Grade 6 Fine Arts WVCCRS Standards

Relating

Creating

Exploring

Performing

Show proper instrument assembly, maintenance, hygiene and cleaning.

Demonstrate a working knowledge of basic music theory skills including appropriate written notation, rhythm, and form.

Interpret expressive symbols (e.g. phrase markings, dynamics, articulation, tempo).

Describe how understanding context and the way the elements of music are manipulated influence the response to music.

Analyze individual and group performances.

Demonstrate how knowledge of the characteristics of the music influence the context of the performance.

Improvise, compose, or arrange music within specified guidelines.

Share personally developed melodic and rhythmic ideas individually or as an ensemble.

Play and embellish rhythmic and melodic patterns within a given meter and tonality.

Create a response to rhythmic and melodic patterns performed by the teacher.

Relate rhythmic subdivision to simple mathematics.

Perform beginning level music demonstrating appropriate pitch, rhythm, tone quality, intonation, and technique.

Demonstrate an awareness of musical context through prepared and improvised performances.

Identify and describe the effect of interest, experience, analysis, and the evaluation of music.

Develop civic and global understandings through patriotic selections, world and folk songs.

Discuss social responsibility through appropriate audience behavior.

Demonstrate social responsibility through appropriate audience behavior in a given setting.

Perform beginning level music demonstrating rhythm, melody, and harmony.

Demonstrate music reading skills where appropriate.

Identify and demonstrate expressive qualities through performance.

Critique using self-reflection and peer review to refine performance.

Demonstrate an awareness of technical, expressive, and contextual qualities through performance.

Play scales and melodies in appropriate keys.

Identify characteristic tone quality of instruments used in the ensemble.

Relating

Creating

Exploring

Performing

Demonstrate characteristics of proper ensemble playing, e.g., balance, blend, intonation.

Identify key changes, form, and complex rhythms.

Sight read in major key(s).

Explain how tempo terms relate to metronome markings.

Compose and improvise simple melodies using the first five notes of a major scale.

Create a response to a melodic pattern performed by the teacher.

Improvise a variation on a melody.

Relate rhythmic subdivision to simple mathematics.

Analyze and perform music from different genres, styles, global cultures and historical periods.

Expand civic and global understandings through patriotic selections.

Examine musical careers.

Perform graded band music using appropriate expression, articulation, tone production, and posture.

Demonstrate social responsibility through appropriate audience behavior.

Demonstrate social responsibility through appropriate audience behavior in a given setting.

Play music in a variety of tonalities, utilizing major, minor, and chromatic scales.

Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.

Develop accountability and personal productivity through practice habits.

Identify and demonstrate conducting patterns in 2, 3 and 4.

Analyze individual and group performances.

Perform music in simple and compound meters.

Interpret dynamic markings, tempo changes, musical terminology.

Relating

Creating

Exploring

Performing

Demonstrate various articulation and ornamentation.

Identify counter melodies.

Develop criteria to use when evaluating musical performances.

Self-evaluate and peer-evaluate student performances based upon intonation, Articulations, rhythms, and tone quality using provided and self-created rubrics.

Explore various musical selections through analyzing musical era, form, style.

Create melodic variations on a given melody.

Perform an improvisational solo (e.g., jazz, blues, aleatoric).

Compose, notate, and perform a melody.

Explain the acoustical properties of particular instruments.

Identify and compare musical characteristics of a variety of genres, styles, historical periods and cultures.

Discuss how the elements of music compare with those of the other arts.

Perform appropriately graded music that exhibits tempo, dynamic, and meter changes.

Analyze and explain how the elements of music can be used to evoke feelings.

Determine and list notable American and West Virginia composers and musicians.

Demonstrate social responsibility through appropriate audience behavior in a given setting.

Develop civic literacy through the performance of the National Anthem and other patriotic selections.

Analyze and explain the style and historical context of American music selections.

Perform conducted changes to tempo and style.

Refine ensemble skills through accountability and personal practice habits.

Play and notate major and minor scales and arpeggios up to four sharps and four flats.

Sight-read melodies in major and minor keys up to four sharps and four flats.

Perform a piece using non-standard notation symbols.

Identify and interpret musical symbols, terminology, dynamic changes, and odd and/or mixed meter.

Describe how the elements of music are used in a given work to make it unique while eliciting an emotional response.

Relating

Creating

Exploring

Performing

Sing scales and a variety of vocal warm-ups.

Aurally identify major and minor tonalities.

Visually and aurally identify musical phrases and various forms (e.g. AB or ABA)

Identify voice classifications (e.g., Soprano, Alto, Tenor, Bass).

Listen to and evaluate models of quality choral performances.

Visually and aurally identify intervals (e.g., steps, skips, leaps).

Interpret musical symbols (e.g., bar lines, measures, ties, accidentals fermata, repeat sign, D.C al Fine, D.S. al Fine and multiple endings).

Improvise a melodic or rhythmic response.

Create new lyrics for a known melody.

Collaborate to compose a vocal warm-up.

Identify physical and anatomical characteristics of vocal tone production.

Sing music with various dynamic levels.

Explain how the text affects choral interpretation.

