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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 7 |
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Standard 1
The learner will be able to
sing as a group accurately and expressively. They sing with a steady tone, consistent breath control throughout their vocal ranges, clear diction, and good posture.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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7.1.1
The learner will be able to
sing a given melody on pitch and in tempo, with attention to dynamic contrasts and phrasing that appropriately express the lyrics.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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7.1.2
The learner will be able to
sing a given melody clearly, with sustained breath support, proper pronunciation, and while standing or sitting up straight.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform on an instrument accurately and independently, alone and in a group. They play simple melodies by ear.
| Strand |
Source |
| Playing an instrument |
IDOE |
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7.2.1
The learner will be able to
play a given rhythmic or melodic pattern on an instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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7.2.2
The learner will be able to
play a melody while other students play an accompaniment.
| Strand |
Source |
| Playing an instrument |
IDOE |
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7.2.3
The learner will be able to
play an accompaniment while others play a melody.
| 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 music notation in simple meters. They identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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7.3.1
The learner will be able to
demonstrate the ability to read music notation either verbally or through performing.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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7.3.2
The learner will be able to
use appropriate musical terminology when discussing music.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
create a simple harmonic accompaniment to enhance a given melody. They also create a short melody over a given accompaniment.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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7.4.1
The learner will be able to
create a harmonic accompaniment.
Example: Upon hearing a known song, invent and play a short chordal pattern to accompany it.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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7.4.2
The learner will be able to
improvise a melody to go with a given rhythmic accompaniment.
Example: After listening to a given rhythm pattern, create a melody that will fit the rhythm pattern.
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| 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
compose short pieces with the instructor's guidance.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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7.5.1
The learner will be able to
compose a simple piece of music that is in 2/4 or 4/4 meter, and utilizes traditional or non-traditional notation.
Example: After watching the video of the making of the stage show "Stomp," the students will compose their own version of the show.
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| 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
describe and analyze aural examples of music using correct musical terms pertaining to form, meter, rhythm, basic keys, and simple harmonic progressions.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.1
The learner will be able to
identify the form of a musical example.
Example: Listen to a song being sung and determine whether it is in AB form, ABA form, or verse form.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.2
The learner will be able to
identify different instruments when hearing a musical example.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.3
The learner will be able to
identify soprano, alto, tenor, or bass voices when hearing an example of vocal music.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.4
The learner will be able to
identify prominent rhythm patterns heard in a musical example.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.5
The learner will be able to
identify and discuss the melodic features and the tonal aspects of a musical example. Example: After studying the score of a familiar song, name its key signature(s) and discuss the way the melody is constructed.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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7.6.6
The learner will be able to
utilize simple music terminology.
Example: Keep a journal that includes musical terms and their meanings.
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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
apply the musical and non-musical skills learned in music study to other life situations. They describe similarities among different art forms across cultures. Students also observe and discuss similarities among different disciplines and the arts.
| Strand |
Source |
| Understanding relationships |
IDOE |
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7.7.1
The learner will be able to
explain the importance of group participation, perseverance, and commitment in musical and non-musical settings.
| Strand |
Source |
| Understanding relationships |
IDOE |
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7.7.2
The learner will be able to
describe how universal themes such as that of tragedy can be communicated in music, art, dance, or theatre.
| Strand |
Source |
| Understanding relationships |
IDOE |
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7.7.3
The learner will be able to
describe the similarities between other subject areas and the arts.
Example: Talk about the relationship between music and language.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
learn works from other historical eras and other cultures. They identify the uses of music in daily life. They also compare and contrast the uses of music and musicians in world cultures.
| Strand |
Source |
| Understanding music |
IDOE |
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7.8.1
The learner will be able to
name the composer and the historical era of a familiar musical example.
Example: Name the composer of a known work and identify the work as belonging to the Baroque, Classic, Romantic or modern musical era.
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| Strand |
Source |
| Understanding music |
IDOE |
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7.8.2
The learner will be able to
identify the role and importance of music in daily life.
Example: Take a survey of classmates asking them what music they listened to, when they listened to it, and for what purpose they listen to it. Report on their answers.
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| Strand |
Source |
| Understanding music |
IDOE |
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7.8.3
The learner will be able to
compare and contrast the uses of music and musicians in world cultures.
Example: Select another culture and report on the role of music within that culture.
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| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
develop criteria for musical quality. They make informed judgments on the quality of musical works and performances, and discuss ways that musical works are meaningful to them.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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7.9.1
The learner will be able to
develop a classroom evaluation tool to be used when evaluating musical performances.
Example: Along with classmates, name some musical traits such as a steady beat. Use these traits to develop an evaluation checklist.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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7.9.2
The learner will be able to
evaluate the quality of musical works and performances.
Example: Using a checklist developed as a class, critique a performance.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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7.9.3
The learner will be able to
as part of a class project, keep a journal of personal responses to musical works.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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