2012

Consensus Curriculum Diocese of Richmond PRE-K

MUSIC PRE-K

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. Perform on unpitched percussion

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform chants in duple and triple meter Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Demonstrate movement concepts: space, flow, levels, pathways Demonstrate single coordinated motion. (refer to Edwin Gordon method) Demonstrate knowledge of simple rhythm notation. (See rhythm notation resources)

2012

Consensus Curriculum Diocese of Richmond

MUSIC PRE-K

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Experience songs in all modes and tonalities Perform songs in major and minor tonality Echo tonality patterns in major and minor tonality on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, same/different Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond KINDERGARTEN

MUSIC KINDERGARTEN

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. Perform on unpitched and/or pitched percussion

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform chants in duple and triple meter Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Demonstrate movement concepts: space, flow, levels, pathways Demonstrate single coordinated motion. (refer to Edwin Gordon method) Demonstrate knowledge of simple rhythm notation (See rhythm notation resources)

2012

Consensus Curriculum Diocese of Richmond

MUSIC KINDERGARTEN

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Experience songs in all modes and tonalities Perform songs in major and minor tonality Echo tonality patterns in major and minor tonality on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, same/different Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond 1st GRADE

MUSIC 1st Grade

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. Perform on unpitched and/or pitched percussion with proper technique

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. 9. Perform chants in duple and triple meter Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Compose a strand of rhythm patterns to form a complete composition Perform short rhythmic ostinati to simple chants and songs Demonstrate movement concepts: space, flow, levels, pathways Demonstrate single coordinated motion. (refer to Edwin Gordon method) Demonstrate knowledge of simple rhythm notation in duple meter using a set system

2012

Consensus Curriculum Diocese of Richmond

MUSIC 1st Grade

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Experience songs in all modes and tonalities Perform songs in major and minor tonality Echo tonality patterns in major and minor tonality on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, same/different Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012 Consensus Curriculum Diocese of Richmond 2nd GRADE A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to Gregorian Chant MUSIC 2nd Grade

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. 8. 9. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction Follow conducting cues from the director Identify voices of children, adult males, and adult females

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. 2. 3. Perform on unpitched and/or pitched percussion with proper technique Identify families of instruments Identify classroom instruments pitched and unpitched

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. 9. Perform chants in duple, triple, and non-standard meters Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Compose a strand of rhythm patterns to form a complete composition Perform short rhythmic ostinati to simple chants and songs Demonstrate movement concepts: space, flow, levels, pathways Demonstrate single coordinated motion. (refer to Edwin Gordon method) Demonstrate knowledge of intermediate rhythm notation in duple and triple meter using a set system (See rhythm notation resources)

2012 Consensus Curriculum Diocese of Richmond E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Experience songs in all modes and tonalities Perform songs in major and minor tonality Echo tonality patterns in major and minor tonality on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource) MUSIC 2nd Grade

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, same/different Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond 3rd GRADE

MUSIC 3rd Grade

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. 8. 9. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction Follow conducting cues from the director Identify voices of children, adult males, and adult females

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. 2. 3. Perform on unpitched and/or pitched instruments with proper technique Identify families of instruments Identify classroom instruments pitched and unpitched

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Perform chants in duple, triple, and non-standard meters Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Compose a strand of rhythm patterns to form a complete composition Perform short rhythmic ostinati to simple chants and songs Demonstrate movement concepts: space, flow, levels, pathways Demonstrate independent motion. (refer to Edwin Gordon method) Demonstrate knowledge of intermediate rhythm notation in duple and triple meter using a set system. (See rhythm notation resources)

9.

2012

Consensus Curriculum Diocese of Richmond

MUSIC 3rd Grade

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. 8. Experience songs in all modes and tonalities Perform songs in major and minor tonality Echo tonality patterns in major and minor tonality on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony (simple rounds, partner songs, etc.) Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, ABA, ABAB Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond 4th GRADE

MUSIC 4th Grade

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen and perform Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. 8. 9. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction Follow conducting cues from the director Identify voices of children, adult males, and adult females

C. INSTRUMENT KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. Perform on unpitched and/or pitched instruments with proper technique Identify families of instruments Identify classroom instruments pitched and unpitched Demonstrate proper technique including: posture, embouchure, hand position, playing position., tone production that is clear, free of tension, sustained, and unwavering in pitch Adjust intonation and match pitches on wind and string instruments.

5.

