Music
6th Grade Curriculum
Quarters 1-4
Musical Skills
Singing
Playing
Performing
Moving
Creating
Listening
Improvising
Evaluating
Musical Tools
Non-pitched Percussion Instruments
Pitched Percussion Instruments
Technology
Movement Manipulatives
Rhythmic Manipulatives
Literature
Creation Manipulatives
Ukulele
Recorder
Music Concepts
Meter
Rhythm
Melody
Notation
Listening
Chords & Harmony
Recorder
Musical Theater
Ukulele
Music History
Composers
Musical Compositions
Timelines
Performance Standards:
Creating
Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent. (Cr.1.6)
Select, organize, construct, and document personal musical ideas for arrangements and compositions. within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent (Cr.2.6.a)
Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas (Cr.2.6.b)
Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources. (Cr.3.6.a)
Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher. (Cr.3.6.b)
Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent. (Cr.4.6)
Performing
Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen. (Pr.1.6)
Explain how understanding the structure and the elements of music are used in music selected for performance. (Pr.2.6.a)
When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics (Pr.2.6.b)
Identify how cultural and historical context inform performances. (Pr.2.6.c)
Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. (Pr.3.6)
Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform. (Pr.4.6)
Perform the music with technical accuracy to convey the creator’s intent. (Pr.5.6.a)
Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose. (Pr.5.6.b)
Responding
Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. (Re.1.6)
Describe how the elements of music and expressive qualities relate to the structure of the pieces. (Re.2.6.a)
Identify the context of music from a variety of genres, cultures, and historical periods. (Re.2.6.b)
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. (Re.3.6)
Apply teacher-provided criteria to evaluate musical works or performances. (Re.4.6)