Scope and Sequence

Grade: 8

Music

By the end of 8th grade, students should know and be able to do the following:

Musical Element
8th Grade
Harmony / - Identify Major and Minor chords
- Read written notation using letters, numbers, and/or syllables.
- Aurally recognize chord changes.
Timbre / - Explain the basic concepts behind the science of sound (sound as vibration, acoustics, resonance, intervals).
- Identify the instrumentation of ensembles from various cultures.
History/Style / - Compare and contrast characteristics that distinguish one style/period of music from other time periods.
- Describe the origins and development of written music.
- Describe the various ways music conveys thought, emotion, and universal themes without using words.
- Classify and identify musical examples by historical periods.
Composition/Performance / - Sing and/or play short improvised melodies in a consistent style and meter.
- Play expressively on the instruments of the genre and culture explored.
- Create /arrange short songs or instrumental pieces in the treble clef within specified guidelines.
- Identify and explain how technology and music interface.
- Identify and analyze the ways which elements of music (steady beat, rhythm, dynamics, texture, pitch, timbre, form, tempo) are interrelated with elements of other arts.
- Write a critique of a performance, composition, improvisation, or arrangement based on established criteria.
Vocabulary / Diatonic Scale
Major Scale
Minor Scale
Acoustics
Resonance

Suggested sequence of activities (pulled directly from the curriculum):

