Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.16

Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Call and Response from Carnegie Hall
Exploring Melodic Phrases
Exploring Steady Beat With Percussion Instruments
Wassily Kandinsky
Musical Conversations
Wings of My Own
Simply Sharing
A Carnival of Animals and Children
Adventures in Tempo
Grieg and Chopin: Day and Night
Moving to Tchaikovsky
Creating Patterns
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.17

Demonstrate and identify expressive qualities that reflect creators’/performers’ expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Exploring Expressive Qualities in Music
Making Rain
Exploring the Sky with Van Gogh and Mozart
Emotions in Music
Grieg and Chopin: Day and Night
Introducing Tempo
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.18

Apply personal and expressive preferences in the evaluation of music for specific purposes.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Emotions in Music
Why Do We Like Some Styles of Music but Not Others?
The American Folk Song Collection
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.1

Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Using Our Voices to Improvise
Lollipop Bop
Weather or Not
Elementary Improvisation: Part 1
Elementary Improvisation: Part 2
Elementary Improvisation: Part 3
Elementary Improvisation: Part 4
Elementary Improvisation: Part 5
Elementary Improvisation: Part 6
Elementary Improvisation: Part 7
Elementary Improvisation: Part 8
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.2

Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Patterns Activity
Describing Fall Leaves Through Words and Music
'Cmon - Feel the Noise
Seasons Rondo
Elephants in Tutus
Three Little Birds
Harry's Horrible Hair
Creating a Musical Hook
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.3

Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Navajo Weaving
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.4

Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Kandinsky
Patterns Activity
Groove Pizza
Creating AB Patterns
Mystery Rhythm Box
Rhythm Composition With Playdough
Rhythm Composition in Rondo Form
Creating Rondo Form
Rhythm Creator
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.5

Interpret and apply personal, peer, and teacher feedback to revise personal music.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.6

Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Call and Response from San Francisco Symphony
Lollipop Bop
Rhythm Composition in Rondo Form
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.7

Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.8

Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the tonality of a piece of music.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Lollipop Bop
Moving to Tchaikovsky
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.9

Read and perform rhythmic and melodic patterns using iconic or standard notation.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Musical Muffins
Block, Paper, Scissors
Playing Letter Names of Notes on Treble Staff Using Barred Instruments
Mystery Rhythm Box
Snail, Snail Melodic Composition Using Iconic Notation
Snail, Snail Melodic Reading
Melodic Composition Using Traditional Notation
Rhythm Creator
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.10

Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn’s Symphony No. 94, Surprise through movement.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Lollipop Bop
The Music of Oceans
Adventures in Treble Clef
Leaves in the Key of Autumn
Adventures in Tempo
Finding the Tempo in Locomotor Movements
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.11

Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

Example: Assess a peer performance using a predetermined rubric.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.12

Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.13

Perform music for a specific purpose with expression and technical accuracy.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Aligned Learning Resources

Animal Habitats
Adventures in Treble Clef
Aretha's Rhythm Stick Routine & Read Aloud
Animal Dance
Harry's Horrible Hair
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.14

Perform appropriately for the audience, purpose, and specific occasion.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.15

Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Unpacked Content

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?

Skills Examples

Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Peter and the Wolf
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.16

Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Call and Response from San Francisco Symphony
Cultural Connections
Second Graders Take 5!
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.17

Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Exploring Expressive Qualities in Music
Exploring Melodic Phrases
Making Rain
Cultural Connections
Weather or Not
Meet the Families
Exploring the Sky with Van Gogh and Mozart
Adventures in Tempo
Emotions in Music
Grieg and Chopin: Day and Night
Four Seasons in a Deciduous Forest
Introducing Tempo
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.18

Apply personal and expressive preferences in the evaluation of music for specific purposes.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Peter and the Wolf
The Music of Oceans
Adventures in Treble Clef
Emotions in Music
Music and the Elements of a Story
Why Do We Like Some Styles of Music but Not Others?
The American Folk Song Collection
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.1

Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, The Three Little Pigs.““

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Using Our Voices to Improvise
Musical Hooves on the Steppes: The Morin Huur of Mongolia
Quartet Chief
Measured Music
Elementary Improvisation: Part 1
Elementary Improvisation: Part 2
Elementary Improvisation: Part 3
Elementary Improvisation: Part 4
Elementary Improvisation: Part 5
Elementary Improvisation: Part 6
Elementary Improvisation: Part 7
Elementary Improvisation: Part 8
Responding to Pete the Cat: I Love My White Shoes Sound Story
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.2

Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Song Maker
Yes! I Wanna! Learn Music From Botswana!
Harriet Tubman: Secret Messages Through Song
Antonin Dvorak
Elephants in Tutus
Music Through the EARS of Beethoven
Movement of the Animals
Guess What's on My Mind
Three Little Birds
Creating a Musical Hook
Create a Rhythm, Select a Tempo
Punk Farm Sound Story
Haiku Sound Story
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.3

Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

One Flute, Two Flute, Red Flute, Blue Flute: Nigerian-Style Flute Music
Creating a Student Rondo
Punk Farm Sound Story
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.4

Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

The Language of Rhythm
Song Maker
Kandinsky
Scratch
Groove Pizza
Incredibox
Create a Rhythm, Select a Tempo
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.5

Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.6

Present the final version of personally created music to others and describe its expressive intent.

Unpacked Content

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Call and Response from San Francisco Symphony
Creating a Student Rondo
Haiku Sound Story
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.7

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Shared Songs
Discovering the East of China: Chinese Music in Elementary School
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.8

Demonstrate understanding of the structure in music selected for performance.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Moving to Tchaikovsky
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.9

Read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Learning and Fun Using a Virtual Keyboard
Can You Read and Play the Pitches on the Treble Clef Staff?
Rhythm Pizza
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.10

Describe how context can inform a performance.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.11

Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

The Music of Oceans
Leaves in the Key of Autumn
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.12

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.

Example: Assess an ensemble performance using a predetermined rubric.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.13

Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.14

Perform music with expression and technical accuracy.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Aligned Learning Resources

Music Through the EARS of Beethoven
Aretha's Rhythm Stick Routine & Read Aloud
Little Miss Muffet
Learning and Fun Using a Virtual Keyboard

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