AE17.MU.5.16
Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
UP:AE17.MU.5.16
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Essential Questions
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Analyze the formal structure of music that is to be performed.
- Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
- Choose a literary work, such as a poem or story, to generate musical ideas for performance.
- Examine performance music for expressive elements, and use correct notation to indicate placement.
- Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
- Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
- Consider and articulate the influence of technology on music careers.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
