Music: Grades 6-8

Other Maryland Fine Arts sets

• Dance: Grades Pre-K, K, 1, 2
• Media Arts P-2
• Music: Grades PK-2
• Theatre: P-2
• Visual Art P-2
• Dance: Grades 3, 4, 5
• Media Arts 3-5
• Music: Grades 3-5
• Theatre: 3-5
• Visual Art 3-5
• Dance: Grades 6, 7, 8
• Media Arts 6-8
• Theatre: Grades 6-8
• Visual Art 6-8
• Dance: Grades 9, 10, 11, 12
• Media Arts 9-12
• Music: Grades 9-12
• Theatre: Grades 9-12
• Visual Art 9-12

Apply criteria to determine the selection of music for performance based on purpose, context, technical skill, and artistic qualities.Pr.6-8.4.i.1

Describe and analyze how context (historical, cultural, social, and personal) informs performance.Pr.6-8.4.i.2

Describe and explain how intent is communicated through interpretation, including expressive aspects and musical elements.Pr.6-8.4.i.3

Read and perform from iconic and/or standard notation, considering appropriate context for different notation systems. Pr.6-8.4.i.4

With limited guidance, select a piece of music to read, analyze, and perform with attention to context and artistic purpose. Justify and support performance decisions.Pr.6-8.4.e.1

Explain and compare the use of musical contexts in describing choices of music selected for performance.Pr.6-8.4.e.2

Support and justify the use of artistic qualities when interpreting music for performance. Pr.6-8.4.e.3

Read from iconic notation, standard notation, or alternative notation systems in preparation for performance, considering appropriate context.Pr.6-8.4.e.4

Identify and apply appropriate feedback to determine rehearsal practices, areas of refinement, and readiness of performance.Pr.6-8.5.i.1

With limited teacher guidance, identify and apply collaboratively developed criteria to explore multiple ideas during the rehearsal process, in order to improve performance quality, technical accuracy and artistic purpose.Pr.6-8.5.e.1

Apply feedback to improve and refine music in rehearsal.Pr.6-8.5.e.2

As self-directed learners and with teacher assistance, manage goals and time with flexibility, to address newly identified challenges, in order to improve quality of musical experience for performers and listeners.Pr.6-8.5.e.3

Communicate purpose through music performance, paying attention to accuracy, interpretation, and composer’s intent. Pr.6-8.6.i.1

Demonstrate performance decorum appropriate to the context.Pr.6-8.6.i.2

Perform a varied repertoire of music with artistic purpose, demonstrating technical proficiency. Pr.6-8.6.e.1

Interact effectively with the audience and other performers to convey the artistic purpose of the piece as well as intended interpretation. Reflect with the listeners in discussion or other activity appropriate to the context.Pr.6-8.6.e.2

Determine readiness of a varied repertoire of music for public performance, based on experience of time, place, and culture from which the music is chosen.Pr.6-8.6.e.3

Select musical programs for listening, and demonstrate connections to interests, experiences, and purposes.Re.6-8.7.i.1

Demonstrate, describe, and compare the structure, use of musical elements, and context (social, cultural, and historical) in a variety of musical pieces.Re.6-8.7.i.2

Compare the use of musical elements and contexts when selecting a variety of music for listening or performing. Justify the choices with evidence based on the comparison.Re.6-8.7.e.1

With increasing independence, communicate the importance of structure, musical elements, and context when listening to music.Re.6-8.7.e.2

Describe and support personal interpretations of music and analyze how use of musical elements, attention to context, and artistic qualities convey intent.Re.6-8.8.i.1

When listening to music, describe how the performers’ personal interpretation and musical choices convey creative intent.Re.6-8.8.e.1

Describe and support personal evaluation of musical works or performances based on existing or developed criteria, using appropriate musical vocabulary. Re.6-8.9.i.1

Choose pieces of music or musical performances from both familiar and unfamiliar styles, and evaluate the quality according to given criteria. Clearly communicate and support a point of view using appropriate musical vocabulary, citing evidence based on the given criteria. Re.6-8.9.e.1

Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music.Re.6-8.9.e.2

Compare and contrast musical elements from two or more selections of music.Re.6-8.9.e.3

Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.Cn.6-8.10.i.1

Identify and describe personal and cultural influences as well as creative preferences in creating, performing, and responding to music.Cn.6-8.10.e.1

Use musical skills learned in class as part of music making both inside and outside the classroom and school, including afterschool programs, community musicmaking, and extracurricular opportunities.Cn.6-8.10.e.2

Describe and justify how music is a form of personal, societal, cultural, and historical communication and expression.Cn.6-8.11.i.1

Describe and explain factors that impact the roles of music in the lives of people.Cn.6-8.11.i.2

Describe the relationships of music to dance, theatre, visual arts, media arts, and other disciplines.Cn.6-8.11.i.3

With increasing independence, connections between music and other personal, societal, cultural, and historical ways of communication through creating, performing, or responding to music.Cn.6-8.11.e.1

With increasing independence, connect music to other people’s personal life experiences, when creating, performing, or responding to music.Cn.6-8.11.e.2

With increasing independence, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.Cn.6-8.11.e.3

Analyze and document how music is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.Cn.6-8.11.e.4