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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 6 |
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Standard 1
The learner will be able to
sing on pitch and in rhythm, with proper tone, diction, posture, and with a steady tempo. They sing accurately, expressively, and with good breath control while they observe the indicated dynamics, phrasing, and interpretation. They also sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, rounds, and two-part songs. Students in sixth grade sing in groups, blending vocal timbres, matching dynamic levels, and following a conductor's cues.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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6.1.1
The learner will be able to
sing warm-ups that stress diction, posture, pitch, breath control, and attention to the conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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6.1.2
The learner will be able to
sing a capella in small or large ensembles, with appropriate dynamics, phrasing, and articulation.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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6.1.3
The learner will be able to
sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, and rounds.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.1.4
The learner will be able to
sing music written in two parts.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform a variety of works on one instrument accurately, expressively, and independently, alone or in a group, following the directions of a conductor. They perform or echo easy rhythmic, melodic, and chordal patterns accurately. They also perform independent instrumental parts while other students play or sing contrasting parts.
| Strand |
Source |
| Playing an instrument |
IDOE |
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6.2.1
The learner will be able to
echo a short pattern on a rhythmic or melodic instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Assessment Resources |
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6.2.2
The learner will be able to
play a given pitch pattern, rhythm pattern, or ostinato part, using appropriate tempo and dynamics while watching a conductor.
| Strand |
Source |
| Playing an instrument |
IDOE |
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6.2.3
The learner will be able to
play a pattern of I and V chords.
Example: Using a keyboard, fretted or mallet instrument, play basic chords that accompany a piece or a class song.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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6.2.4
The learner will be able to
play a melody on a recorder or another melodic instrument, using the dynamics and tempo indicated by the conductor or the score.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Assessment Resources |
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6.2.5
The learner will be able to
play a variety of music expressively and independently of others.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Reading, notating and interpreting music
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Standard 3
The learner will be able to
read, perform, and notate music notation in simple meters, plus 6/8 meter. They identify and correctly observe symbols and terms for dynamics, tempo, and articulation while playing. Students in grade six sight-read melodies in treble and bass clef.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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6.3.1
The learner will be able to
read and notate whole, half, dotted half, quarter, dotted quarter, eighth, eighth note triplets, dotted eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4 meter signatures. Read and notate eighth, dotted quarter and dotted half notes within a 6/8-meter signature.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.3.2
The learner will be able to
read given pitch patterns using solfege, numbers, or letter names. Notate the major scale pattern of half steps and whole steps.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.3.3
The learner will be able to
sight-read simple melodies in treble and bass clefs.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
invent simple melodic, rhythmic, or harmonic accompaniments to a piece or excerpt. They devise simple melodic embellishments to known melodies. Students also improvise short, unaccompanied melodies to be played or sung over given accompaniments.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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6.4.1
The learner will be able to
create a pattern of I, IV and V chords to accompany a song.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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6.4.2
The learner will be able to
create a rhythmic or melodic ostinato to play against a given melody.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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6.4.3
The learner will be able to
invent a rhythmic or melodic embellishment to a known theme.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5
The learner will be able to
create and arrange music to accompany readings or dramas. They use several sound sources when composing or arranging.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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6.5.1
The learner will be able to
create a short piece or song to accompany a drama or reading, using duple meter, at least ten to twelve measures long.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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6.5.2
The learner will be able to
create or assist in creating a fully original composition.
Example: As a class project, create an original opera or musical revue. Participate by helping with the words or music.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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6.5.3
The learner will be able to
select instruments or sounds to be added to a piece being written.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6
The learner will be able to
identify musical forms when they are heard, as well as the sound of a major or minor tonality (key). They listen to examples of music that derive from various cultures and styles, and discuss them using appropriate musical terms. They also identify the sounds of voices and musical instruments. Students respond to musical events through movement.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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6.6.1
The learner will be able to
diagram musical forms such as AB, ABA, ballads, rondos, theme and variation, and canons or fugues.
Example: Listen to Benjamin Britten's "Young Person's Guide to the Orchestra" and identify the form as well as how that form is heard in the music.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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6.6.2
The learner will be able to
upon listening to and performing numerous examples of works in major and minor keys correctly identify examples as major or minor.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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6.6.3
The learner will be able to
identify musical instruments or voice types by sound.
Example: Name the instruments in "Young Person's Guide to the Orchestra" as they are being played.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.6.4
The learner will be able to
write a description of a musical work studied, using appropriate terms.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.6.5
The learner will be able to
use movement to represent the musical qualities or changes heard in a piece.
Example: As part of a class activity, create a multi-media presentation to be given as a known piece is heard, utilizing movement, lighting, and props.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities and differences in the terms used in the arts. They name similarities and differences in the terms used in music and in other subject areas.
| Strand |
Source |
| Understanding relationships |
IDOE |
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6.7.1
The learner will be able to
compare and contrast two or more meanings of terms used in the arts, such as unity and variety Example: Talk about how unity and variety are found in architecture, paintings, dance, and drama.
| Strand |
Source |
| Understanding relationships |
IDOE |
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6.7.2
The learner will be able to
compare and contrast common terms used in music and other subject areas.
Example: Tell how sound is created and relate this to string instruments and percussion instruments.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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6.7.3
The learner will be able to
study a particular musical style and explore its relevance to other art forms.
Example: Research Impressionistic music and its relationship to visual art.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 8
The learner will be able to
develop an understanding of the relationship of music to the historical period in which it was composed. They describe how the elements of music are used in examples from world cultures. They also discuss the uses of music in everyday life and throughout history.
| Strand |
Source |
| Understanding music |
IDOE |
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6.8.1
The learner will be able to
research the historical origins of musical styles as well as the cultures that produced them.
Example: Explore the development of rock music and the historical and technological developments that influenced its growth.
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| Strand |
Source |
| Understanding music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.8.2
The learner will be able to
discuss suitable music for various occasions.
Example: Discuss the role of music in political campaigns and television advertising.
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| Strand |
Source |
| Understanding music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.8.3
The learner will be able to
compare and contrast the different roles of musicians in many cultures and settings.
| Strand |
Source |
| Understanding music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Standard 9
The learner will be able to
develop criteria for high musical quality. They explain personal preferences for musical styles and pieces using proper terminology. They also constructively evaluate the quality of their performances and the performances of others. The students discuss the importance of proper concert behavior and demonstrate it.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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6.9.1
The learner will be able to
write a personal and classroom rubric, which will be used to evaluate performances and compositions.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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6.9.2
The learner will be able to
discuss likes and dislikes of certain composers, styles, and pieces, using familiar terms.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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Instructional Resources |
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Assessment Resources |
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6.9.3
The learner will be able to
discuss appropriate audience behavior for musical events and exhibit that behavior at a public concert.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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Instructional Resources |
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Assessment Resources |
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