningful connections across genres, cultures, and historical periods. ● Improvisation, arranging, and composition can also progress to composition or a performance level.

Evaluation Criteria Aural & Notational Skills To assess or evaluate student creations, teachers should Melodic, rhythmic, and harmonic notation skills may be identify levels of originality, relevance, need, and innovation acquired through various modalities including reading, in correlation to the students' creation and reflection. listening, responding to aural stimuli and “writing” such as codifying ideas in script on paper or other digital media. ● Musical ideas maybe be assessed when a student created idea is supported and connected with written Aural skills imply an ability to both speak and listen to a and/or aural reflections that demonstrate an language and thus the students should have a common Knowledge and Skills Grades 6-8 page 3 understanding and mastery of musical elements. working vocabulary to facilitate the dialogue. This should not ● Each context will be unique and assessment may be be limited to words only. For instance, a musical student in depth to fully understand the context. should be able to communicate musically with another Students will be exercising their originality and musical student using supporting harmonies, melodies and ● other forms of musical dialogue. individuality and uniformity should not be an end product. Objective, holistic rubrics that support the process of creation, vs. the end product will support ● To demonstrate true learning, students should reflect this creativity and will capture the unique nuances of verbally or in written format to fully explain their each students’ musical creativities. musical idea. ● Sounds might be recorded digitally to expand the idea of traditional notation and replicate world music Assessment or evaluation should be a process that leads to based on the aural tradition. Given that digital a reflective understanding and growth, as well as a formats are continually changing, educators should refinement of musical ideas throughout the creative be open to new and emerging opportunities to process, from beginning to end. represent codification of music as ideas and ● The creative process and products are dependent modalities change. on both musical skills (aptitude, conceptual understanding, craftsmanship, and aesthetic Evaluating sensitivity) and individual conditions (social/culture ● Peer assessment and personal experience) that leads to create ● Self-assessment music. ● Teacher assessment ● Criteria can be developed by: ● Teachers might be able to assist in evaluating the ● Teacher(s) clarity and accuracy of aural and notational skills ● Student(s): self, peer while remaining open to new emerging ● Combination of both teacher/student/class possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

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

Knowledge and Skills Grades 6-8 page 4 Plan and Make Select musical ideas for various purposes and contexts. Standard: MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. Enduring Understanding Essential Question Musicians’ creative choices are influenced by their personal How do musicians make creative decisions? experience, context, interest, expertise, and/or expressive intent. Knowledge: Skills:

Structure Performing To plan and make music, students in Grades 6-8 may use Students will share their individual musical plan. iconic to traditional forms of music notation and theory, ● Students will share, discuss, and present their plan and begin to develop an understanding of sound, aurally. and creation, as well as perform (sing and/or play Both concrete representation and an aural development of on available musical instruments; traditional or sound will support the student to create, plan, and make computers, tablets, phone apps and other musical decisions. emerging media) their music. ● Students will identify and connect the expressive Context qualities of their music through movement that is In order to plan and make music in Grades 6-8, students integrally woven to their desired intent and may place to or contextualize their musical plans within a outcome. social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural Creating connection, within a given time period and/or era. Improvisation and arranging are essential skills within the process of planning and making music. Evaluation Criteria ● Improvisation can also be found within To evaluate Grades 6-8 music students, teachers will performance to extend musical ideas within a create and find learning opportunities to plan and make composition. music that engages and excites students through relevant ● These concepts eventually lead to larger forms of connections. composition and may happen on paper, software or collaboratively in sonic spaces, with the assistance ● Within the assessment or evaluation of the music, students will provide reflections of personal of recording technology. connections and their importance within their created music. Aural & Notational Skills Both aural and music notation skills develop over time and These connections are in addition to a ● are beneficial in musical understanding, knowledge, and demonstration of understanding and use of the education. elements of music, within their plan and music. It is important to note that each context will be ● To listen to music and share what is heard requires unique and teachers should assess on students’ a common working vocabulary that can convey the knowledge and application of the individual meaning and intent of the music. relevancy and use of the elements of music to ● To codify music from listening to concrete express their individual plan and music. representation in rhythm, pitch, melody, and harmony requires a sequential, continual practice ● During the assessment and/or evaluation, teachers may further question the student to develop a that provides a level of literacy and understanding deeper understanding of both process and of the language of music. outcome. Notating or writing of musical ideas may take place on Student and teacher developed rubrics may assist ● paper or in software and demonstrate a higher level of to support individual knowledge and creative musical literacy, or an ability to communicate the language growth through the process of learning. of music, these may include: ● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. (For instance, a musical

Knowledge and Skills Grades 6-8 page 5 student should be able to communicate musically with other musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together.) ● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically).

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

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

Together, the 6-8 teacher and student may create opportunities for both peer and self-evaluation so that students become agents of their learning through the individual process of planning and making music. ● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies. ● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

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

Standard: MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences. Enduring Understanding Essential Question Musicians’ creative choices are influenced by their How do musicians make creative decisions? expertise, context, and expressive intent. Knowledge: Skills: Knowledge and Skills Grades 6-8 page 6 Structure Performing To plan and make music, students in Grades 6-8 may use Students will share their individual musical plan. iconic to traditional forms of music notation and theory, ● Students will share, discuss, and present their plan and begin to develop an understanding of sound, aurally. and creation, as well as perform (sing and/or play Both concrete representation and an aural development of on available musical instruments; traditional or sound will support the student to create, plan, and make computers, tablets, phone apps and other musical decisions. emerging media) their music. ● Students will identify and connect the expressive Context qualities of their music through movement that is In order to plan and make music in Grades 6-8, students integrally woven to their desired intent and may place to or contextualize their musical plans within a outcome. social and/or cultural sphere. This could include their own social circle at school or home, or a larger cultural Creating connection, within a given time period and/or era. Improvisation and arranging are essential skills within the process of planning and making music. Evaluation Criteria ● Improvisation can also be found within To evaluate Grades 6-8 music students, teachers will performance to extend musical ideas within a create and find learning opportunities to plan and make composition. music that engages and excites students through relevant ● These concepts eventually lead to larger forms of connections. composition and may happen on paper, software or collaboratively in sonic spaces, with the ● Within the assessment or evaluation of the music, students will provide reflections of personal assistance of recording technology. connections and their importance within their created music. Aural & Notational Skills These connections are in addition to a ● Both aural and music notation skills develop over time and demonstration of understanding and use of the are beneficial in musical understanding, knowledge, and elements of music, within their plan and music. It education. is important to note that each context will be unique and teachers should assess on students’ ● To listen to music and share what is heard requires knowledge and application of the individual a common working vocabulary that can convey the relevancy and use of the elements of music to meaning and intent of the music. express their individual plan and music. ● To codify music from listening to concrete representation in rhythm, pitch, melody, and ● During the assessment and/or evaluation, teachers may further question the student to develop a harmony requires a sequential, continual practice deeper understanding of both process and that provides a level of literacy and understanding outcome. of the language of music. Student and teacher developed rubrics may assist ● Notating or writing of musical ideas may take place on to support individual knowledge and creative paper or in software and demonstrate a higher level of growth through the process of learning. musical literacy, or an ability to communicate the language of music, which may include: ● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. For instance, a musical student should be able to communicate musically with another musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together. ● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically). ● New approaches to the development of both aural and notational skills as new forms of technology or emerging instruments develop. These new ideas, Knowledge and Skills Grades 6-8 page 7 tools, or instruments may represent both unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

Evaluating ● Peer assessment ● Self-assessment ● Teacher assessment

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

● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies. ● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation. Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected, and/or the differentiated needs of each student.