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform chants in duple, triple, and non-standard meters Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Compose a strand of rhythm patterns to form a complete composition Perform short rhythmic ostinati to simple chants and songs Demonstrate movement concepts: space, flow, levels, pathways (refer to Edwin Gordon method)

2012 8.

Consensus Curriculum Diocese of Richmond

MUSIC 4th Grade

Demonstrate knowledge of intermediate rhythm notation in duple and triple meter using a set system. (See rhythm notation resources)

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform and/or listen to songs in various modes and tonalities Echo tonality patterns on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony (simple rounds, partner songs, etc.) Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, ABA, ABAB, Rondo Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond 5th GRADE

MUSIC 5th Grade

A. IDEALS AND APPRECIATIONCATHOLIC IDENTITY: 1. 2. 3. Listen and perform liturgical music Perform hymns from a variety of eras and styles Listen to and perform Gregorian Chant

B. VOCAL KNOWLEDGE & PERFORMANCE: 1. 2. 3. 4. 5. 6. 7. 8. 9. Demonstrate age-appropriate tone quality and awareness of head voice and chest voice. Listen and audiate (internal musical thought) (see Edwin Gordon method) Demonstrate correct alignment Demonstrate proper breathing and support Sing alone and with others Perform songs in various languages, especially Latin Demonstrate good diction Follow conducting cues from the director Identify voices of children, adult males, and adult females

C. INSTRUMENT KNOWLEDGE & PERFORMANCE (: 1. 2. 3. 4. Perform on unpitched and/or pitched instruments with proper technique Identify families of instruments Identify classroom instruments pitched and unpitched Demonstrate proper technique including: posture, embouchure, hand position, playing position., tone production that is clear, free of tension, sustained, and unwavering in pitch Adjust intonation and match pitches on wind and string instruments.

5.

D. RHYTHM AND MOVEMENT CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform chants in duple, triple, and non-standard meters Echo rhythm patterns in duple and triple meter on neutral syllables and rhythm solfege Differentiate rhythm patterns in duple and triple meter Create and improvise short rhythm patterns in duple and triple meter Compose a strand of rhythm patterns to form a complete composition Perform short rhythmic ostinati to simple chants and songs Demonstrate movement concepts: space, flow, levels, pathways (refer to Edwin Gordon method)

2012 8.

Consensus Curriculum Diocese of Richmond

MUSIC 5th Grade

Demonstrate knowledge of intermediate rhythm notation in duple and triple meter using a set system. (See rhythm notation resources)

E. TONAL CONTENT AND SKILLS: 1. 2. 3. 4. 5. 6. 7. Perform and/or listen to songs in various modes and tonalities Echo tonality patterns on neutral syllables and/or tonal systems with correct pitch (see tonal content resource) Create and improvise tonal patterns Perform short tonal ostinati to simple songs Perform in unison and harmony (simple rounds, partner songs, etc.) Arrange short musical ideas to form a composition Demonstrate knowledge of intermediate tonal notation (see tonal content resource)

F. ANALYSIS & EVALUATION: 1. 2. 3. 4. Demonstrate expression with correct terminology (ex. Tempo, dynamics) Demonstrate pitch range: high and low Identify simple musical form: AB, ABA, ABAB, Rondo, Theme and Variations Use known concepts to describe examples music

G. HISTORICAL & CULTURAL CONTEXT: 1. 2. 3. 4. Perform and listen to music from various time periods and cultures Identify situations in daily life where music is experienced Evaluate various types of music Establish and apply criteria for good musical performance in and outside the classroom Demonstrate appropriate, respectful behavior in various situations and events. (Mass, concerts, etc.)

5.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond

MUSIC 6th Grade

6th GRADE Standards cover vocal/general and instrumental music unless otherwise indicated. A. VOCAL: KNOWLEDGE AND PERFORMANCE: Student Competencies: 1. Demonstrate proper ensemble skills on a standard voice part using a large and varied repertoire of vocal literature. a. Demonstrate proper singing posture. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches. d. Demonstrate a variety of articulations including legato and staccato singing. e. Demonstrate proper breathing techniques. Sing music written in unison or harmony, with or without instrumental accompaniment. Identify and sing with purity of vowels and clarity of consonants. a. Produce pure vowels across the vocal range. b. Identify and articulate consonants Demonstrate the ability to read a vocal score Sightread simple phrases Identify the parts of the vocal anatomy and their use for proper vocal tone production and breath support and control. Identify key factors in maintaining vocal health (i.e. the effect of caffeine, drugs, alcohol, etc.).

