3+a.+Music+Standards

**6** || **7** ||  **8** ||  **IL** || //Students will:// 1.1 Sight read a full octave exercise in unison and in parts using solfege syllables. || √ ||  √ ||  √ || || 1.2 Identify and interpret rest and note values, including whole – sixteenth notes. || √ ||  √ ||  √ || || 1.3 Sight read short rhythmic patterns and recognize them within choral literature. || √ ||  √ ||  √ || || 1.4 Identify and understand uses of staff, clef, measure, bar line and time signature. || √ ||  √ ||  √ || || 1.5 Identify pitches on the treble (gr 6 & 7) and bass clef (gr. 8). || √ ||  √ ||  √ || || 1.6 Identify dynamic markings and tempo terms within songs being studied. || √ ||  √ ||  √ || || 1.7 Identify sharps, flats & naturals and explain their functions. || √ ||  √ ||  √ || || 1.8 Identify commonly used //Italian// expressive markings. || √ ||  √ ||  √ || || 1.9 Follow a part through a choral score, including score reading symbols (repeat signs, first and second endings, codas, etc.) || √ || √ ||  √ || || 1.10 Identify key signatures: C, F & G Major (gr. 6) Bb, Eb & D (gr. 7) Circle of 5ths (gr. 8) || √ || √ ||  √ || || 1.11 Define the concepts: Beat, Tempo, Rhythm, Melody, Harmony, Key, Key Signature, Scale, and the Moveable Do || √ || √ ||  √ || || **6** ||  **7** ||  **8** ||  **IL** || //Students will:// 2.1 Match pitches and sing in unison with a provided pitch || √ || √ ||  √ ||  || 2.2  Echo simple melodies with correct intonation || √ || √ ||  √ ||  || 2.3 Sing in tune with the ensemble, blending their voice with others || √ || √ ||  √ ||  || 2.4 Sing harmony in 2 & 3 part music. (gr. 6 2-part) (gr. 7 and 8 3-part) || √ || √ ||  √ ||  || 2.5 Recognize aurally and visually major and perfect intervals, including tonic pitch, and use Kodaly hand-signs to sing scales and intervals || || √ ||  √ ||  . || 2.6 Echo-clap rhythmic patterns and improvise their own, individually and in groups || √ || √ ||  √ ||  .. || 2.7 Improvise and notate body-rhythm compositions || √ || √ ||  √ ||  || 2.8 Move freely to music and rhythms, allowing their physical bodies to outwardly express the elements of music; melody, rhythm, beat, intervals, harmonies, emotion || √ || √ ||  √ ||  || **6** ||  **7** ||  **8** ||  **IL** || //Students will:// 3.1 Identify the elements of quality tone production || √ || √ ||  √ ||  || 3.2 Identify and use healthy breath support while singing || √ || √ ||  √ ||  || 3.3 Identify and use the body’s different resonating systems || √ || √ ||  √ ||  || 3.4 Sing with awareness of vowel shape and diction || √ || √ ||  √ ||  || 3.5 Identify the functioning of major muscles, organs and body parts in singing (diaphragm, lungs, abdominal and inter-costal muscles, vocal cords and resonators.) || √ || √ ||  √ ||  ||  **6** || **7** ||  **8** ||  **IL** || //Students will:// 4.1 Participate fully, positively and actively in rehearsals and performances. || √ ||  √ ||  √ ||  || 4.2 Sit and stand with light-weight and energetic singing posture || √ || √ ||  √ ||  ||
 * 1. READS MUSIC AND FOLLOWS A CHORAL SCORE ** ||
 * 1. READS MUSIC AND FOLLOWS A CHORAL SCORE ** ||
 * === 2. DEVELOPS AURAL AND RHYTHMIC SKILLS === ||
 * === 3. PRODUCES A RESONANT AND SUPPORTED MUSICAL TONE WITH KNOWLEDGE OF BASIC VOICE PHYSIOLOGY === ||
 * === 4. PARTICIPATES PRODUCTIVELY IN THE ENSEMBLE AND DEMONSTRATES MUSICIANSHIP === ||

4.3 Identify group performance terms; Blend, Balance, Staggered breathing || √ || √ ||  √ ||  || 4.4 Perform a varied, memorized program with the ensemble in a formal concert setting, including repertoire from differing time periods, cultures, styles and languages || √ || √ ||  √ ||  || 4.5 Demonstrate knowledge of the context of the repertoire; style, musical era, composer and cultural context of the songs. || √ ||  √ ||  √ ||  || 4.6 Sing the repertoire with musicianship, demonstrating how tone color, phrasing, dynamics, facial expressions and body language aid the singer in expressing a song. || √ ||  √ ||  √ ||  || 4.7 Identify the traits of musical energy (physical, mental, spiritual, emotional, vital) in musical examples and in repertoire || √ || √ ||  √ ||  || === 5. CARES FOR AND DEVELOPS HIS/HER OWN INSTRUMENT === || === 6 === || === 7 === || === 8 === || === IL === || //Students will:// 5.1 Understand how to avoid vocally abusive singing behavior. || √ ||  √ ||  √ ||  || 5.2 Identify practices for good vocal health || √ || √ ||  √ ||  || 5.3 Use physical and vocal warm-up exercises for optimal vocal health and to improve tone, flexibility, support and resonance. || √ ||  √ ||  √ ||  || 5.4 . Use rehearsal time to explore and develop the color, tone, resonance and quality of his/her individual instrument. || √ ||  √ ||  √ ||  || 5.5 Take opportunities in class and performance situations (Music Café) to sing duets or solos. || √ ||  √ ||  √ ||  || === 6. UNDERSTAND AUDIENCE ETIQUETTE === || === 6 === || === 7 === || === 8 === || === IL === || //Students will:// 6.1 Identify the practices of an alert, active listener who is wishing the performer well || √ || √ ||  √ ||  || 6.2 Identify how audience behavior and energy can affect a performance || √ || √ ||  √ ||  || 6.3 Demonstrate positive, active, audience behavior || √ || √ ||  √ ||  ||
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