Knowledge and Skills Grades 6-8 page 8 Evaluate and Refine Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. Standard: MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. Enduring Understanding Essential Question Musicians evaluate, and refine their work through past How do musicians improve the quality of their creative knowledge, openness to new ideas, persistence, and the work? application of appropriate criteria. Knowledge: Skills:

Structure Performing In order to evaluate and refine created music, students in To evaluate their own work students will share their Grades 6-8 may use iconic to traditional forms of music individual musical plan given selected criteria and context. notation and theory, and should have an understanding of ● Students will share, discuss, and present their plan sound, aurally. Both concrete representation and an aural and creation, as well as perform (sing and/or play development of sound will support the student to create, on available musical instruments; traditional or plan, and make musical decisions. computers, tablets, phone apps and other emerging media) their music. Students should be encouraged to explore possibilities and ● Students will identify and connect the expressive expand musical traditions that represent broader histories qualities of their music through movement that is or cultures. Therefore, criteria should be broad to include integrally woven to their desired intent and representation of compositional techniques, styles and outcome. forms from various cultures and histories. Creating Context Evaluating an improvisation or arrangement is essential In order to evaluate and refine a student’s plan of music, skill for musical growth. Within the process of planning and students in Grades 6-8 students may place or contextualize making music, students may also: their musical plans within a social and/or cultural sphere. This could include their own social circle at school or home, ● Develop an evaluation or assessment process to or a larger cultural connection, within a given time period help refine both process and product. and/or era. ● Evaluate of these concepts eventually lead to improved content or performance, including larger forms of composition that can be notated on paper, Evaluation Criteria software or collaboratively in sonic spaces, with the To evaluate Grades 6-8 music students, teachers will create assistance of recording technology. and find learning opportunities to plan and make music that engages and excites students through relevant connections. Aural & Notational Skills To evaluate aural and notational skills within the plan or ● Within the assessment or evaluation of the music, students will provide reflections of personal creation of music can be the springboard to musical connections and their importance within their growth. Within a given plan, the critical and creative created music. thinking imbedded within evaluation and refinement of process and outcomes is as important as the final product. These connections are in addition to a ● True learning takes place within evaluation of what is demonstration of understanding and use of the heard, created, and notated. elements of music, within their plan and music. It is important to note that each context will be ● Both aural and music notation skills develop over unique and teachers should assess on students’ time and are beneficial in musical understanding, knowledge and application of the individual knowledge, and education. relevancy and use of the elements of music to ● To listen to music and share what is heard requires express their individual plan and music. a common working vocabulary that can convey the meaning and intent of the music. ● During the assessment and/or evaluation, teachers may further question the student to develop a ● To codify music from listening to concrete deeper understanding of both process and representation in rhythm, pitch, melody, and outcome. harmony requires a sequential, continual practice Knowledge and Skills Grades 6-8 page 9 ● Student and teacher developed rubrics may assist that provides a level of literacy and understanding to support individual knowledge and creative of the language of music. growth through the process of learning. Notating or writing of musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include: ● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. For instance, a musical student should be able to communicate musically with another musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together. ● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically). ● New approaches to the development of both aural and notational skills as new forms of technology or emerging instruments develop. These new ideas, tools, or instruments may represent both unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies. ● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase Knowledge and Skills Grades 6-8 page 10 ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected, and/or the differentiated needs of each student.

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

Enduring Understanding Essential Question Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative to new ideas, persistence, and the application of work? appropriate criteria. Knowledge: Skills:

Structure Performing To refine musical works, students in Grades 6-8 must define To refine their own work students will share their individual what a work is in form or context. This work may also be a musical plan given selected criteria and context. piece performed, recorded, or notated using standard ● Students will share, discuss, and present their plan notation. The student should: and creation, as well as perform (sing and/or play ● Use iconic to traditional forms of music notation on available musical instruments; traditional or and theory computers, tablets, phone apps and other ● Have an understanding of sound, aurally emerging media) their music. ● Have a concrete representation and an aural ● Students will identify and connect the expressive development of sound to support the student to qualities of their music through movement that is create, plan, and make musical decisions. integrally woven to their desired intent and outcome. ● Explore possibilities and expand musical traditions that represent broader histories or cultures, broadening to include representation of compositional techniques, styles and forms from various cultures and histories. Creating Evaluating a musical plan, idea, improvisation, or ● Evaluate and refine music to apply and engage new arrangement is essential skill for musical growth. Within creative ideas, individually and/or collaboratively, the process of planning and making music, students may to develop an individual creative process also: Develop an evaluation or assessment process to Context ● In order to evaluate and refine a student’s plan of music, help refine both process and product. students in Grades 6-8 students may place or contextualize ● Evaluate these concepts eventually lead to their musical plans within a social and/or cultural sphere. improved content or performance, including larger This could include their own social circle at school or home, forms of composition that can be notated on paper, or a larger cultural connection, within a given time period software or collaboratively in sonic spaces, with the and/or era. assistance of recording technology.

Evaluation Criteria Aural & Notational Skills To evaluate Grades 6-8 music students, teachers will create To refine a musical plan or idea, skills in aural and notation and find learning opportunities to plan and make music that can be the springboard to musical growth. Within a given engages and excites students through relevant plan, the critical and creative thinking imbedded within connections. evaluation and refinement of process and outcomes is as important as the final product. ● Within the assessment or evaluation of the music, students will provide reflections of personal connections and their importance within their True learning takes place within evaluation of what is hear, created music. created, and notated. Knowledge and Skills Grades 6-8 page 11 ● These connections are in addition to a demonstration of understanding and use of the Evaluation of the aural and notational skills within the plan elements of music, within their plan and music. It or creation of music can be the springboard to musical is important to note that each context will be growth. Within a given plan, the critical and creative unique and teachers should assess on students’ thinking imbedded within evaluation and refinement of knowledge and application of the individual process and outcomes is as important as the final product. relevancy and use of the elements of music to True learning takes place within evaluation of what is express their individual plan and music. heard, created, and notated. ● During the assessment and/or evaluation, teachers ● Both aural and music notation skills develop over may further question the student to develop a time and are beneficial in musical understanding, deeper understanding of both process and knowledge, and education. outcome. ● To listen to music and share what is heard requires ● Student and teacher developed rubrics may assist a common working vocabulary that can convey the to support individual knowledge and creative meaning and intent of the music. growth through the process of learning. ● To codify music from listening to concrete representation in rhythm, pitch, melody, and harmony requires a sequential, continual practice that provides a level of literacy and understanding of the language of music.

