Common Planner
K–12 Standards

Music: Beginning Chorus - Grades 6-8

Other Georgia Fine Arts sets

Creating

  • 1

    Generate and conceptualize musical ideas and works. MSBC.CR.1

    1. a

      Improvise rhythmic patterns in duple meter and melodic patterns in major tonality. MSBC.CR.1.a

    2. b

      Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).MSBC.CR.1.b

    3. c

      Create physical movements for warm-ups and repertoire to distinguish various musical ideas.MSBC.CR.1.c

    4. d

      Set short poetic phrases and texts to music. MSBC.CR.1.d

    5. e

      Compose 4 measure melodies in major tonality and duple meter within the range of a fifth, beginning, and ending on tonic.MSBC.CR.1.e

  • 2

    Organize, develop, and revise musical ideas and works.MSBC.CR.2

    1. a

      Share improvised, composed, and/or arranged pieces.MSBC.CR.2.a

    2. b

      Refine improvised or composed pieces using teacher-created criteria.MSBC.CR.2.b

Performing

  • 1

    Analyze, interpret, and select musical works for presentation.MSBC.PR.1

    1. a

      Utilize a rhythmic and melodic system to read and sing music appropriate to ability.MSBC.PR.1.a

    2. b

      Identify basic music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.MSBC.PR.1.b

    3. c

      Notate simple rhythms and melodies from aural examples utilizing a dictation method.MSBC.PR.1.c

    4. d

      Read and notate music using available technology.MSBC.PR.1.d

  • 2

    Develop and refine musical techniques and works for presentation.MSBC.PR.2

    1. a

      Demonstrate appropriate singing posture and breathing techniques.MSBC.PR.2.a

    2. b

      Identify basic vocal anatomy.MSBC.PR.2.b

    3. c

      Identify aspects of vocal range and tone.MSBC.PR.2.c

    4. d

      Identify aspects of vocal change, as reflected in physiological changes affecting range and tone.MSBC.PR.2.d

    5. e

      Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.MSBC.PR.2.e

    6. f

      Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.MSBC.PR.2.f

  • 3

    Convey meaning through the presentation of musical works. MSBC.PR.3

    1. a

      Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music.MSBC.PR.3.a

    2. b

      Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.MSBC.PR.3.b

    3. c

      Sing selected music from memory for public performance at least twice per year.MSBC.PR.3.c

    4. d

      Exhibit appropriate rehearsal and performance etiquette.MSBC.PR.3.d

Responding

  • 1

    Perceive, analyze, and interpret meaning in musical works.MSBC.RE.1

    1. a

      Identify and describe components of a musical score (e.g. title, composer, vocal line, measure, system).MSBC.RE.1.a

    2. b

      Listen to and describe the elements of a musical performance, including form, voicing, and dynamic contrast.MSBC.RE.1.b

    3. c

      Describe the emotions and thoughts that music conveys. MSBC.RE.1.c

    4. d

      Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed), are important to a performance.MSBC.RE.1.d

  • 2

    Apply criteria to evaluate musical works.MSBC.RE.2

    1. a

      Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.MSBC.RE.2.a

    2. b

      Reflect on the nature of rehearsal and performance in music through discussion and writing. MSBC.RE.2.b

Connecting

  • 1

    Synthesize and relate knowledge and personal experiences to make music. MCBC.CN.1

    1. a

      Discuss how music relates to personal development and enjoyment of life.MCBC.CN.1.a

    2. b

      Describe how a musician’s interests, knowledge, and skills determine how they create, perform, and respond to music.MCBC.CN.1.b

  • 2

    Relate musical ideas and works with societal, cultural, and historical contexts to deepen understanding.MCBC.CN.2

    1. a

      Identify historical and cultural characteristics of a varied repertoire, including world music.MCBC.CN.2.a

    2. b

      Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.MCBC.CN.2.b

    3. c

      Identify the historical period, composer, culture, and style of music presented in class.MCBC.CN.2.c

    4. d

      Discuss the relationships between the music being studied and world events, history, and culture. MCBC.CN.2.d

    5. e

      Discuss and apply appropriate audience etiquette and active listening in selected musical settings.MCBC.CN.2.e

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2018

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