Music Preface Grade 7

Guiding Principles
1. The Arts are essential to the education of all students.

2. Students exercise and display multiple intelligences through the Arts.

3. Understanding of human growth and development shapes effective Arts curriculum, instruction, and assessment.

4. Comprehensive and sequential Arts programs that begin in preschool and continue throughout high school provide the foundation for life-long learning in the Arts.

5. Comprehensive and sequential Arts programs encourage learners to make multicultural and interdisciplinary connections.

6. Authentic assessment in the Arts is designed to demonstrate what students know and can do; it provides a model for assessing all complex learning.

7. Creating and sustaining high-quality Arts programs requires partnerships among all faculty and between school and community.

Habits of Mind

1. Imaginative Thinking

2. Reflective Thinking

3. Analytical Thinking

4. Heightened Perceptual Awareness

5. Organization, Curiosity and Persistence

6. Personal and Social Responsibility

7. Respect for Creativity in Others

Content
The student will:

1. Demonstrate an understanding of compound and combined meters:
steady beat/back beat
meter in patterns of 2, 3, 4
9/8, 12/8

2. Follow complex conducting patterns.

3. Analyze and describe rhythmic patterns in environment, words, and music.
ethnic rhythms
layering rhythmic patterns

4. Analyze and identify intervals used in melodic development, step patterns, modes and scales.

5. Identify manipulatiions of pitch as compositional devices.

6. Demonstrate an understanding of the following as they relate to harmony/texture:
layering, polyphony,: counterpoint,
countermelodies.

7. Demonstrate an understanding of chord progressions that relate to specific styles of music.

8. Describe the use of contrary and parallel motion in creating texture/ harmony.

9. Describe balance between unity and variety in musical form.

10. Identify sectional forms, e.g.,
AB, ABA, AABA, rondo,: AABC

11. Describe compositional forms used in jazz/blues, oratorio, African music.

12. Demonstrate an understanding of the effects of dynamics/tempo changes on musical expression.

13. Identify style differences determined by rhythm, melody, tone color, historical context.

14. Identify various vocal/instrumental tone qualities, real and synthesized.

15. Compare/contrast tone/color globally:
African, Latin American,: European, Asian American.

Strands & Standards
Creating & Performing
Students will:

1. Use the Arts to express ideas, emotions, and beliefs.

2. Acquire and apply essential skills and literacy unique to each art form.






Thinking & Responding
Students will:

3. Use imaginative and reflective thinking during all phases of creating and performing.

4. Use analytical and creative thinking to respond to works of art.





Connecting & Contributing
Students will:

5. Investigate the cultural and historical contexts of the Arts.

6. Integrate the Arts and make connections among the Arts and other disciplines.

7. Use technology in order to create, perform, and conduct research in the Arts.

8. Participate in the community's cultural and artistic life.