Refining the notation or written musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include: ● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. For instance, a musical student should be able to communicate musically with another musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together. ● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically). ● New approaches to the development of both aural and notational skills as new forms of technology or emerging instruments develop. These new ideas, tools, or instruments may represent both unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies. ● Students may be able to create new kinds of Knowledge and Skills Grades 6-8 page 12 notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

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

Present Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Standard: MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent. Enduring Understanding Essential Question Musicians’ presentation of creative work is the culmination When is creative work ready to share? of a process of creation and communication Knowledge: Skills:

Structure Performing To present musical works, students in Grades 6-8 must To present their own work students will share their define what a work is in form or context. This work may individual musical plan given selected criteria and context. also be a piece performed, recorded, or notated using ● Students will share, discuss, and present their plan standard notation. The student should: and creation, as well as perform (sing and/or play ● Present, evaluate, and refine music to apply and on available musical instruments; traditional or engage new creative ideas computers, tablets, phone apps and other ● Use iconic to traditional forms of music notation emerging media) their music. and theory ● Students will identify and connect the expressive ● Have an understanding of sound, aurally qualities of their music through movement that is integrally woven to their desired intent and ● Have a concrete representation and an aural development of sound to support the student to outcome. create, plan, and make musical decisions. ● Explore possibilities and expand musical traditions that represent broader histories or cultures, Creating broadening to include representation of Presenting a musical plan, idea, improvisation, or compositional techniques, styles and forms from arrangement is essential skill for musical growth. Within various cultures and histories. the process of planning and making music, students may ● Evaluate and refine music to apply and engage new also: creative ideas, individually and/or collaboratively, ● Develop an evaluation or assessment process to to develop an individual creative process help refine both process and product. Evaluate these concepts eventually lead to Context ● In order to evaluate and refine a student’s plan of music, improved content or performance, including larger Knowledge and Skills Grades 6-8 page 13 students in Grades 6-8 students may place or contextualize forms of composition that can be notated on paper, their musical plans within a social and/or cultural sphere. software or collaboratively in sonic spaces, with the This could include their own social circle at school or home, assistance of recording technology. or a larger cultural connection, within a given time period and/or era.

Aural & Notational Skills To present a musical plan or idea, skills in aural and Evaluation Criteria notation can be the springboard to musical growth. Within To evaluate a presentation in Grades 6-8, teachers would a given plan, the critical and creative thinking imbedded look for presentations that meet/exceed the requirements within evaluation and refinement of process and outcomes of the given project or assignment to is as important as the final product. ● Provide depth of content, understanding, and application of the skills learned in class, regarding True learning takes place within evaluation of what is their musical ideas. heard, created, and notated.

Within the assessment or evaluation of the music, students Evaluation of the aural and notational skills within the plan will provide reflections of personal connections and their or creation of music can be the springboard to musical importance within their created music. growth. Within a given plan, the critical and creative thinking imbedded within evaluation and refinement of ● These connections are in addition to a demonstration of understanding and use of the process and outcomes is as important as the final product. elements of music, within their plan and music. True learning takes place within evaluation of what is Note that each context will be unique and teachers heard, created, and notated. should assess on students’ knowledge and ● Both aural and music notation skills develop over application of the individual relevancy and use of time and are beneficial in musical understanding, the elements of music to express their individual knowledge, and education. plan and music. ● To listen to music and share what is heard requires ● During the assessment and/or evaluation, teachers a common working vocabulary that can convey the may further question the student to develop a meaning and intent of the music. deeper understanding of both process and ● To codify music from listening to concrete outcome. representation in rhythm, pitch, melody, and ● Student and teacher developed rubrics may assist harmony requires a sequential, continual practice to support individual knowledge and creative that provides a level of literacy and understanding growth through the process of learning. of the language of music.

Refining the notation or written musical ideas may take place on paper or in software and demonstrate a higher level of musical literacy, or an ability to communicate the language of music, which may include: ● A common working vocabulary that facilitates discussion, understanding, and sharing that takes place in word and sound. For instance, a musical student should be able to communicate musically with another musical students using supporting rhythms, pitches, melodies, or harmonies when playing music together. ● Sounds recorded via MIDI, audio, or other forms of technology, not limiting the idea of notational skills to staves on paper (this is a practice popularized and representative of a particular music and culture and not the totality of music around the globe, historically). ● New approaches to the development of both aural and notational skills as new forms of technology or emerging instruments develop. These new ideas, tools, or instruments may represent both unique music and/or musicianship and may provide opportunities for representation in diverse contexts.

Knowledge and Skills Grades 6-8 page 14 Evaluating ● Peer assessment ● Self-assessment ● Teacher assessment

● Teachers may assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new technologies. ● Students may be able to create new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

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

Knowledge and Skills Grades 6-8 page 15 PERFORMING Select Select varied musical works to present based on interest, knowledge, technical skill, and context. Standard: MU:Pr4.1.8a Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices. Enduring Understanding Essential Question Performers’ interest in and knowledge of musical works, How do performers select repertoire? understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Knowledge: Skills:

Structure Performing Performance should be something all children have access Students will be able to sing and/or play, and perform (on to and should represent a broad range of music. available musical instruments; traditional or computers, tablets, phone apps and other emerging media). In order to perform, Grades 6-8 might not need a strong working knowledge of music notation and theory in its Students will identify and connect the expressive qualities symbolic form, however, they would need to have a of their music through movement that is integrally woven developing understanding of it aurally, supporting the to their desired intent and outcome. students and/or teachers to: ● Develop pathways to both plan and make musical Creating decisions that are relevant. Performance, improvisation, arranging and composition are essential skills to creation. Within the process of ● Seek ways to engage all students, including those with little to no experience with standard notation. performing, students may: Context ● Create music on paper, software or collaboratively In order to perform, teachers of Grades 6-8 should situate in sonic spaces with the assistance of recording or contextualize their musical selections for performance technology. within a social sphere. Students should be encouraged to participate in the selection of musics for performance, contextualizing within time frames and periods of the Aural & Notational Skills culture. Students may share the notation of the melodic, rhythmic, and/or harmonic ideas through various modalities, including Evaluation Criteria reading, listening, responding to aural stimuli and “writing” To evaluate performances of Grades 6-8, teachers should (codifying ideas in script on paper or software). When seek performances of musical ideas that engage and excite performing or presenting a piece, students should be able students through relevancy of music and connection. The to: teacher should: ● Demonstrate a level of literacy skills to “speak a ● Recognize their personal musical biases and not language” and thus a speaker should have a impose them exclusively upon students. working vocabulary that facilitates discussion and sharing. ● Be part of the selection process, as all perspectives, particularly those who have dedicated time to ● Communicate musically with another musical learning traditions, are integral to the evaluative student using supporting harmonies, melodies, and process. other forms of a musical dialogue. ● Record with technology, thus expanding traditional When evaluating a musical selection the teacher can also notation. Traditional notation is a practice determine its value if: popularized and representative of a particular ● A student or students finds the music important music and culture (not the totality of musics around and meaningful and can also demonstrate some the globe historically) understanding, connection, and mastery of musical elements To advance music education, teachers should remain open to new kinds of aural and notational skills that represent It is important to note that each context will be unique and new musics and musicianship as new instruments, tools, assessment or evaluation of each unique context should be and sounds develop. taken into consideration. Evaluating Knowledge and Skills Grades 6-8 page 16 ● Students will be performing music as individuals ● Peer assessment and uniformity should not be an end ● Self-assessment product. ● Teacher assessment ● In general music contexts, large ensembles, smaller The 6-8 teacher might also employ peer and self-evaluation groups, or solos might be a performance option. so students become agents of the process. Teachers might ● Rubrics that cast a wide net to capture the unique be able to assist in evaluating the clarity and accuracy of nuances of each student’s musical creativities. aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation. Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected, and/or the differentiated needs of each student.

