General Music Pacing Calendar
Grade 7

NOTE:
Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).
Book icons () identify Information Literacy skills. Students are best served when these are taught in collaboration and cooperation between the classroom teacher and the library media specialist.

1st Quarter

Any 9 weeks session can be taught during any 9 week period.

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Notate (written representation of music) simple pitch and rhythm patterns presented aurally (listening).
• 1.2 Experiment with variations in and demonstrate understanding of tempo (speed), tone quality (sound quality), dynamics (degree of loudness) and phrasing for expressive purpose in performing music.
• 1.3 Identify basic notational symbols (written representation of music), including: treble and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8); note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and the corresponding rests.)
• 1.4 Define and use correct terminology to identify and discuss the elements of music including:
  1. Melody (steps, wide and narrow leaps, repeated tones, phrases, pentatonic scale [five-tone scale], intervals, major and minor scales).
  2. Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
  3. Harmony (partner songs, rounds, descants, countermelody, major and minor chords).
  4. Form (AB, ABA, round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
  5. Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges and instrument ranges)
  6. Pitch (range and register),
  7. Tempo (allegro – fast, lento – slow, andante – walking, moderato - moderate).
  8. Dynamics (forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium soft, crescendo and decrescendo).
• 1.5 Identify visually and aurally Instrumental ensembles (marching band, symphony orchestra, jazz band). Families of orchestral instruments (strings, woodwinds, brass, percussion). Classification of voice ranges (Soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions.
• 2.2 Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band, and folk).
• 2.3 Recognize, describe and listen to music from a variety of:
  1. Styles (jazz, mariachi band, opera, musical, call-response).
  2. Periods (Baroque, Classical, Romantic, Impressionism, and Contemporary).
  3. Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, compose, improvise, and arrange a variety of music within specific guidelines.

• 3.1 Perform basic tonal patterns and rhythmic patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2 Demonstrate the ability to read music from basic notation in treble or bass claf (e.g. folk songs, patriotic songs).
• 3.3 Sing with acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout the appropriate range.
• 3.4 Compose music using a variety of electronic and computer sound sources
• 3.5 Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.6 Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g. four-chord songs on autoharp).
• 3.7 Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements (including syncopated patterns, beats and off-beats).
• 3.8 Use a system of counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Identify uses of music in everyday life (film, television, background music, and commercials).
• 3.10 Recognize and identify the appropriate ways to use the following elements of musical style:
  1. Dynamics - (piano, forte)
  2. Tempo - (Allegro, Lento, Andante, Moderato)
  3. Conducting patterns of simple meters (2/4, 3/4, 4/4, 6/8)
  4. Articulation (staccato, legato, accent)

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Use appropriate terms to explain preferences for musical works and styles
• 4.4 Identify criteria for evaluating a musical composition or a musical performance

2nd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Notate (written representation of music) simple pitch and rhythm patterns presented aurally
• 1.2 Experiment with variations in and demonstrate understanding of tempo (speed), tone quality (sound quality), dynamics (degree of loudness) and phrasing for expressive purpose in performing music.
• 1.3 Identify basic notational symbols (written representation of music), including: treble and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8); note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and the corresponding rests.)
• 1.4 Define and use correct terminology to identify and discuss the elements of music including:
  1. Melody (steps, wide and narrow leaps, repeated tones, phrases, pentatonic scale [five-tone scale], intervals, major and minor scales).
  2. Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
  3. Harmony (partner songs, rounds, descants, countermelody, major and minor chords).
  4. Form (AB, ABA, round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
  5. Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges and instrument ranges)
  6. Pitch (range and register),
  7. Tempo (allegro – fast, lento – slow, andante – walking, moderato - moderate).
  8. Dynamics (forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium soft, crescendo and decrescendo).
• 1.5 Identify visually and aurally:
  1. Instrumental ensembles (marching band, symphony orchestra, jazz band).
  2. Families of orchestral instruments (strings, woodwinds, brass, percussion).
  3. Classification of voice ranges (Soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions.
• 2.2 Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band, and folk).
• 2.3 Recognize, describe and listen to music from a variety of:
  1. Styles (jazz, mariachi band, opera, musical, call-response).
  2. Periods (Baroque, Classical, Romantic, Impressionism, and Contemporary).
  3. Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, compose, improvise, and arrange a variety of music within specific guidelines.

• 3.1 Perform basic tonal patterns and rhythmic patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2 Demonstrate the ability to read music from basic notation in treble or bass claf (e.g. folk songs, patriotic songs).
• 3.3 Sing with acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout the appropriate range.
• 3.4 Compose music using a variety of electronic and computer sound sources
• 3.5 Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.6 Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g. four-chord songs on autoharp).
• 3.7 Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements (including syncopated patterns, beats and off-beats).
• 3.8 Use a system of counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Identify uses of music in everyday life (film, television, background music, and commercials).
• 3.10 Recognize and identify the appropriate ways to use the following elements of musical style:
  1. Dynamics - (piano, forte)
  2. Tempo - (Allegro, Lento, Andante, Moderato)]
  3. Conducting patterns of simple meters (2/4, 3/4, 4/4, 6/8)
  4. Articulation (staccato, legato, accent)

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Use appropriate terms to explain preferences for musical works and styles
• 4.4 Identify criteria for evaluating a musical composition or a musical performance

