AE17.MU.2.10
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Unpacked Content
UP:AE17.MU.2.10
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.