Knowledge and Skills Grades 6-8 page 17 Analyze Analyze the structure and context of varied musical works and their implications for performance. Standard: MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. . Enduring Understanding Essential Question Analyzing creators’ context and how they manipulate How does understanding the structure and context of elements of music provides insight into their intent and musical works inform performance? informs performance. Knowledge: Skills:

Structure Performing Performance should be something all children have access Students will be able to analyze as they sing and/or play, to and should represent a broad range of music. and perform (on available musical instruments; traditional or computers, tablets, phone apps and other emerging In order to analyze a performance, Grades 6-8 might not media). need a strong working knowledge of music notation and theory in its symbolic form, and students would need to Students will identify and connect the expressive qualities have a developing understanding of music, aurally. of their music through movement that is integrally woven to However, they would need to have a developing their desired intent and outcome. understanding of it aurally, supporting the students and/or teachers to: Creating ● Develop pathways to both plan and make musical An analysis of a performance, improvisation, arrangement decisions that are relevant. and/or composition requires essential skills. Within the process of an analysis, students may: ● Seek ways to engage all students, including other modalities of engagement (visual and/or ● Create music on paper, software or collaboratively kinesthetic). in sonic spaces with the assistance of recording Context technology. In order to analyze a performance, teachers of Grades 6-8 should situate or contextualize their musical selections for Aural & Notational Skills performance within a social sphere. Students should be Students may analyze the notation of the melodic, encouraged to participate in the selection of musics for rhythmic, and/or harmonic ideas through various performance, contextualizing within time frames and modalities, including reading, listening, responding to aural periods of the culture. stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be able to: Evaluation Criteria ● Demonstrate a level of literacy skills to “speak a To evaluate an analysis of Grades 6-8, teachers should: language” (of music) and thus a speaker should ● Look for analysis of musical ideas that are critical have a working vocabulary that facilitates and demonstrate a synthesis of music to culture. discussion and sharing. ● Note that each student will be unique and teachers ● Communicate musically with another musical should not expect to find evaluation such a simple student using supporting harmonies, melodies, and process. other forms of a musical dialogue. ● Invite students to analyze music as individuals with ● Record with technology, thus expanding traditional differentiated outcomes. notation. Traditional notation is a practice popularized and representative of a particular music ● Remain open to possibilities during the evaluation process, providing rubrics that cast a wide enough and culture (not the totality of musics around the net to capture the unique nuances of each student’s globe historically) musical creativities. To advance music education, teachers should remain open to new kinds of aural and notational skills that represent new musics and musicianship as new instruments, tools, and sounds develop.

Knowledge and Skills Grades 6-8 page 18 Evaluating ● Peer assessment ● Self-assessment ● Teacher assessment The 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

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

Enduring Understanding Essential Question Analyzing creators’ context and how they manipulate How does understanding the structure and context of elements of music provides insight into their intent and musical works inform performance? informs performance. Knowledge: Skills:

Structure Performing In order to analyze, students might benefit from the ability Students will be able to sing, play, and analyze as they sing to sight-read in treble or bass clef simple rhythmic, and/or and/or play, and perform (on available musical instruments; melodic harmonic notation. traditional or computers, tablets, phone apps and other ● All students should be invited to analyze through emerging media). both standard notation as well as other pathways to develop pathways during analysis of musical Students will identify and connect the expressive qualities decisions. of their music through movement that is integrally woven to • Some students in grades 6-8 might not need their desired intent and outcome. a strong working knowledge of music notation and Creating theory in its An analysis of a performance, improvisation, arrangement symbolic form. and/or composition requires essential skills. Within the • Students would need to have a developing process of an analysis, students may: understanding ● Create music on paper, software or collaboratively of music, aurally. in sonic spaces with the assistance of recording technology. Context In order to analyze Grades 6-8 should situate or Aural & Notational Skills contextualize their musical plans within a social sphere. Students may analyze the notation of the melodic, Perhaps a micro sphere such as their own context, or a rhythmic, and/or harmonic ideas through various more macro sphere such as a larger cultural group. It is modalities, including reading, listening, responding to aural

Knowledge and Skills Grades 6-8 page 19 important to also contextualize within time frames as stimuli and “writing” (codifying ideas on paper or software). culture is wedded to historical period. When performing or presenting a piece, students should be able to: ● Demonstrate a level of literacy skills to “speak a Evaluation Criteria language” (of music) and thus a speaker should To evaluate an analysis of Grades 6-8, teachers should: have a working vocabulary that facilitates ● Look for analysis of musical ideas that are critical discussion and sharing. and demonstrate a synthesis of music to culture. ● Communicate musically with another musical ● Note that each student will be unique and teachers student using supporting harmonies, melodies, and should not expect to find evaluation such a simple other forms of a musical dialogue. process. ● Record with technology, thus expanding traditional ● Invite students to analyze music as individuals with notation. Traditional notation is a practice differentiated outcomes. popularized and representative of a particular music ● Remain open to possibilities during the evaluation and culture (not the totality of musics around the process, providing rubrics that cast a wide enough globe historically) net to capture the unique nuances of each student’s musical creativities. To advance music education, teachers should remain open to new kinds of aural and notational skills that represent new musics and musicianship as new instruments, tools, and sounds develop.

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

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

Enduring Understanding Essential Question Knowledge and Skills Grades 6-8 page 20 Analyzing creators’ context and how they manipulate How does understanding the structure and context of elements of music provides insight into their intent and musical works inform performance? informs performance. Knowledge: Skills:

