General Music, Music Appreciation, Music History: Grade 7

Creating

Performing

Responding

Connecting

Generate and conceptualize artistic ideas and work.

Organize and develop artistic ideas and work.

Refine and complete artistic work.

Select, analyze, and interpret artistic work for presentation.

Develop and refine artistic techniques and work for presentation.

Convey meaning through the presentation of artistic work.

Perceive and analyze artistic work

Interpret intent and meaning in artistic work.

Apply criteria to evaluate artistic work.

Synthesize and relate knowledge and personal experiences to make art.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Select, organize, develop and document personal musical ideas for arrangements , songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences .

Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources.

Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).

Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.

Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities , technical challenges , and reasons for choices.

Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo , and form .

Identify how cultural and historical context inform performances and result in different music interpretations

Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

Identify and apply collaboratively developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.

Perform the music with technical accuracy and stylistic expression to convey the creator's intent.

Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.

Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

Identify and compare the context of music from a variety of genres, cultures, and historical periods.

Describe a personal interpretation of contrasting works and explain how creators' and performers' application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.

Select from teacher-provided criteria to evaluate musical works or performances.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety , and convey expressive intent.

Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities , technical challenges , and reasons for choices.

Perform contrasting pieces of music demonstrating their personal interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

Select or choose contrasting music to listen to and compare the connection to specific interests or experiences for a specific purpose.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Identify how cultural and historical context inform performance and results in different music interpretations.

Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Identify and compare the context of music from a variety of genres, cultures, and historical periods.

Select from teacher-provided criteria to evaluate musical works or performances.