Unit 1 / SC Objective / Description
Compare traditional sources of musical sound with nontraditional sources such as modified instruments, new instruments, and environmental sounds. (1.1.a) / Students record sounds from their environments and classify them based on timbre. Students then create a work using the sounds that the class found.
Identify and define standard music notation symbols for articulation and expression. (1.1.b) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Demonstrate accuracy and independence in playing solos and ensembles on a variety of classroom instruments. (1.2.a) / Working in pairs, students critique their partner’s use of appropriate mechanics (e.g. breathing, proper body position, breath support, articulation).
Perform vocal and instrumental music representing diverse genres and world cultures with expression characteristic of the work being performed. (1.2.b) / Students, in small groups sing the first phrase to “America” (or “the Star-Spangled Banner”) , and in their listening logs write comparisons of the timbres of the people in their groups.
Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs from memory (for students enrolled in vocal performance ensembles). (1.2.c) / Students, in small groups sing the first phrase to “America” (or “the Star-Spangled Banner”) , and in their listening logs write comparisons of the timbres of the people in their groups.
Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 3, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles). (1.2.d) / Students will perform teacher-selected phrases from various genres with attention to idiomatic devices within the music.
Sight-read, accurately and expressively, music with a level of difficulty of 1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 3, on a scale of 1 to 6. (1.2.e) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Read and perform music which includes sixteenth notes and rests in duple, triple, and mixed meters including four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests. (1.4.a) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Read and perform a variety of polyphonic and homophonic music on classroom instruments. (1.4.b) / Working in pairs, students critique their partner’s use of appropriate mechanics (e.g. breathing, proper body position, breath support, articulation).
Read and perform a variety of polyphonic and homophonic music on classroom instruments. (1.4.f) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Read and perform a variety of polyphonic and homophonic music at a difficulty level of 3, on a scale of 1 to 6 (for students in vocal and instrumental ensembles). (1.4.h) / Working in pairs, students critique their partner’s use of appropriate mechanics (e.g. breathing, proper body position, breath support, articulation).
Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Perform at sight music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles). (1.4.i) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Describe how music is used for individual and cultural expression. (2.1.a) / Students will examine a specific culture as a class and make the connections between the culture and its music. Students will then explore various cultures and create charts that compare and contrast musicians roles within various cultures. They will examine the effect that cultures has on music and instruments.
Explain audience behaviors appropriate for a variety of performance settings. (2.1.d) / Students will study specific cultures and how they approach music. Students will then write a piece of music in the style of that culture using instruments and elements specific to the musical style of that culture.
Compare elements common to music, poetry, dance, theatre, and the visual arts. (2.3.a) / Students will be given a short work in a specific genre. Students will be required to rewrite the given work in a different genre while maintaining the integrity of the original work (melody, harmony, form to a lesser extent).
Describe ways in which the knowledge, skills, and processes of music relate to other content areas taught in the school. (2.3.c) / Students will create a timeline of the development of music. Students should include genres, specific songs and artists/composers, contemporaries from other genres and social events. Students are encouraged to work in small groups and will present their timelines to the class.
Improvise simple rhythmic and melodic variations or embellishments on given pentatonic melodies and melodies in major keys (pentatonic – black keys only on keyboard instruments; major – keys of C, F, and G for keyboard instruments and keys of G and D for guitar). (3.1.a) / Students will compose music within a specific formal structure (e.g., 12-bar blues, verse/ chorus form, rap, etc.).
Formulate and apply criteria to critique personal performances, improvisations, and compositions and the performances of others. (4.2.a) / Students will read or view a composer’s description of a specific work that conveys the composer’s motivation for writing it. Students will then listen to the piece to determine if the composer’s intentions are clear.
Compare different performances of the same selection of music and analyze how interpretation affects the listener’s reactions. (4.2.b) / Students select another version of the same song and present their findings of the differences between the two versions. The findings will address topics as covered in the listening log.
Unit 2
Compare traditional sources of musical sound with nontraditional sources such as modified instruments, new instruments, and environmental sounds. (1.1.a) / Students record sounds from their environments and classify them based on timbre. Students then create a work using the sounds that the class found.
Identify and define standard music notation symbols for articulation and expression. (1.1.b) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Identify and describe musical form using aural examples. (1.1.c) / Students become familiar with 12-bar blues form by listening to a song in that form, and mapping out the structure of the choruses.
Analyze aural music examples representing diverse genres and world cultures, using musical terms. (1.1.d) / Students will listen to various genres (strong and weak performing examples) and indicate in their listening log those style characteristics of various musical forms that are unique to that form.
Compare motivic development in aural examples of musical styles and diverse genres representative of world cultures. (1.1.e) / Students will perform an in-class concert that covers a particular genre. Audience members will identify specific characteristics of the genre being performed, including stylistic performance elements.
Demonstrate accuracy and independence in playing solos and ensembles on a variety of classroom instruments. (1.2.a) / Working in pairs, students critique their partner’s use of appropriate mechanics (e.g. breathing, proper body position, breath support, articulation).
Perform vocal and instrumental music representing diverse genres and world cultures with expression characteristic of the work being performed. (1.2.b) / Students, in small groups sing the first phrase to “America” (or “the Star-Spangled Banner”) , and in their listening logs write comparisons of the timbres of the people in their groups.
Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs from memory (for students enrolled in vocal performance ensembles). (1.2.c) / Students, in small groups sing the first phrase to “America” (or “the Star-Spangled Banner”) , and in their listening logs write comparisons of the timbres of the people in their groups.
Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 3, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles). (1.2.d) / Students will perform teacher-selected phrases from various genres with attention to idiomatic devices within the music.
Sight-read, accurately and expressively, music with a level of difficulty of 1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 3, on a scale of 1 to 6. (1.2.e) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Describe musical structure using original movement patterns while preserving rhythmic and expressive intent. (1.3.a) / Students will listen to various genres (strong and weak performing examples) and indicate in their listening log those style characteristics of various musical forms that are unique to that form.
Read and perform music which includes sixteenth notes and rests in duple, triple, and mixed meters including four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests. (1.4.a) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Read and perform a variety of polyphonic and homophonic music on classroom instruments. (1.4.b) / Working in pairs, students critique their partner’s use of appropriate mechanics (e.g. breathing, proper body position, breath support, articulation).
Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than eight measures in duple, triple, or quadruple meters: not more than a one octave diatonic range; rhythms no more complex than four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests). (1.4.c) / Students will compose short works within a given musical style.
Describe similar and contrasting musical ideas in aural or visual examples. (1.4.e) / Students will listen to recorded selections with various timbres, and compare the sounds that they hear.
Read and perform a variety of polyphonic and homophonic music on classroom instruments. (1.4.f) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Play at sight on classroom instruments simple melodies in treble and bass clef (8 measures in treble or bass clef). (1.4.g) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Read and perform a variety of polyphonic and homophonic music at a difficulty level of 3, on a scale of 1 to 6 (for students in vocal and instrumental ensembles). (1.4.h) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Perform at sight music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles). (1.4.i) / Students will perform various musical selections using appropriate mechanics (e.g. breathing, holding position, breath support, articulation).
Describe how music is used for individual and cultural expression. (2.1.a) / Students will examine a specific culture as a class and make the connections between the culture and its music. Students will then explore various cultures and create charts that compare and contrast musicians roles within various cultures. They will examine the effect that cultures has on music and instruments.
Compare and explain functions of music, roles of musicians, and conditions under which music is performed in various cultures. (2.1.b) / Students will study specific cultures and how they approach music. Students will then write a piece of music in the style of that culture using instruments and elements specific to the musical style of that culture.
Describe the influence of folk music on compositions for other genres. (2.1.c) / Working in small groups students will create an accurate timeline of music (composer, artists etc) in a specific era as well as major social events. Students should link the music and social event when possible. Students will present their final work to the class and discuss it.
Explain audience behaviors appropriate for a variety of performance settings. (2.1.d) / Students will study specific cultures and how they approach music. Students will then write a piece of music in the style of that culture using instruments and elements specific to the musical style of that culture.
Describe at least three different styles of music, relating each selection to the social climate from which it emerged. (2.2.a) / Students will listen to different styles and be asked to make connections from what they hear. (ex: Do they hear jazz within swing does samba carry any of those elements?) As students listen they will be asked to log their findings
Analyze the uses of elements of music in aural examples representing traditions from various style periods. Identify the relationship of music to dance, theatre, the visual arts, and other disciplines. (2.2.c) / Students will create a timeline of the development of music. Students should include genres, specific songs and artists/composers, contemporaries from other genres and social events. Students are encouraged to work in small groups and will present their timelines to the class.
Compare elements common to music, poetry, dance, theatre, and the visual arts. (2.3.a) / Students will be given a short work in a specific genre. Students will be required to rewrite the given work in a different genre while maintaining the integrity of the original work (melody, harmony, form to a lesser extent).
Describe attributes of music that distinguish it from other artistic forms in expressing personal and cultural ideas. (2.3.b) / Students will listen to different styles and be asked to make connections from what they hear. (ex: Do they hear jazz within swing does samba carry any of those elements?) As students listen they will be asked to log their findings
Describe ways in which the knowledge, skills, and processes of music relate to other content areas taught in the school. (2.3.c) / Students will create a timeline of the development of music. Students should include genres, specific songs and artists/composers, contemporaries from other genres and social events. Students are encouraged to work in small groups and will present their timelines to the class.
Compare representative selections of music from the major stylistic eras in Western music. (2.4.a) / Working in small groups students will create an accurate timeline of music (composer, artists etc) in a specific era as well as major social events. Students should link the music and social event when possible. Students will present their final work to the class and discuss .
Explain why selected musical works are considered exemplary of a given style or culture. (2.4.b) / Students will give a presentation from a first person view. Students will choose a specific artist from a specific genre/time and give a presentation on his/her music and the composer’s life. Students will make connections between the composer’s life and music.