Structure In order to identify and analyze historical and cultural Performing contexts as these inform performances Grades 6-8 might Students will be able to sing, play, and analyze as they sing need to be encouraged to contextualize musics with people and/or play, and perform (on available musical instruments; and historical period. It would be essential that musical traditional or computers, tablets, phone apps and other authenticity and representations of people remain high emerging media). priorities in this structure. Students will identify and connect the expressive qualities of their music through movement that is integrally woven to Context their desired intent and outcome. In order to analyze Grades 6-8 should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own context, or a Creating more macro sphere such as a larger cultural group. It is An analysis of a performance, improvisation, arrangement important to also contextualize within time frames as and/or composition based on the cultural and historical culture is wedded to historical period. context requires essential skills. Within the process of an analysis, students may: Evaluation Criteria ● Create music on paper, software or collaboratively To evaluate an analysis of performances in relation to in sonic spaces with the assistance of recording history and culture, teachers for grades 6-8, should: technology. ● Look for analysis of musical ideas that are critical and demonstrate a synthesis of music to culture. Aural & Notational Skills ● Note that each student will be unique and teachers Students may analyze the notation of the melodic, should not expect to find evaluation such a simple rhythmic, and/or harmonic ideas through various process. modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or software). ● Invite students to analyze music as individuals with differentiated outcomes. When performing or presenting a piece, students should be able to: Remain open to possibilities during the evaluation ● Demonstrate a level of literacy skills to “speak a process, providing rubrics that cast a wide enough ● net to capture the unique nuances of each student’s language” (of music) and thus a speaker should musical creativities. have a working vocabulary that facilitates discussion and sharing. ● Communicate musically with another musical student using supporting harmonies, melodies, and other forms of a musical dialogue. ● Record with technology, thus expanding traditional notation. Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)

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

Evaluating ● Peer assessment ● Self-assessment ● Teacher assessment The 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of Knowledge and Skills Grades 6-8 page 21 aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

Knowledge and Skills Grades 6-8 page 22 Interpret Develop personal interpretations that consider creators’ intent. Standard: MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

Enduring Understanding Essential Question Performers make interpretive decisions based on their How do performers interpret musical works? understanding of context and expressive intent. Knowledge: Skills:

Structure Performing In order to interpret and perform interpretations that Students will be able to sing, play, and analyze as they sing consider creators’ intent, Grades 6-8 might first focus on and/or play, and perform (on available musical instruments; history and culture of the specific music. It would be critical traditional or computers, tablets, phone apps and other to understand the situated context of the music and to first emerging media). engage with the history and background of a music and then interpret it through performances relying on their Students will identify and connect the expressive qualities aural skills. of their music through movement that is integrally woven to their desired intent and outcome. ● This does not require students to have a strong working knowledge of music notation and theory in Creating its symbolic form. An interpretation and analysis of a performance, improvisation, arrangement, and/or composition based on ● Students should have a developing understanding of music, aurally to develop pathways to both plan the cultural and historical context requires essential skills. and make musical decisions. Within the process of an analysis, students may: ● Create music on paper, software or collaboratively Context in sonic spaces with the assistance of recording In order to interpret and perform interpretations Grades 6-8 technology. should situate or contextualize their musical plans within a social sphere. Perhaps a micro sphere such as their own Aural & Notational Skills context, or a more macro sphere such as a larger cultural Students may analyze the notation of the melodic, group. It is important to also contextualize within time rhythmic, and/or harmonic ideas through various frames as culture is wedded to historical period. modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be Evaluation Criteria able to: To evaluate interpretations and performances Grades 6-8, ● Demonstrate a level of literacy skills to “speak a teachers would look for authentic and historically accurate language” (of music) and thus a speaker should interpretations based on documented histories and have a working vocabulary that facilitates accounts of musical contexts. discussion and sharing. ● Communicate musically with another musical ● Students should use aural skills to enhance their student using supporting harmonies, melodies, and understanding and expressions of musical other forms of a musical dialogue. interpretations. ● Record with technology, thus expanding traditional notation. Traditional notation is a practice Teachers for grades 6-8 should note that: popularized and representative of a particular ● Look for analysis of musical ideas that are critical music and culture (not the totality of musics around and demonstrate a synthesis of music to culture. the globe historically) ● Note that each student will be unique and teachers should not expect to find evaluation such a simple To advance music education, teachers should remain open process. Students will be planning and making to new kinds of aural and notational skills that represent music as individuals and uniformity is not an end new musics and musicianship as new instruments, tools, product. and sounds develop. Invite students to analyze music as individuals with ● Evaluating Knowledge and Skills Grades 6-8 page 23 differentiated outcomes, though connected to the ● Peer assessment historical and cultural context. ● Self-assessment Remain open to possibilities during the evaluation ● ● Teacher assessment process, providing rubrics that cast a wide enough The 6-8 teacher might also employ peer and self-evaluation net to capture the unique nuances of each so students become agents of the process. Teachers might student’s musical creativities. be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation.

Knowledge and Skills Grades 6-8 page 24 Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: MU:Pr5.1.8a Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. Enduring Understanding Essential Question To express their musical ideas, musicians analyze, How do musicians improve the quality of their evaluate, and refine their performance over time through performance? openness to new ideas, persistence, and the application of appropriate criteria. Knowledge: Skills:

Structure In order to rehearse, evaluate and refine, Grades 6-8 Performing students should be engaged in critical listening of their own Students will be able to sing, play, and apply personally music. This might also involve: developed criteria as they sing and/or play, and perform ● peer-to-peer critiquing (on available musical instruments; traditional or computers, tablets, phone apps and other emerging media). ● self-evaluation and refinement with self and peers.

Students might not need a strong working knowledge of Students will identify and connect the expressive qualities music notation and theory in its symbolic form, however, of their music through movement that is integrally woven they would need to have a developing understanding of it to their desired intent and outcome. aurally to develop their musical decision making skills. Creating Context An interpretation and analysis of a performance while In order to rehearse, evaluate and refine, Grades 6-8 should developing personal criteria for: improvisation, situate or contextualize their musical plans within a social arrangement, and/or composition requires essential skills. sphere. Perhaps a micro sphere such as their own context, Within the process of an analysis, students may: or a more macro sphere such as a larger cultural group. It ● Create music on paper, software or collaboratively is important to also contextualize within time frames as in sonic spaces with the assistance of recording culture is wedded to histocial period. technology ● Perform, reflect, etc.

Evaluation Criteria Aural & Notational Skills To evaluate rehearsal, evaluation and refinement Grades 6- Students may develop personal criteria through an analysis 8 students should be: of the music or performance notes, notation, etc. through ● essential agents of their learning and playing various modalities, including reading, listening, responding process to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students ● encouraged to make critical evaluations of musical sounds should be able to: Demonstrate a level of literacy skills to “speak a ● encouraged to plan and make music as individuals ● (uniformity is not an end product). language” (of music) and thus a speaker should have a working vocabulary that facilitates Teachers for grades 6-8 should note that discussion and sharing. each student will be unique ● Communicate musically with another musical ● student using supporting harmonies, melodies, and ● evaluation is not a simple process as students will other forms of a musical dialogue. be planning and making music as individuals - Record with technology, thus expanding traditional uniformity is not an end product. ● notation. Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)

To advance music education, teachers should remain open to new kinds of aural and notational skills that represent Knowledge and Skills Grades 6-8 page 25 new musics and musicianship as new instruments, tools, and sounds develop.