__________ __________ 2. 3 4. __________ 5. __________ 6. __________ 7. __________

B. INSTRUMENTAL (* indicates General Music): KNOWLEDGE & PERFORMANCE: Student Competencies: 1. __________ __________ __________ __________ __________ __________ __________ 2. __________ Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills a large and varied repertoire of instrumental literature.* a. Demonstrate proper posture*, embouchure, hand position*, and playing position*. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches*. d. Demonstrate a variety of articulations* or bowings. e. Demonstrate musical phrasing through the use of dynamics, tempo, and melodic contour*. f. Demonstrate ensemble skills by blending instrumental timbres and matching the following within the students section and ensemble: dynamic levels, style, and intonation*. g. Respond to a variety of conducting gestures* Perform majors scales, ascending and descending*

2012 3. 4. __________ 5. 6. 7.

Consensus Curriculum Diocese of Richmond

MUSIC 6th Grade

Percussionists will perform simple rudiments Guitarists will perform various scales and chords Perform alone and with others* Sightread, accurately and expressively on instruments* Identify the parts of the instrument being studied by the student including the bow and stick or mallet.*

C. IMPROVISATION: Student Competencies: 1. 2. 3. Improvise alone and with others Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (see Orff method) Embellish a piece of music

D. THEORY & COMPOSITION: Student Competencies: 1. 2. 3. 4. Arrange and/or compose music within teacher specified parameters. a. Use available technology (i.e. computer music notation software). Recognize chord progressions. Demonstrate the ability to dictate rhythmic and melodic passages from a given source (i.e. piano). Demonstrate extensive knowledge of the technical vocabulary of music including those related to pitch, rhythm, dynamics, tempo, articulation, and expression.

E. EVAULATING MUSIC: Student Competencies: 1. 2. 3. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. Identify and explain compositional devices and techniques Evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models and apply the criteria in their personal participation in music.

F. CURRICULUM INTEGRATION: Student Competencies: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

2012

Consensus Curriculum Diocese of Richmond

MUSIC 6th Grade

G. HISTORICAL AND CULTURAL CONTEXT: Student Competencies: 1. 2. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Identify various roles, both secular and sacred, of musicians.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond

MUSIC 7th Grade

7th GRADE Standards cover vocal/general and instrumental music unless otherwise indicated. A. VOCAL: KNOWLEDGE AND PERFORMANCE: Student Competencies: 1. Demonstrate proper ensemble skills on a standard voice part using a large and varied repertoire of vocal literature. a. Demonstrate proper singing posture. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches. d. Demonstrate a variety of articulations including legato and staccato singing. e. Demonstrate proper breathing techniques. Sing music written in unison or harmony, with or without instrumental accompaniment. Identify and sing with purity of vowels and clarity of consonants. a. Produce pure vowels across the vocal range. b. Identify and articulate consonants Demonstrate the ability to read a vocal score Sightread simple phrases Identify the parts of the vocal anatomy and their use for proper vocal tone production and breath support and control. Identify key factors in maintaining vocal health (i.e. the effect of caffeine, drugs, alcohol, etc.).

__________ __________ 2. 3 4. __________ 5. __________ 6. __________ 7. __________

B. INSTRUMENTAL (* indicates General Music): KNOWLEDGE & PERFORMANCE: Student Competencies: 1. __________ __________ __________ __________ __________ __________ __________ 2. __________ Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills a large and varied repertoire of instrumental literature.* a. Demonstrate proper posture*, embouchure, hand position*, and playing position*. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches*. d. Demonstrate a variety of articulations* or bowings. e. Demonstrate musical phrasing through the use of dynamics, tempo, and melodic contour*. f. Demonstrate ensemble skills by blending instrumental timbres and matching the following within the students section and ensemble: dynamic levels, style, and intonation*. g. Respond to a variety of conducting gestures* Perform majors scales, ascending and descending*

2012 3. 4. 5. 6. 7.

Consensus Curriculum Diocese of Richmond

MUSIC 7th Grade

Percussionists will perform simple rudiments Guitarists will perform various scales and chords Perform alone and with others* Sightread, accurately and expressively on instruments* Identify the parts of the instrument being studied by the student including the bow and stick or mallet.*

C. IMPROVISATION: Student Competencies: 1. 2. 3. 4. Improvise alone and with others Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (see Orff method) Improvise original melodies over given chord progressions, each in a consistent style, meter and tonality. Embellish a piece of music

D. THEORY & COMPOSITION: Student Competencies: 1. 2. 3. 4. Arrange and/or compose music within teacher specified parameters. a. Use available technology (i.e. computer music notation software). Recognize chord progressions. Demonstrate the ability to dictate rhythmic and melodic passages from a given source (i.e. piano). Demonstrate extensive knowledge of the technical vocabulary of music including those related to pitch, rhythm, dynamics, tempo, articulation, and expression.

