GRADE 7 - GENERAL MUSIC
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.	7.1.1  Sing a given melody on pitch and in tempo, with attention to dynamic contrasts and phrasing that appropriately express the lyrics.	melody, tempo, dynamics, phrasing
	7.1.2  Sing a given melody clearly, with sustained breath support, proper pronunciation, and while standing or sitting up straight.
Standard 2:  Students perform on an instrument accurately and independently, alone and in a group. They play simple melodies by ear.	7.2.1  Play a given rhythmic or melodic pattern on an instrument.
	7.2.2  Play a melody while other students play an accompaniment.	accompaniment
	7.2.3  Play an accompaniment while others play a melody.
Standard 3:  Students read music notation in simple meters. They identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.	7.3.1  Demonstrate the ability to read music notation either verbally or through performing.	music notation
	7.3.2  Use appropriate musical terminology when discussing music.
Standard 4:  Students create a simple harmonic accompaniment to enhance a given melody. They also create a short melody over a given accompaniment.	7.4.1  Create a harmonic accompaniment in C major. Example: Upon hearing a known song, invent and play a short chordal pattern to accompany it.
	7.4.2  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.
Standard 5:  Students compose short pieces with the instructor’s guidance.	7.5.1  Compose a simple piece of music that is in 2/4 or 4/4 meter, and utilizes traditional or non-traditional notation.	time signature, composition
Standard 6:  Students describe and analyze aural examples of music using correct musical terms pertaining to form, meter, rhythm, basic keys, and simple harmonic progressions.	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
	7.6.2  Identify different instruments when hearing a musical example.
	7.6.3  Identify soprano, alto, tenor, or bass voices when hearing an example of vocal music.	soprano, alto, tenor, bass
	7.6.4  Identify prominent rhythm patterns heard in a musical example.
	7.6.6  Utilize simple music terminology. Example: Keep a notebook that includes musical terms and their meanings.
Standard 7:  Students 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.	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, art, dance, or theatre.
	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 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.	7.8.1  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 or Classical musical era.	Baroque era, Classical era
	7.8.2  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.
	7.8.3  Compare and contrast the uses of music and musicians in world cultures. Example: Study West African culture and report on the role of music within that culture.
Standard 9:  Students 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.	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 performance by the band, orchestra, and/or choir.
	7.9.3 As part of a class project, keep a journal of personal responses to musical works.