GRADE 6 - General Music
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1:  Students 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.	6.1.1  Sing warm-ups that stress diction, posture, pitch, breath control, and attention to the conductor.	pitch
	6.1.2  Sing a capella in small or large ensembles, with appropriate dynamics, phrasing, and articulation.	dynamics, a capella, phrasing, articulation
	6.1.3  Sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, and rounds.	ostinato
	6.1.4  Sing music written in two parts.
Standard 2:  Students 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.	6.2.1  Echo a short pattern on a rhythmic or melodic instrument.
	6.2.2  Play a given pitch pattern, rhythm pattern, or ostinato part, using appropriate tempo and dynamics while watching a conductor.	tempo
	6.2.3  Play a pattern of I, IV, and V chords in C major. Example: Using a keyboard, fretted or mallet instrument, play basic chords that accompany a piece or a class song.	chords
	6.2.5  Play a variety of music expressively and independently of others.
Standard 3:  Students read, perform, and notate music notation in simple meters. They identify and correctly observe symbols and terms for dynamics, tempo, and articulation while playing.	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, time signature
	6.3.2  Read given pitch patterns using solfege, numbers, or letter names.	solfege
	6.3.3  Sight-read simple melodies in treble and bass clefs.	treble clef, bass clef
Standard 4:  Students invent simple harmonic accompaniments to a piece or excerpt.	6.4.1  Create a pattern of I, IV and V chords to accompany a song in C major.	accompaniment
Standard 6: Students 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.	6.6.3  Identify musical instruments or voice types by sound.
	6.6.4  Write a description of a musical work studied, using appropriate terms.
Standard 7:  Students 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.
	6.7.2  Compare and contrast common terms used in music and other subject areas.Example: Tell how sound is created and relate this to string instruments, percussion instruments, and boomwhackers.	percussion, sound
	6.7.3  Study a particular musical style and explore its relevance to other art forms.   Example: Research music in the Renaissance Period and its relationship to dance and visual art.	Renaissance
Standard 8:  Students 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.	6.8.1  Research the historical origins of musical styles as well as the cultures that produced them. Example: Explore the beginnings of vocal and instrumental music in both sacred and secular settings.	Gregorian Chant, chanson, madrigal, sacred music, secular music, mass
	6.8.2  Discuss suitable music for various occasions in the Midieval and Renaissance periods. Example: Discuss the role of music in sacred and social settings.
	6.8.3  Compare and contrast the different roles of musicians in many cultures and settings.	troubadors, trouveres, priests, monks, nobility, peasants, middle class
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.	6.9.1  Write a personal and classroom rubric, which will be used to evaluate performances and compositions.
	6.9.2  Discuss likes and dislikes of certain composers, styles, and pieces, using familiar terms.
	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.