Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.12

Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

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, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
    • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

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

AE17.MU.5.13

Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.

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, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
    • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

Wild Things - Play Along
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.14

Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

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, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
    • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

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

Aligned Learning Resources

Music Through the EARS of Beethoven
Recorder: Leveling the Playing Field
Little Miss Muffet
Incredibox to the Rescue
Learning and Fun Using a Virtual Keyboard
Wild Things - Play Along
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.15

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

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, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
    • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.16

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

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
  • 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).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • 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.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Instruments Around the World
Harriet Tubman: Secret Messages Through Song
Jazz Music, Dance, and Poetry
Antonin Dvorak
Crafting Cartoons
On the Move
The Planets
Tubular Perspectives
Writing Road
Spirituals During Slavery
Beethoven's Thoughts
Can You Put a Secret Message in a Song?
What Is a Mariachi Band?
Wild Things: A Song Study
Wild Things: Creating an Expressive Movement Poem
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.17

Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

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
  • 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).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • 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.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

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

Aligned Learning Resources

Haunting Music
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.18

Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

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
  • 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).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • 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.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Exploring Expressive Qualities in Music
Theme and Variation
Haunting Music
Crafting Cartoons
The Planets
Emotions in Music
Tempo in Your Feet
Introducing Tempo
Movement of the Animals
Guess What's on My Mind
Beethoven's Sixth Symphony: Pastoral
Moods
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.19

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

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
  • 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).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • 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.

Vocabulary

Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Theme and Variation
Vivaldi and the Four Seasons
Ooooh, the Oud
The Ultimate Desk
On the Move
Tubular Perspectives
Writing Road
Meet the Families
Emotions in Music
Ragtime With Scott Joplin
Stravinsky and the Firebird
Mozart vs. Beethoven - Real Classical Composers
Compare and Contrast Composers
Why Do We Like Some Styles of Music but Not Others?
What Is Jazz?
The American Folk Song Collection
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.1

Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

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 music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.2

Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

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 music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.3

Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic 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 music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

Composing With Dice: Rhythm
Composing With Dice: Melody
Examine the Benefits of Utilizing the Online Resource Musescore
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.4

Evaluate their own work, applying teacher-provided criteria, such as application of selected elements of music and use of sound sources.

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 music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.5

Describe the rationale for making revisions to music based on evaluation criteria and feedback from their teacher.

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 music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.6

Present the final version of their documented personal composition or arrangement, using craftsmanship and originality, to demonstrate an effective beginning, middle, and ending, and convey 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
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.7

Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each selection was chosen.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.8

Explain how the structure and the elements of music are used 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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

Composing With Dice: Expression
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.9

Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

Composing With Dice: Rhythm
Composing With Dice: Melody
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.10

Identify how cultural and historical contexts inform performances.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

Protest Songs of the Vietnam Era
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.11

Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities convey intent.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

Composing With Dice: Expression
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.12

Identify and apply teacher-provided criteria to rehearse and refine music, and to determine when a piece is ready to perform.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.13

Perform music with technical accuracy to convey the creator’s intent.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.14

Demonstrate performance decorum and audience etiquette appropriate for context, venue, genre, style, and purpose.

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
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

AE17.MU.6.15

Select music to listen to and explain the connections to interests or experiences for a specific purpose.

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
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

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

Aligned Learning Resources

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack
Examine the Benefits of Utilizing the Online Resource Musescore
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.16

Describe how the elements of music and expressive qualities relate to the structure of musical pieces.

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
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Composing With Dice: Expression
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.17

Identify the context of music from a variety of genres, cultures, and historical periods.

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
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.18

Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

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
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Music

AE17.MU.6.19

Apply teacher-provided criteria to evaluate musical works or performances.

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
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.

Vocabulary

Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.1

Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

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

Aligned Learning Resources

Exploring Form - Working With Pictures
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.2

Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

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

Aligned Learning Resources

Exploring Form - Working With Pictures
Exploring Form - Working With Sound
Exploring Form - Working With Pictures and Sound
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.3

Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic progressions with more than two chords.

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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.4

Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.

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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

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

Aligned Learning Resources

Exploring Form - Working With Pictures
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.5

Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.

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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Examine the Benefits of Utilizing the Online Resource Musescore
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.6

Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying 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
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Exploring Form - Working With Sound
Exploring Form - Working With Pictures and Sound
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.7

Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.

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 music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
    • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.8

Explain and demonstrate the structure of contrasting pieces of music selected for performance including how elements of music are used.

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 music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
    • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

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

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