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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 8 |
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Standard 1
The learner will be able to
sing accurately and expressively with good breath control, diction, and posture, both alone and in small groups.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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8.1.1
The learner will be able to
sing a given melody correctly while maintaining a steady beat, consistent vocal tone, proper pronunciation, and expressive use of dynamics and phrasing.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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8.1.2
The learner will be able to
sing alone or as part of a group while standing or sitting straight.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
play an instrument accurately and independently. They play simple melodies and accompaniments by ear and perform instrumental parts while others play or sing.
| Strand |
Source |
| Playing an instrument |
IDOE |
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8.2.1
The learner will be able to
echo melodic and rhythmic patterns on an instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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8.2.2
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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8.2.3
The learner will be able to
play an accompaniment to a given 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 and notate rhythmic notation in various meters. They read and notate pitches in treble and bass clef. Students in Grade 8 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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8.3.1
The learner will be able to
demonstrate the ability to read music notation in compound meter.
Example: Clap a 4-measure rhythm in 6/8 meter, which is notated on the board.
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| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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8.3.2
The learner will be able to
demonstrate the ability to use musical notation to replicate a musical idea.
Example: Select a favorite popular song and write a portion of it down in a new arrangement of it.
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| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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8.3.3
The learner will be able to
use appropriate musical terminology when discussing music. Example: Upon receiving a printed musical example from the instructor, talk about the key signature, meter signature, dynamic terms, and tempo markings of the piece.
| 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
improvise simple short melodies, alone or accompanied, using a steady tempo and a consistent meter. They improvise simple accompaniments.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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8.4.1
The learner will be able to
create a simple ostinato accompaniment.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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8.4.2
The learner will be able to
create a short melody over a given rhythmic accompaniment.
| 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 music with the instructor's guidance. They use the elements of music to create unity and variety in the composition.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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8.5.1
The learner will be able to
write a short piece of music in simple or compound meter, and with a selected set of pitches.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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8.5.2
The learner will be able to
use the selected pitches and rhythms to create unity and variety in a composition.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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8.5.3
The learner will be able to
perform the piece that was composed.
| 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. They talk about specific musical events heard, and using proper terminology, they define and use the musical elements of meter, rhythm, pitch, tonality, intervals, chords, and basic harmonic progressions. Students also identify vocal characteristics, musical sounds, and instruments originating from other cultures.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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8.6.1
The learner will be able to
identify a musical work as being in rondo, theme and variation, or ABA form.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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8.6.2
The learner will be able to
upon listening to several examples correctly identify the musical events such as crescendo, decrescendo, accelerando, ritardando, piano or forte, and instrumental sounds, using the correct terminology.
Example: Listen to a recording of Copland's setting of "Simple Gifts" from his ballet, Appalachian Spring. Talk about the changes in dynamics, tempo, and instrumentation through the excerpt.
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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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8.6.3
The learner will be able to
demonstrate knowledge of meter, rhythm, tonality, chords, and simple harmonic progressions.
Example: Write a brief report on a musical work being studied. Include the following information about the work: meter signature; rhythmic patterns used; tonality (key); chords (if used in the work), and harmonic progressions (V-I, I-IV-V-I).
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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8.6.4
The learner will be able to
discuss the vocal qualities commonly heard in singers, such as use of vibrato, tone quality, or use of breath while singing.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.6.5
The learner will be able to
identify common elements of rhythm, dynamics, and tone color in several musical examples from various cultures.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.6.6
The learner will be able to
demonstrate knowledge of instrumental sounds from other cultures.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities among the various arts. They discuss similarities among other subject areas and the arts. Students also apply non-musical skills learned through music study to other life settings.
| Strand |
Source |
| Understanding relationships |
IDOE |
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8.7.1
The learner will be able to
discuss similarities among the arts in every culture.
Example: Take part in a class (or school-wide) discussion on the topic of global understanding among nations. Present ways that each of the arts can enhance understanding and communication.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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8.7.2
The learner will be able to
discuss ways in which the arts are similar to other subject areas.
Example: Prepare a report or paper for another subject besides music, and in the paper, use some aspect of a musical work or musical process in order to illustrate a point you are trying to make.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
identify works and composers of other historical eras. They identify examples of musical genres and styles. Students also understand the impact of historical events upon music, and discuss the uses of music. Students explore the variety of musical careers and the role of artists within the community.
| Strand |
Source |
| Understanding music |
IDOE |
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8.8.1
The learner will be able to
identify the historical period during which musical works being studied were written.
| Strand |
Source |
| Understanding music |
IDOE |
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8.8.2
The learner will be able to
communicate about the impact of historical events upon music.
Example: Upon identifying a style of music and the era, from which it originated, talk about the society, customs, and trends of that era and how they influenced the era's music.
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| Strand |
Source |
| Understanding music |
IDOE |
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8.8.3
The learner will be able to
discuss the characteristics that represent music of different types, styles, and cultures.
Example: As part of a comprehensive study of the jazz idiom and its development, help present a demonstration of the types of jazz music.
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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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8.8.4
The learner will be able to
discuss the uses of music and the roles of musicians within our culture and other world cultures.
| Strand |
Source |
| Understanding music |
IDOE |
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8.8.5
The learner will be able to
research the variety and availability of careers in music today.
Example: As part of a class assignment, visit a recording studio and interview the recording engineer or producer. Write a report on your observations and impressions of the visit.
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| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
develop criteria for what defines musical quality, and constructively evaluate performances or compositions.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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8.9.1
The learner will be able to
develop a classroom rubric to use while evaluating musical performances.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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8.9.2
The learner will be able to
using a classroom-devised evaluation tool, critique either a performance of your own or of another performer by noting both positive aspects and aspects that could be improved.
Example: Using the rubric your class has developed, write an evaluation of a performance.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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