E. EVAULATING MUSIC: Student Competencies: 1. 2. 3. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. Identify and explain compositional devices and techniques Evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models and apply the criteria in their personal participation in music.

F. CURRICULUM INTEGRATION: Student Competencies: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

2012

Consensus Curriculum Diocese of Richmond

MUSIC 7th Grade

G. HISTORICAL AND CULTURAL CONTEXT: Student Competencies: 1. 2. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Identify various roles, both secular and sacred, of musicians.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.

2012

Consensus Curriculum Diocese of Richmond 8th GRADE

MUSIC 8th Grade

Standards cover vocal/general and instrumental music unless otherwise indicated. A. VOCAL: KNOWLEDGE AND PERFORMANCE: Student Competencies: 1. Demonstrate proper ensemble skills on a standard voice part using a large and varied repertoire of vocal literature. a. Demonstrate proper singing posture. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches. d. Demonstrate a variety of articulations including legato and staccato singing. e. Demonstrate proper breathing techniques. Sing music written in unison or harmony, with or without instrumental accompaniment. Identify and sing with purity of vowels and clarity of consonants. a. Produce pure vowels across the vocal range. b. Identify and articulate consonants Demonstrate the ability to read a vocal score Sightread simple phrases Identify the parts of the vocal anatomy and their use for proper vocal tone production and breath support and control. Identify key factors in maintaining vocal health (i.e. the effect of caffeine, drugs, alcohol, etc.).

__________ __________ 2. 3. 4. __________ 5. __________ 6. __________ 7. __________

B. INSTRUMENTAL (* indicates General Music): KNOWLEDGE & PERFORMANCE: Student Competencies: 1. __________ __________ __________ __________ __________ __________ __________ Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills a large and varied repertoire of instrumental literature.* a. Demonstrate proper posture*, embouchure, hand position*, and playing position*. b. Produce tones that are clear, free of tension, sustained, and unwavering in pitch c. Adjust intonation and match pitches*. d. Demonstrate a variety of articulations* or bowings. e. Demonstrate musical phrasing through the use of dynamics, tempo, and melodic contour*. f. Demonstrate ensemble skills by blending instrumental timbres and matching the following within the students section and ensemble: dynamic levels, style, and intonation*. g. Respond to a variety of conducting gestures*

2012 2. 3. 4. 5. 6. 7.

Consensus Curriculum Diocese of Richmond

MUSIC 8th Grade

Perform majors scales, ascending and descending* Percussionists will perform simple rudiments Guitarists will perform various scales and chords Perform alone and with others* Sightread, accurately and expressively on instruments* Identify the parts of the instrument being studied by the student including the bow and stick or mallet.*

C. IMPROVISATION: Student Competencies: 1. 2. 3. 4. Improvise alone and with others Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (see Orff method) Improvise original melodies over given chord progressions, each in a consistent style, meter and tonality. Embellish a piece of music

D. THEORY & COMPOSITION: Student Competencies: 1. 2. 3. 4. Arrange and/or compose music within teacher specified parameters. a. Use available technology (i.e. computer music notation software). Recognize chord progressions. Demonstrate the ability to dictate rhythmic and melodic passages from a given source (i.e. piano). Demonstrate extensive knowledge of the technical vocabulary of music including those related to pitch, rhythm, dynamics, tempo, articulation, and expression.

E. EVAULATING MUSIC: Student Competencies: 1. 2. 3. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. Identify and explain compositional devices and techniques Evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models and apply the criteria in their personal participation in music.

F. CURRICULUM INTEGRATION: Student Competencies: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

2012

Consensus Curriculum Diocese of Richmond

MUSIC 8th Grade

G. HISTORICAL AND CULTURAL CONTEXT: Student Competencies: 1. 2. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Identify various roles, both secular and sacred, of musicians.

H. CURRICULUM INTEGRATION: 1. 2. Integrate music to other curriculum areas. Use technology resources to supplement music concepts

Standards in which to incorporate the Catholic Faith.