3rd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Notate (written representation of music) simple pitch and rhythm patterns presented aurally
• 1.2 Experiment with variations in and demonstrate understanding of tempo (speed), tone quality (sound quality), dynamics (degree of loudness) and phrasing for expressive purpose in performing music.
• 1.3 Identify basic notational symbols (written representation of music), including: treble and bass clef, time signatures (2/4, ¾, 4/4, and 6/8); note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and the corresponding rests.)
• 1.4 Define and use correct terminology to identify and discuss the elements of music including:
  1. Melody (steps, wide and narrow leaps, repeated tones, phrases, pentatonic scale [five-tone scale], intervals, major and minor scales).
  2. Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
  3. Harmony (partner songs, rounds, descants, countermelody, major and minor chords).
  4. Form (AB, ABA, round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
  5. Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges and instrument ranges)
  6. Pitch (range and register),
  7. Tempo (allegro – fast, lento – slow, andante – walking, moderato - moderate).
  8. Dynamics (forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium soft, crescendo and decrescendo).
• 1.5 Identify visually and aurally:
  1. Instrumental ensembles (marching band, symphony orchestra, jazz band).
  2. Families of orchestral instruments (strings, woodwinds, brass, percussion).
  3. Classification of voice ranges (Soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions.
• 2.2 Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band, and folk).
• 2.3 Recognize, describe and listen to music from a variety of:
  1. Styles (jazz, mariachi band, opera, musical, call-response).
  2. Periods (Baroque, Classical, Romantic, Impressionism, and Contemporary).
  3. Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, compose, improvise, and arrange a variety of music within specific guidelines.

• 3.1 Perform basic tonal patterns and rhythmic patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2 Demonstrate the ability to read music from basic notation in treble or bass claf (e.g. folk songs, patriotic songs).
• 3.3 Sing with acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout the appropriate range.
• 3.4 Compose music using a variety of electronic and computer sound sources
• 3.5 Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.6 Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g. four-chord songs on autoharp).
• 3.7 Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements (including syncopated patterns, beats and off-beats).
• 3.8 Use a system of counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Identify uses of music in everyday life (film, television, background music, and commercials).
• 3.10 Recognize and identify the appropriate ways to use the following elements of musical style:
  1. Dynamics - (piano, forte)
  2. Tempo - (Allegro, Lento, Andante, Moderato)
  3. Conducting patterns of simple meters (2/4, 3/4, 4/4, 6/8)
  4. Articulation (staccato, legato, accent)

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Use appropriate terms to explain preferences for musical works and styles
• 4.4 Identify criteria for evaluating a musical composition or a musical performance

4th Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Notate (written representation of music) simple pitch and rhythm patterns presented aurally
• 1.2 Experiment with variations in and demonstrate understanding of tempo (speed), tone quality (sound quality), dynamics (degree of loudness) and phrasing for expressive purpose in performing music.
• 1.3 Identify basic notational symbols (written representation of music), including: treble and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8); note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and the corresponding rests.)
• 1.4 Define and use correct terminology to identify and discuss the elements of music including:
  1. Melody (steps, wide and narrow leaps, repeated tones, phrases, pentatonic scale [five-tone scale], intervals, major and minor scales).
  2. Rhythm (steady beat, back beat, syncopation, triplets, dotted rhythms, 2/2 meter).
  3. Harmony (partner songs, rounds, descants, countermelody, major and minor chords).
  4. Form (AB, ABA, round, rondo, theme and variations, introduction, coda, verse/refrain, prelude).
  5. Tone Color (opera, musical theatre, duet, trio, quartet, chorus, voice ranges and instrument ranges)
  6. Pitch (range and register),
  7. Tempo (allegro – fast, lento – slow, andante – walking, moderato - moderate).
  8. Dynamics (forte – loud, piano – soft, mezzo forte – medium loud, mezzo piano – medium soft, crescendo and decrescendo).
• 1.5 Identify visually and aurally:
  1. Instrumental ensembles (marching band, symphony orchestra, jazz band).
  2. Families of orchestral instruments (strings, woodwinds, brass, percussion).
  3. Classification of voice ranges (Soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions.
• 2.2 Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band, and folk).
• 2.3 Recognize, describe and listen to music from a variety of:
  1. Styles (jazz, mariachi band, opera, musical, call-response).
  2. Periods (Baroque, Classical, Romantic, Impressionism, and Contemporary).
  3. Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, compose, improvise, and arrange a variety of music within specific guidelines.

• 3.1 Perform basic tonal patterns and rhythmic patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2 Demonstrate the ability to read music from basic notation in treble or bass claf (e.g. folk songs, patriotic songs).
• 3.3 Sing with acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout the appropriate range.
• 3.4 Compose music using a variety of electronic and computer sound sources
• 3.5 Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.6 Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g. four-chord songs on autoharp).
• 3.7 Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements (including syncopated patterns, beats and off-beats).
• 3.8 Use a system of counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Identify uses of music in everyday life (film, television, background music, and commercials).
• 3.10 Recognize and identify the appropriate ways to use the following elements of musical style:
  1. Dynamics - (piano, forte)
  2. Tempo - (Allegro, Lento, Andante, Moderato)
  3. Conducting patterns of simple meters (2/4, 3/4, 4/4, 6/8)
  4. Articulation (staccato, legato, accent)

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Use appropriate terms to explain preferences for musical works and styles
• 4.4 Identify criteria for evaluating a musical composition or a musical performance

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