School Improvement in Maryland

Using the State Curriculum: Music, Grade 6

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Perceiving and Responding: Aesthetic Education:

Music:

Perceiving and Responding: Aesthetic Education

Standard 1.0 Perceiving and Responding: Aesthetic Education

Students will demonstrate the ability to perceive, perform, and respond to music.

Indicator

Objectives
  1. Identify traditional sources of musical sound, world instruments, and non-traditional sources, such as modified instruments, new instruments, and environmental sounds
  2. Identify and define standard music notation symbols for pitch and rhythm
  3. Listen to and describe music, with attention to form, genre, cultural influences, performance media, and other prominent elements of music
  4. Categorize aural music examples representing diverse genres and world cultures, using musical terms
  5. Listen to and categorize music representing diverse genres and world cultures
  6. Listen to and describe instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar

Indicator

  • 2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
Objectives
  1. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (8 measures)
  2. Perform accurately vocal or instrumental music representing diverse genres and world cultures
  3. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
  4. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 1, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
  5. Sight-read, accurately and expressively, beginning ensemble literature for students enrolled in instrumental performance ensembles. For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 1, on a scale of 1 to 6

Indicator

  • 3. Respond to music through movement
Objective
  1. Communicate rhythmic and expressive intent through movement to music in simple and compound meters

Indicator

  • 4. Read standard notation and apply it to the performance of music
Objectives
  1. Read and perform music that includes whole, half, quarter notes and rests and two connected eighth notes grouped in duple, triple, quadruple, and mixed meters
  2. Read and perform a variety of polyphonic music, including rounds and partner songs, through singing or on classroom instruments
  3. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than two measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, and two connected eighth notes)
  4. Identify occurrences of transposition in music by sight
  5. Identify contrasting musical ideas in aural and notated examples
  6. Read and perform a variety of polyphonic and homophonic music on classroom instruments
  7. Play simple melodies in treble clef at sight on classroom instruments (4 measures)
  8. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
  9. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)

August 6, 2008