Queens of Harmony’s
Queens of Harmony’s
Traditions In Their Art
African-American Gospel Music
The following 4th and 8th grade curriculum standards are met for Music, Social Studies, English Language Arts, and Business.
(See additional standards at Teaching Wisconsin Folks.)
- F.4.2 Identify simple music forms upon listening to a given example.
- F.4.3 Demonstrate perceptual skills by listening to, answering questions about, and describing music of various styles representing diverse cultures.
- F.4.4 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
- F.4.5 Identify the sounds of a variety of instruments, including many orchestra and band instruments and instruments from various cultures, as well as male and female adult voices.
- F.8.3 Analyze and compare the use of the elements of music upon listening to examples representing diverse genres and cultures.
- F.8.6 Analyze the uses of elements of music upon listening to given examples representing diverse genres and cultures.
- F.8.7 Identify and describe stylistic elements heard in folk, popular, and nonwestern music.
- H.4.1 Identify similarities and differences in the meanings of common terms used in the various arts.
- H.4.2 Identify similarities and differences in the meanings of common terms used in the various arts.
- H.8.1 Compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art.
- H.8.3 Describe how the principles and subject matter of other school disciplines interrelate with those of music.
- H.8.4 Compare how the characteristic materials of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art.
- H.8.5 Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.
- H.8.6 Compare the terminology and contrasting definitions of various elements in each of two or more arts.
- I.4.2 Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.
- I.4.3 Describe in simple terms how elements of music are used in music examples from various cultures of the world.
- I.4.4 Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.
- I.4.5 Identify and describe roles of musicians in various music settings and world cultures.
- I.8.1 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
- I.8.3 Compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed.
- I.8.4 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
- I.8.5 Compare and classify exemplary musical works by genre, style, historical period, composer, and title.
- I.8.6 Compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically created and performed.
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- Geography A.4.7 Identify connections between the local community and other places in Wisconsin, the United States and the world.
- Geography A.8.7 Describe the movement of people, ideas, diseases, and products throughout the world.
- History B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship
to important historical events.
- History B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.
- History B.8.7 Identify significant events and people in the major eras of United States and world history.
- Political Science and Citizenship C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder
- Behavioral Sciences E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and
- Behavioral Sciences E.4.4 Describe the ways in which ethnic cultures influence the daily lives of people.
- Behavioral Sciences E.4.5 Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and
- Behavioral Sciences E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.
- Behavioral Sciences E.4.8 Describe and distinguish among the values and beliefs of different groups and institutions.
- Behavioral Sciences E.4.10 Give examples and explain how the media may influence opinions, choices, and decisions.
- Behavioral Sciences E.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other
peoples and cultures.
- Behavioral Sciences E.4.13 Investigate and explain similarities and differences in ways that cultures meet human needs.
- E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.
- E.8.2 Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development.
- E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.
- E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
- E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
- E.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world.
- E.8.10 Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
- E.8.12 Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts
that have and have not been resolved.
- E.8.14 Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
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- A.4.1 & 8.1 Use effective reading strategies to achieve their purposes in reading.
- A.4.3 & 8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
- A.4.4 & 8.4 Read to acquire information.
- B.4.1 & 8.1 Create or produce writing to communicate with different audiences for a variety of purposes.
- C.4.1 & 8.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
- C.4.3 & 8.3 Participate effectively in discussion.
- D.4.1 & 8.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
- D.4.2 & 8.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of
- F.4.1 & 8.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
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- Interpersonal and Leadership Skills J.4.7 Describe the advantages of working together as a team.
- Interpersonal and Leadership Skills J.8.10 Describe characteristics of a team working together successfully.
- Career Development K.4.4 Identify various types of occupations in the community.
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Queens of Harmony