Choral Music: Grade 7

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to sight-read simple rhythms in simple meters at a level of 1 or 2 on a scale from 1 to 6.

Use a system (for example, solfège syllable, numbers, note names) to sight-read melodies at a level of 1 or 2 on a scale from 1 to 6.

Use a system (solfège syllables, numbers, note names) to sight-read simple melodies in both treble and bass clefs at a level of 1 or 2 on a scale from 1 to 6.

Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

Use available technology to write notation with standard symbols for meter, rhythm, and pitch in simple patterns.

Analyzing

Evaluating

Sing a diverse repertoire of music from various historical periods and cultures.

Compare and classify exemplary musical works by genre, style, historical period, composer, and title.

Compare the function of music and musical settings in various cultures of the world.

Identify the historic roles of musicians in various music settings and cultures.

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

Identify common terms in music that are used in similar ways in one or more other arts disciplines (for example, texture, color, form).

Discuss the relationship that exists between subjects outside of the arts and music (for example, mathematics and music, English literature and music).

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts.

Discuss ways that creativity and individual responsibility can be used in careers outside of music.

Identify expenses involved in artistic productions (for example, performer salaries, rentals, auditorium expenses).

Discuss the manner in which economic conditions, cultural values, and location affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

Echo simple rhythmic and melodic patterns.

Sing independently with accurate intonation and in rhythm, using appropriate timbre, diction, breath control, and good posture while maintaining a steady tempo.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing in small and large ensembles a varied repertoire of choral music representing diverse genres and cultures.

Sing ostinati, partner songs, rounds, and two- and three-part music with or without accompaniment.

Sing in groups, develop aural skills, blend vocal timbres, match dynamic levels, and respond to the cues of the conductor.

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

Improvise simple rhythmic and melodic accompaniments at a level of 1 or 2 on a scale from 1 to 6.

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

Improvise short songs using a variety of sound sources, including music technology if available.

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology if available (for example, Sibelius and Finale software).

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

Identify musical forms including rondo, AABA, twelve-bar blues, and theme and variation, and symphony.

Demonstrate his or her perceptual skills by using movement and differentiate between aural examples of music in various styles and diverse cultures.

Use appropriate terminology to describe music notation, music instruments and voices, and music performances.

Classify the timbre of common instruments and voices.

Explain the different emotional responses that people can have to various musical effects.

Develop specific criteria for evaluating the quality and effectiveness of musical performances and compositions and use those criteria to evaluate his or her own performances.

Use appropriate music terminology to defend his or her preferences for specific music works and styles.

Apply music concepts when evaluating the performances of others and offer them constructive suggestions for improvement.