Describe the stylistic differences of selected global choral literature.

Discuss the role of the conductor and accompanist.

Relate note values to fractions in mathematics.

Discuss social responsibility through appropriate concert etiquette.

Sing a variety of songs (e.g., choral literature and singing styles).

Sing with proper vocal technique (e.g., posture, breath support, pitch).

Sing a variety of accents and articulations

Demonstrate proper ensemble singing characteristics (e.g., balance, blend, sense of ensemble).

Develop personal productivity through practice habits.

Read and sing literature containing various notations, e.g., rhythms, pitches, clefs, articulations and dynamics.

Identify and note various meters, dynamics, rhythm and tempo markings (basic and syncopated.

Relating

Creating

Exploring

Performing

Sing a variety of music with more than one voice part that includes a variety of rhythms, meter, dynamics, tempi, articulations, tonalities, and styles.

Identify and sing intervals form advanced notation (e.g., major, minor, perfect, augmented, diminished).

Identify and vocally apply musical terms, expression marks and symbols.

Identify the melodic and harmonic parts in a vocal piece.

Sight-sing simple melodies.

Identify musical phrases and forms.

Discuss differences in singing various styles of music.

Evaluate live and recorded performances of themselves and others.

Improvise a melodic or rhythmic response.

Create lyrics for a multi-section song (e.g., AB, ABA).

Compose a vocal warm-up.

Sing songs in a variety of global languages.

Use information and communication technology to examine musical careers.

Discuss the historical and global origins of a choral work.

Discuss the anatomy of the human voice and how it affects vocal tone production.

Discuss and demonstrate social responsibility through appropriate concert etiquette.

Discuss the literary merits of choral texts.

Sing with expression that is consistent with the interpretation of the text.

Refine, apply and build vocal technique through warm-ups of warm-ups.

Sing a cappella music.

Refine characteristics of ensemble singing, e.g., balance, blend, styles and intonation.

Develops accountability and personal productivity through practice habits.

Expand singing and exploration of various meters, tempo markings and rhythms (e.g., syncopation, compound meters).

Explain and explore major and minor tonalities.

Relating

Creating

Exploring

Performing

Demonstrate, apply and perform proper vocal technique (e.g., tone production, breathing, posture, vowel modification, attacks, releases, natural vibrato and straight tone) through a variety of choral literature in three or more parts.

Compare and contrast the various ways voices are combined in given choral works.

Evaluate and critique the choral performances of themselves and others.

Discuss how the music elements in a choral work elicit an emotional response.

Perform compositions that are notated with non-traditional symbols.

Compile of portfolio of performed choral music, musical performances, and a student-generated glossary.

Examine and discuss a given choral composition using the appropriate musical terminology.

Embellish a known melody.

Improvise a melody.

Create harmonic parts or vocal accompaniments in a variety of musical styles.

Compose a multi-part warm-up.

Perform a wide variety of choral literature with stylistic appropriateness and proper ensemble techniques (e.g., intonation, balance, and blend).

Create rhythmic or melodic variations to a known melody.

Use information and communication technology to research musical careers.

Discuss the historical and cultural significance of a choral work.

Discuss and demonstrate social responsibility through concert etiquette.

Compare choral music with other arts from the same historical style period and global culture.

Develop a concert program using designated choral literature.

Analyze and explain how the elements of music can be used to evoke feelings and reflect the choral text.

Expand repertoire including foreign language and world music pieces.

Perform characteristics of ensemble singing (e.g., balance, blend, styles, and expression).

Sing literature with complex rhythmic patterns.

Demonstrate accountability and personal productivity through practice habits.

Sight-sing his/her own part within multi-part score.

Identify melodies, harmonic passages, various meters and voice combinations, and intervallic relationships with in a full vocal score.

Discuss elements of music in a given choral example.

Relating

Creating

Exploring

Performing

Sing songs and/or play instruments, including major and/or minor melodies, and in unison and/or two-part harmony.

Evaluate vocal and instrumental performances.

Improvise on percussion instrument (e.g., drum circle or percussion ensemble).

Compose a piece in 2/4, 3/4, 4/4, or 6/8 meters.

Improvise on a melodic instrument (e.g., ii - V - I; - Blues).

Compose a melody using major or minor tonalities.

Develop civic literacy by singing and relating West Virginia songs to West Virginia history and geography.

Discuss the evolution of musical styles, including relationships to historical events.

Examine the science of acoustics.

Use information and communication technology to examine the financial, economic, business, and entrepreneurial aspects of music careers.

Discuss and demonstrate social responsibility through appropriate audience behavior in a given setting.

Play major/minor chords

Perform, explore, and characterize music in a variety of styles and genres, (e.g., classical, global, jazz).

Aurally identify soprano, alto, tenor, and bass voices.

Aurally distinguish between major and minor tonalities.

Visually and aurally identify musical instruments.

Read rhythmic patterns in multiple meters (e.g., 2/4, 4/4, 3/4, and 6/8,)

Read notation for bass and treble clef, including grand staff notation.

Follow a music score and interpret music form, tempo/dynamics, DC, DS, first and second endings, and any modulations.