Common Planner
K–12 Standards

Music: Beginning Band - Grades 6-8

Other Georgia Fine Arts sets

Creating

  • 1

    Improvise, compose, and arrange music within specified guidelines. MSBB.CR.1

    1. a

      Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).MSBB.CR.1.a

    2. b

      Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale). MSBB.CR.1.b

    3. c

      Refine improvised or composed pieces using teacher-created criteria.MSBB.CR.1.c

Performing

  • 1

    Sing alone or with others. MSBB.PR.1

    1. a

      Sing to recognize fundamentals of tone production.MSBB.PR.1.a

    2. b

      Sing to match pitch.MSBB.PR.1.b

  • 2

    Perform on instruments through a varied repertoire of music, alone and with others.MSBB.PR.2

    1. a

      Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).MSBB.PR.2.a

    2. b

      Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).MSBB.PR.2.b

    3. c

      Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).MSBB.PR.2.c

    4. d

      Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.MSBB.PR.2.d

    5. e

      Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.MSBB.PR.2.e

  • 3

    Read and identify elements of notated music.MSBB.PR.3

    1. a

      Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).MSBB.PR.3.a

    2. b

      Define and describe the musical terms incorporated in the literature and identify key signatures.MSBB.PR.3.b

    3. c

      Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.MSBB.PR.3.c

Responding

  • 1

    Listen to, analyze, and describe music.MSBB.RE.1

    1. a

      Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).MSBB.RE.1.a

    2. b

      Compare and contrast musical works based on genre and culture.MSBB.RE.1.b

  • 2

    Respond to music and music performances of themselves and others.MSBB.RE.2

    1. a

      Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).MSBB.RE.2.a

    2. b

      Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, and improvisations).MSBB.RE.2.b

    3. c

      Compile a list of strengths and weaknesses in performances and suggest areas of improvement using self-reflection and peer feedback.MSBB.RE.2.c

    4. d

      Identify the interpretations in a band performance in relation to the expressive intent of the composer.MSBB.RE.2.d

    5. e

      Describe and demonstrate appropriate ensemble and audience etiquette for a performance.MSBB.RE.2.e

Connecting

  • 1

    Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.MSBB.CN.1

    1. a

      Describe the relationship between music and other arts.MSBB.CN.1.a

    2. b

      Describe the relationship between music and other disciplines.MSBB.CN.1.b

    3. c

      Identify genres, styles, and composers within specific time periods.MSBB.CN.1.c

    4. d

      Describe the relationship between music and musicians, and society and culture.MSBB.CN.1.d

Frequently asked questions

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

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