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

Enduring Understanding Essential Question To express their musical ideas, musicians analyze, How do musicians improve the quality of their evaluate, and refine their performance over time through performance? openness to new ideas, persistence, and the application of appropriate criteria. Knowledge: Skills:

Structure Performing In order to rehearse, evaluate, refine, and apply strategies Students will be able to sing, play, and apply personally to interpretive performance and technical challenges in developed criteria as they sing and/or play, and perform music, Grades 6-8 students should be engaged in critical (on available musical instruments; traditional or computers, listening of their own music. This might also involve: tablets, phone apps and other emerging media). ● peer-to-peer critiquing self-evaluation and refinement with self and peers. Students will identify and connect the expressive qualities ● of their music through movement that is integrally woven Students might not need a strong working knowledge of to their desired intent and outcome. music notation and theory in its symbolic form, however, they would need to have a developing understanding of it Creating aurally to develop their musical decision making skills. An interpretation and analysis of a performance while developing personal criteria for: improvisation, Context arrangement, and/or composition requires essential skills. In order to rehearse, evaluate and refine, Grades 6-8 should Within the process of an analysis, students may: situate or contextualize their musical plans within a social ● Identify technical challenges before and after a sphere. Perhaps a micro sphere such as their own context, performance

Knowledge and Skills Grades 6-8 page 26 or a more macro sphere such as a larger cultural group. It ● Create music on paper, software or collaboratively is important to also contextualize within time frames as in sonic spaces with the assistance of recording culture is wedded to histocial period. technology ● Perform, reflect, etc. Evaluation Criteria To evaluate rehearsal, evaluation and refinement Grades 6- Aural & Notational Skills 8 students should be: Students may develop personal criteria through an analysis ● essential agents of their learning and playing of the music or performance notes, notation, etc. through process various modalities, including reading, listening, responding ● encouraged to make critical evaluations of musical to aural stimuli and “writing” (codifying ideas on paper or sounds software). When performing or presenting a piece, students ● encouraged to plan and make music as individuals should be able to: (uniformity is not an end product). ● Demonstrate a level of literacy skills to “speak a language” (of music) and thus a speaker should Teachers for grades 6-8 should note that have a working vocabulary that facilitates ● each student will be unique discussion and sharing. ● evaluation is not a simple process as students will ● Communicate musically with another musical be planning and making music as individuals - student using supporting harmonies, melodies, and uniformity is not an end product. other forms of a musical dialogue. ● Record with technology, thus expanding traditional notation. Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)

Knowledge and Skills Grades 6-8 page 27 Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Standard: MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. Enduring Understanding Essential Question Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do across time, place, and cultures. The context and how a context and the manner in which musical work is presented work is presented influence the audience response. influence audience response? Knowledge: Skills:

Structure Performing In order to present and perform music with technical Students will be able to sing, play, and apply personally accuracy, stylistic expression and cultural authenticity developed criteria as they sing and/or play, and perform representative of the creator’s intent, Grades 6-8 students with: should simultaneously be engaged in ● technical accuracy ● cultural background and history of the creator ● stylistic expression ● critical thinking to empower their ability to honestly ● expression to convey the creator’s intent on represent this music, with possible peer to peer available musical instruments; traditional or collaboration computers, tablets, phone apps and other ● the authentic practices, and performance accuracy emerging media). as an outgrowth of this preservation exercise. Students will identify and connect the expressive qualities Students might not need a strong working knowledge of of their music through movement that is integrally woven music notation and theory in its symbolic form, however, to their desired intent and outcome. they would need to have a developing understanding of it and a strong aural still. This would enable agency in Creating students to develop their musical decision making skills. Performing music with technical accuracy and stylistic expression as a result of the interpretation and analysis, Context while using developing personal criteria, students may: In order to present music authentically, Grades 6-8 would ● Identify technical challenges before and after a want to situate or contextualize their musical plans within a performance social sphere. They would need to have venues to perform ● Create music on paper, software or collaboratively this music that are also authentic and might require some in sonic spaces with the assistance of recording creative rethinking of traditional concert spaces. As some technology music is conducive to stage and auditorium seating, others are more participatory and conducive to another ● Perform, reflect, etc. environment. It is important to also contextualize within time frames as culture is wedded to time period. Aural & Notational Skills Students may develop personal criteria through an analysis of the music or performance notes, notation, etc. through Evaluation Criteria various modalities, including reading, listening, responding To evaluate presentations of authentic interpretation, to aural stimuli and “writing” (codifying ideas on paper or Grades 6-8 students should be: software). When performing or presenting a piece, students should be able to: ● essential agents of their learning and playing process ● Demonstrate a level of literacy skills to “speak a language” (of music) and thus a speaker should encouraged to make critical evaluations of musical ● have a working vocabulary that facilitates sounds discussion and sharing. encouraged to plan and make music as individuals ● ● Communicate musically with another musical (uniformity is not an end product). student using supporting harmonies, melodies, and other forms of a musical dialogue. Teachers for grades 6-8 should note that ● Record with technology, thus expanding traditional Knowledge and Skills Grades 6-8 page 28 ● each student will be unique notation. Traditional notation is a practice popularized and representative of a particular ● students could be evaluated on their actual musical accuracy and musical/cultural honesty as well as music and culture (not the totality of musics around the process the globe historically) ● evaluation is not a simple process as students will To advance music education, teachers should remain open be planning and making music as individuals - to new kinds of aural and notational skills that represent uniformity is not an end product. new musics and musicianship as new instruments, tools, and sounds develop.

Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected, and/or the differentiated needs of each student. Standard: MU:Pr6.1.8b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style. .

Enduring Understanding Essential Question Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do across time, place, and cultures. The context and how a context and the manner in which musical work is presented work is presented influence the audience response. influence audience response? Knowledge: Skills:

Structure Performing In order to demonstrate performance decorum, Grades 6-8 Students should demonstrate performance decorum on students would need to be remain faithful to traditions instruments of choice while they sing, play, and apply preceding them as well as open to new practices of personally developed criteria, as appropriate for venue, performance decorum in a given context. purpose, context, and style.

Context Students will identify and connect the expressive qualities In order to demonstrate performance decorum, Grades 6-8 of their music through movement that is integrally woven should situate or contextualize their musical experiences to their desired intent and outcome. within a social sphere. Perhaps a micro sphere such as their Knowledge and Skills Grades 6-8 page 29 own context, or a more macro sphere such as a larger Creating cultural group. It is important to also contextualize within Performing music with a pre-determined decorum is a time frames as culture is wedded to historical period. result of the interpretation and analysis and personally developed criteria. Students may: Evaluation Criteria ● Create music on paper, software or collaboratively To evaluate performance decorum Grades 6-8, teachers in sonic spaces with the assistance of recording should invite students to be essential agents of the technology process. While traditions of practice will likely be the focus, Perform, reflect, etc. teachers might also be open to cultural phenomena ● manifested in particular situated contexts. Aural & Notational Skills Students may develop personal criteria through an analysis Teachers must remain open to possibilities during the of the music or performance notes, notation, etc. through evaluation process. Rubrics might assist, so long as the various modalities, including reading, listening, responding rubrics cast a wide enough net to capture the unique to aural stimuli and “writing” (codifying ideas on paper or nuances of each student. software). When performing or presenting a piece, students should be able to: ● Demonstrate a level of literacy skills to “speak a language” (of music) and thus a speaker should have a working vocabulary that facilitates discussion and sharing. ● Communicate musically with another musical student using supporting harmonies, melodies, and other forms of a musical dialogue. ● Record with technology, thus expanding traditional notation. Traditional notation is a practice popularized and representative of a particular music and culture (not the totality of musics around the globe historically)

Evaluating ● Peer assessment ● Self-assessment ● Teacher assessment The 6-8 teacher might also employ peer and self-evaluation so students become agents of the process. Teachers might be able to assist in evaluating the clarity and accuracy of aural and notational skills remaining open to new emerging possibilities. Students might be able to come up with new kinds of notation. This should be encouraged particularly in students who might have limited exposure to standardized notation. Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical Knowledge and Skills Grades 6-8 page 30 context of music selected, and/or the differentiated needs of each student.

