Scope and Sequence, Grade 6 Music
Music, Grade 6
Music, Middle School 1 (Adopted 2013) Imported Standards :: The student is expected to...
- The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician.
- experience and explore exemplary musical examples using technology and available live performances;[A] • describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;[B]
- describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;[C] • identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and[D]
- explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.[E]
- The student reads and writes music notation using an established system for rhythm and melody.
- identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;[A]
- notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;[B]
- create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;[C]
- read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and[D]
- sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters,
including 2/4, 3/4, and 4/4.[E]
- The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory.
- demonstrate, alone and in groups, characteristic vocal or instrumental timbre;[A]
- perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;[B]
- perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;[C]
- perform independently and expressively a varied repertoire of music representing various styles and cultures;[D]
- sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;[E]
- interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and[F]
- create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.[G]
- The student relates music to history, culture, and the world.
- perform music representative of diverse cultures, including American and Texas heritage;[A]
- describe written and aurally presented music representative of diverse styles, periods, and cultures;[B]
- identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and[C]
- describe music-related vocations and avocations.[D]
- The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.
- demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;[A]
- identify criteria for listening to and evaluating musical performances;[B]
- describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;[C]
- evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and[D]
- demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.[E]