GRADe 6 & 7 Chorus
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1: Students 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.  They also sing a variety of songs from many cultures and styles from memory; including partner songs, rounds, two-part songs, and three-part songs.	6.1.1  Sing warm-ups that stress diction, posture, pitch, breath control, and attention to the conductor.	diction, posture, pitch, breath control, focus
	6.1.2  Sing a capella in small or large ensembles, with appropriate dynamics, phrasing, and articulation.	a capella, dynamics, phrasing, articulation
	6.1.3  Sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, and rounds.	ostinato, round, partner song
	6.1.4  Sing music written in two parts.	soprano, alto
	7.1.1  Sing a given melody on pitch and in tempo, with attention to dynamic contrasts and phrasing that appropriately express the lyrics.	tempo, expression
	7.1.2  Sing a given melody clearly, with sustained breath support, proper pronunciation, and while standing or sitting up straight.
Standard 3: Students read music notation in simple meters, plus 6/8 meter.  They identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.  Students in grades six and seven sight-read melodies in treble clef.	6.3.1  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.	note value, rest value
	6.3.2  Read given pitch patterns using solfege, numbers, or letter names.
	6.3.3  Sight-read simple melodies in treble clef.
	7.3.1  Demonstrate the ability to read music notation either verbally or through performing.
	7.3.2  Use appropriate musical terminology when discussing music.
Standard 6: Students identify musical forms when they are heard, as well as the sound of a major or minor tonality (key).  Students describe and analyze aural examples of music using correct musical terms pertaining to form, meter, and rhythm.	6.6.2  Upon listening to and performing numerous examples of works in major and minor keys correctly identify examples as major or minor.	major, minor
	6.6.4  Write a description of a musical work studied, using appropriate terms.
	7.6.1  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.	AB form, ABA form, verse form
	7.6.3  Identify soprano, alto, tenor, or bass voices when hearing an example of vocal music.	tenor, bass
	7.6.4  Identify prominent rhythm patterns heard in a musical example.	rhythm patterns
Standard 7: Students apply the musical and non-musical skills learned in music study to other life situations.	7.7.1  Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings.	perseverance, commitment
	7.7.2  Describe how universal themes such as that of tragedy can be communicated in music.	universal themes
	7.7.3  Describe the similarities between other subject areas and the arts. Example: Talk about the relationship between music, language, math, history, and science.
Standard 8: Students develop an understanding of the relationship of music to the historical period in which it was composed.  Studetns learn works from other historical eras and other cultures. They identify the uses of music in daily life.	7.8.L1 Understand and apply appropriate performance practices for the style of music that they are performing. Example: Perform a folk song, madrigal, broadway song, and a song written in a foreign language.	folk song, madrigal
	7.8.2  Identify the role and importance of music in daily life. Example: Take a survey of classmates asking them what music they listen to, when they listen to it, and for what purpose they listen to it. Report on their answers.
Standard 9: Students 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.	6.9.3   Discuss appropriate audience behavior for musical events and exhibit that behavior at a public concert. Example: Listen to the orchestra, band, or choir perform while displaying appropriate behavior.	concert etiquette
	7.9.1  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.
	7.9.2  Evaluate the quality of musical works and performances. Example: Using a checklist developed as a class, critique a recent performance by the choir and discuss both the strengths and weaknesses displayed in the performance.