Grade 8 - Chorus
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1: Students sing accurately and expressively with good breath control, diction, and posture; both alone and in small groups.	8.1.1  Sing a given melody correctly while maintaining a steady beat, consistent vocal tone, proper pronunciation, and expressive use of dynamics and phrasing.	tempo, expression, dynamics, phrasing
	8.1.2  Sing alone or as part of a group while standing or sitting straight.
Standard 3: Students read 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, articuation, and expression.	8.3.1  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.
	8.3.3  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.	key signature, meter signature, tempo
	8.3.L1  Sight-read musical examples in simple meter using solfege.	solfege
	8.3.L2  Sight-read the rhythms in musical examples that contain whole, half, dotted half, quarter, eighth, and sixteenth notes and rests.	note value, rest value
Standard 7: Students 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.	8.7.1 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.
	8.7.2 Discuss ways in which the arts are similar to other subject areas.
Standard 8: Students identify works and composers from 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 in our society.	8.8.1  Identify the historical period during which musical works being studied were written.
	8.8.2 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.
	8.8.3 Discuss the characteristics that represent music of different types, styles, and cultures.
	8.8.4 Discuss the uses of music and the roles of musicians within our culture and other world cultures.
Standard 9: Students develop criteria for what defines musical quality, and constructively evaluate performances or compositions.	8.9.1 Develop a classroom rubric to use while evaluating musical performances.
	8.9.2 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 the choir's performance in a recent concert. Discuss both strenghths and weaknesses  in the performance as a class.