Knowledge and Skills Grades 6-8 page 31 RESPONDING Select Choose music appropriate for a specific purpose or context. Standard: MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose. Enduring Understanding Essential Question Individuals' selection of musical works is influenced by their How do individuals choose music to experience? interests, experiences, understandings, and purposes. Knowledge: Skills:

Structure: Performing: Students in grades 6-8 will select programs music based Students need to make connections between the music upon elemental connections (tonal, rhythmic, expressive, they perform and listen to for enjoyment and understand theoretical, etc.). Students have the option to demonstrate the purpose of varied musical selections. When performing competency by performing alone, with others, or using students should be able to: technology. Teachers may need to help students focus on ● perform (singing, various instruments, technology, predetermined elements such as: etc.) alone and with others using appropriate ● Patterns (tonal, rhythmic, etc.) technique, sound quality, technical accuracy, and ● Forms (Theme and Variations, Call and Response, expression for the music selected. 12 Bar Blues, Verse-Chorus, etc.) ● demonstrate how the context and purpose ● Styles and Genres influences performance practice. Dynamics ● Creating: ● Timbre and Texture Students need to make connections between the music others create and their personal musical creations in order Context: to understand the various purposes of music. When Students in grades 6-8 will program music that focuses on creating students should be able to: specific historical, cultural, and/or societal purposes. ● improvise, arrange, or compose music for a specific purpose or context using traditional means or Students in grades 6-8 will demonstrate how societal, technology. historical, and environmental context changes appropriate ● demonstrate imagination, craftsmanship, aesthetic performance and audience etiquette. sensitivity, and refinement in their compositions, arrangements, and improvisations. Students in grades 6-8 should discuss and demonstrate the influence of purpose and context on musical selection Aural & notational skills: using appropriate and specific academic vocabulary to Students may develop personal criteria through an analysis demonstrate competency. of the music or performance notes, notation, etc. through various modalities, including reading, listening, responding Evaluation Criteria: to aural stimuli and “writing” (codifying ideas on paper or The teacher of grades 6-8 should use varied assessment or software). When performing or presenting a piece, students evaluation techniques to focus instruction and to help should be able to: students demonstrate understating and mastery. Evaluation should utilize multiple techniques including: ● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard Teacher, student, and/or peer created (rubrics, ● and emerging notation. problem/project based, technology based, etc.) demonstrate how context (including technology) Student created criteria (peer, self, etc.) ● ● and cultural influences impact aural and notational skills. For this standard students in grades 6-8 will demonstrate why the music selected is appropriate based upon To advance music education, teachers should remain open individual interests, experiences, and understanding. The to new kinds of aural and notational skills that represent students should demonstrate how societal, cultural, and new musics and musicianship as new instruments, tools, historical norms influence the selection of specific music. and sounds develop.

Knowledge and Skills Grades 6-8 page 32 Evaluating: Evaluation or assessment of skills should be a process that involves teachers, peers, and self in refinement of personal and group musicianship.

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

Knowledge and Skills Grades 6-8 page 33 Analyze Analyze how the structure and context of varied musical works inform the response. Standard: MU:Re7.2.8a Compare how the elements of music and expressive qualities relate to the structure within programs of music. Enduring Understanding Essential Question Response to music is informed by analyzing context (social, How does understanding the structure and context of cultural, and historical) and how creators and performers music inform a response? manipulate the elements of music. Knowledge: Skills:

Structure: Performing: Students in grades 6-8 will demonstrate how composers Students need to make connections between the music and performers utilize the elements of music (pitch, they perform and listen to for enjoyment and understand rhythm, harmony, dynamics, timbre, texture, form, and their purpose within a larger musical program. When style) to program music based on context. performing students should be able to: ● perform (singing, various instruments, technology, etc.) alone and with others using appropriate Context: technique, sound quality, technical accuracy, and Students in grades 6-8 will analyze the impact selected expression for the music selected. music has on the performer and audience from various ● will demonstrate how the context and purpose contexts (historical, societal, and cultural). influences performance practice.

Evaluation Criteria: Creating: The teacher of grades 6-8 should use varied evaluation Students need to make connections between the music techniques to focus instruction and to help students others create and their personal musical creations in order demonstrate understating and mastery. Evaluation to understand the various purposes of music. When should utilize multiple techniques including: creating music students should be able to: ● Teacher created (rubrics, problem/project ● improvise, arrange, or compose music for a based, technology based, etc.) specific purpose or context using traditional means or ● Student created criteria (peer, self, etc.) technology. ● demonstrate imagination, craftsmanship, For this standard students in grades 6-8 will analyze the aesthetic sensitivity, and refinement in their appropriate cultural, societal, and historical impacts of compositions, arrangements, and improvisations. selected music on performers and audience. The impact of context is relative to the music selected and must be Aural & notational skills: evaluated from a lens of the student’s enabling skills Students may develop personal criteria through an analysis (aptitude, conceptual understanding, craftsmanship, and of the music or performance notes, notation, etc. through aesthetic sensitivity) and enabling conditions various modalities, including reading, listening, responding (social/culture and personal experience). to aural stimuli and “writing” (codifying ideas on paper or software). When performing or presenting a piece, students should be able to: ● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard and emerging notation. ● demonstrate how context (including technology) and cultural influences impact aural and notational skills.

Evaluating: Evaluation of skills should be a process that involves the teachers, peers, and self in refinement of personal and group musicianship. Knowledge and Skills Grades 6-8 page 34

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

Enduring Understanding Essential Question Response to music is informed by analyzing context (social, How does understanding the structure and context of cultural, and historical) and how creators and performers music inform a response? manipulate the elements of music. Knowledge: Skills:

Structure: Performing: Students in grades 6-8 will identify music, to be programed Students need to identify and compare the context of or performed, from a variety of genres, cultures, and music they perform and listen to for enjoyment and historical periods based on theoretical and technical understand how historical, societal, and cultural norms criteria. influence the music’s context. When performing students should be able to: Students in grades 6-8 will compare music, to be ● perform (singing, various instruments, technology, programed or performed, from a variety of genres, etc.) alone and with others using appropriate cultures, and historical periods based on theoretical and technique, sound quality, technical accuracy, and technical criteria. expression for the music selected.

Context: ● identify and compare how the context influences Students in grades 6-8 will identify and compare music performance practice and audience response. based on historical, cultural, or contextual criteria. Creating: Evaluation Criteria: Students need to identify and compare the context of the The teacher of grades 6-8 should use varied evaluation music others create and their personal musical creations in techniques to focus instruction and to help students order to understand the influence of historical, societal, demonstrate understanding and mastery. Evaluation and cultural norms on music creation. When creating should utilize multiple techniques including: music students should be able to: ● Teacher created (rubrics, graphic organizers, ● improvise, arrange, or compose music for a specific problem/project based, technology based, etc.) purpose or context using traditional means or ● Student created criteria (peer, self, etc.) technology. ● demonstrate imagination, craftsmanship, aesthetic For this standard students in grades 6-8 will identify and sensitivity, and refinement in their compositions, compare the appropriate cultural, societal, and historical arrangements, and improvisations. impacts of selected music on performers and audience. Knowledge and Skills Grades 6-8 page 35 Aural & notational skills: The impact of context is relative to the music selected and Students may develop personal criteria through an analysis must be evaluated from a lens of student’s enabling skills of the music or performance notes, notation, etc. through (aptitude, conceptual understanding, craftsmanship, and various modalities, including reading, listening, responding aesthetic sensitivity) and enabling conditions to aural stimuli and “writing” (codifying ideas on paper or (social/culture and personal experience). software). When performing or presenting a piece, students should be able to: ● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard and emerging notation. ● demonstrate how context (including technology) and cultural influences impact aural and notational skills.

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

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

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

Knowledge and Skills Grades 6-8 page 36 Interpret Support interpretations of musical works that reflect creators’/performers’ expressive intent. Standard: MU:Re8.1.2a Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.

Enduring Understanding Essential Question Through their use of elements and structures of music, How do we discern the musical creators’ and performers’ creators and performers provide clues to their expressive expressive intent? intent. Knowledge: Skills:

Structure: Performing: Students need to apply personal interpretation of the Students in grades 6-8 will interpret (technology, elements of music and expressive qualities to the music presentations, or performance) how the elements of music they perform and explain reasons for their choices. When and expressive qualities are used in the overall structure of performing students should be able to: music from different genres, cultures, and historical ● perform (singing, various instruments, technology, periods. etc.) alone and with others a variety of music from genres, cultures, and historical periods using appropriate technique, sound quality, technical Context: accuracy, and expression for the music selected. Students in grades 6-8 will demonstrate how creators’ and performers’ interpretation of the elements of music and ● demonstrate how the context influences personal expressive qualities are influenced by the cultural, social, interpretation including performance practice and and historical context. audience response.

Creating: Evaluation Criteria: Students need to apply personal interpretation of the The teacher of grades 6-8 should use varied evaluation elements of music and expressive qualities to their musical techniques to focus instruction and to help students creations. Students should also take into account how demonstrate understating and mastery. Evaluation should historical, societal, and cultural influences impact music utilize multiple techniques including: creation. When creating music students should be able to: Teacher created (rubrics, graphic organizers, ● ● improvise, arrange, or compose music for a specific problem/project based, technology based, etc.) purpose or context using traditional means or ● Student created criteria (peer, self, etc.) technology.

For this standard students in grade 6-8 will use a variety of ● demonstrate imagination, craftsmanship, aesthetic means (technology, performance, presentation, etc.) to sensitivity, and refinement in their compositions, demonstrate the appropriate cultural, societal, and arrangements, and improvisations. historical interpretation of selected music on performers and audience. Aural & notational skills: Students may develop personal criteria through an analysis The personal interpretation is relative to the music selected of the music or performance notes, notation, etc. through and must be evaluated from a lens of enabling skills various modalities, including reading, listening, responding (aptitude, conceptual understanding, craftsmanship, and to aural stimuli and “writing” (codifying ideas on paper or aesthetic sensitivity) and enabling conditions (social/culture software). When performing or presenting a piece, students and personal experience). should be able to: ● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard and emerging notation.

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

Knowledge and Skills Grades 6-8 page 37 To advance music education, teachers should remain open to new kinds of aural and notational skills that represent new musics and musicianship as new instruments, tools, and sounds develop.

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

Knowledge and Skills Grades 6-8 page 38 Evaluate Support Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria. Standard: MU:Re9.1.8a Apply appropriate personally-developed criteria to evaluate musical works or performances.

Enduring Understanding Essential Question The personal Evaluation Criteria of musical work(s) and How do we judge the quality of musical work(s) and performance(s) is informed by analysis, interpretation, and performance(s)? established criteria. Knowledge: Skills:

Structure: Performing: Students in grades 6-8 will develop criteria with the Students need to apply personal criteria to evaluate their teacher, peers, or individually to evaluate the use of performances and to the music they listen to for elements of music and expressive qualities in the overall enjoyment. Students should be able to explain their structure of music from different genres, cultures, and criteria using appropriate vocabulary. When performing historical periods. students should be able to: ● perform (singing, various instruments, technology, Context: etc.) alone and with others a variety of music from Students in grades 6-8 will develop personal criteria to genres, cultures, and historical periods using evaluate the influence of cultural, social, and historical appropriate technique, sound quality, technical context on a piece of music or performance. accuracy, and expression for the music selected.

● evaluate how the context influences interpretation Evaluation Criteria: including performance practice and audience Students in grades 6-8 will use a variety of means response. (technology, performance, presentation, etc.) to develop appropriate cultural, societal, and historical evaluation Creating: techniques for selected music. Students need to apply personal criteria to evaluate the use of the elements of music and expressive qualities to Students in grades 6-8 will develop evaluation techniques their musical creations. Students should be able to explain for performers and audience etiquette for various their criteria using appropriate vocabulary. When creating contextual conditions. music students should be able to:

The impact of personally developed criteria to evaluate ● evaluate music composed, improvised, arranged by musical works and performances is relative to the student’s others for a specific purpose or context using enabling skills (aptitude, conceptual understanding, traditional means or technology. craftsmanship, and aesthetic sensitivity) and enabling conditions (social/culture and personal experience). ● demonstrate evaluation of imagination, craftsmanship, aesthetic sensitivity, and refinement The teacher of grades 6-8 should use varied evaluation in their compositions, arrangements, and techniques to focus instruction and to help students improvisations. demonstrate understanding and mastery. Evaluation should utilize multiple techniques including: Aural & notational skills: Students may develop personal criteria through an analysis of the music or performance notes, notation, etc. through ● Teacher created (rubrics, graphic organizers, problem/project based, technology based, etc.) various modalities, including reading, listening, responding to aural stimuli and “writing” (codifying ideas on paper or Student created (peer, self, etc.) ● software). When performing or presenting a piece, students should be able to: ● demonstrate the ability to read, write, create, and express musical thoughts and ideas using standard and emerging notation.

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

Knowledge and Skills Grades 6-8 page 39 skills.

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

Students in grades 6-8 will use academic appropriate vocabulary to evaluate personal performance and the performance of others from a variety of cultures, genres, and historical periods. Vocabulary ● Pitch ● Tempo ● Timbre ● Phrase ● Harmony ● Melody ● Rhythm ● Other content specific, academic vocabulary will be added as needed, dependent upon the cultural and historical context of music selected, and/or the differentiated needs of each student.

Knowledge and Skills Grades 6-8 page 40