Standards - Arts Education

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.9
Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

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.
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.7.10
Identify how cultural and historical contexts inform performances and result in musical intent and meaning.

Unpacked Content

Essential Questions

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.
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.7.11
Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and 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

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.
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.7.12
Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it 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

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

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.13
Perform the music with technical accuracy and stylistic expression 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

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

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.14
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.

Unpacked Content

Essential Questions

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

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.15
Select contrasting music to listen to and compare 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

Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
Perform music appropriate for middle level learners that represents personal interests or experiences.
Compare and contrast, with guidance, context of music, selected for performance.

Creating

Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.

Reading/ Writing

Use standard notation skills, with guidance, to analyze music to be performed.
Use standard notation skills, with guidance, to explain music created by self and peers.
Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.

Responding/ Evaluating

Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
Discuss how musical products are evaluated by professional musicians.
Evaluate musical performances and products, with criteria provided by the teacher.
Compare and contrast how cultural and societal convention influences responses to music.
Develop, with guidance, personal criteria for responding to music.

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 6: Convey meaning through the presentation of artistic work.

Aligned Learning Resources

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.16
Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting 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

Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
Perform music appropriate for middle level learners that represents personal interests or experiences.
Compare and contrast, with guidance, context of music, selected for performance.

Creating

Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.

Reading/ Writing

Use standard notation skills, with guidance, to analyze music to be performed.
Use standard notation skills, with guidance, to explain music created by self and peers.
Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.

Responding/ Evaluating

Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
Discuss how musical products are evaluated by professional musicians.
Evaluate musical performances and products, with criteria provided by the teacher.
Compare and contrast how cultural and societal convention influences responses to music.
Develop, with guidance, personal criteria for responding to music.

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 7: Perceive and analyze artistic work.

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.17
Identify and compare the context of music from a variety of genres, cultures, and historical periods.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
Perform music appropriate for middle level learners that represents personal interests or experiences.
Compare and contrast, with guidance, context of music, selected for performance.

Creating

Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.

Reading/ Writing

Use standard notation skills, with guidance, to analyze music to be performed.
Use standard notation skills, with guidance, to explain music created by self and peers.
Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.

Responding/ Evaluating

Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
Discuss how musical products are evaluated by professional musicians.
Evaluate musical performances and products, with criteria provided by the teacher.
Compare and contrast how cultural and societal convention influences responses to music.
Develop, with guidance, personal criteria for responding to music.

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 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.18
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys 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

Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
Perform music appropriate for middle level learners that represents personal interests or experiences.
Compare and contrast, with guidance, context of music, selected for performance.

Creating

Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.

Reading/ Writing

Use standard notation skills, with guidance, to analyze music to be performed.
Use standard notation skills, with guidance, to explain music created by self and peers.
Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.

Responding/ Evaluating

Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
Discuss how musical products are evaluated by professional musicians.
Evaluate musical performances and products, with criteria provided by the teacher.
Compare and contrast how cultural and societal convention influences responses to music.
Develop, with guidance, personal criteria for responding to music.

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 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.19
Select from 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

Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
Perform music appropriate for middle level learners that represents personal interests or experiences.
Compare and contrast, with guidance, context of music, selected for performance.

Creating

Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.

Reading/ Writing

Use standard notation skills, with guidance, to analyze music to be performed.
Use standard notation skills, with guidance, to explain music created by self and peers.
Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.

Responding/ Evaluating

Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
Discuss how musical products are evaluated by professional musicians.
Evaluate musical performances and products, with criteria provided by the teacher.
Compare and contrast how cultural and societal convention influences responses to music.
Develop, with guidance, personal criteria for responding to music.

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 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.1
Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Aligned Learning Resources

World History Vocabulary Flashmob

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.2
Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.3
Use standard and/or iconic notation and/or audio/video recording to document more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.

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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.4
Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.5
Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.6
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.7
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain 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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.8
Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.9
Sight-read simple rhythmic, melodic, and/or harmonic notation in treble or bass clef.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Aligned Learning Resources

Piano Notes

The Music Staff

Clefs

Accidentals in Music

Intervals In Music

Chords

Scales In Music

Keys In Music

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.10
Identify how cultural and historical contexts inform performances and result in different musical effects.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.11
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities.

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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.12
Identify and apply personally-developed criteria to rehearse and refine music, and determine when it is ready to perform.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.13
Perform the music with technical accuracy, stylistic expression, and culturally authentic practices to convey the creator’s intent.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.14
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

Improvise within a provided harmonic structure.
Compose music for personal and collaborative performance.
Examine how the creative process influences the performance of music.
Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
Compare
Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

Identify and describe ways that technology is used to perform music.
Identify careers in music that are performance based.
Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
Develop a personal rehearsal plan for music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.15
Select programs of music and demonstrate the connections to an interest or experience 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

Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
Compare and contrast the context of music selected for performance.

Creating

Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

Analyze music using standard notation and appropriate vocabulary.
Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

Compare and contrast programs of music for connections to history and culture.
Develop personal criteria based on personal knowledge and skills for including music in performance programs.
Develop personal criteria based on the elements of music for including music in performance programs.
Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
Identify how criteria based on the elements of music support personal preference for specific musical works.
Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

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

Creating a Program for a Music Concert

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.16
Compare how the elements of music and expressive qualities relate to the structure within music programming.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
Compare and contrast the context of music selected for performance.

Creating

Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

Analyze music using standard notation and appropriate vocabulary.
Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

Compare and contrast programs of music for connections to history and culture.
Develop personal criteria based on personal knowledge and skills for including music in performance programs.
Develop personal criteria based on the elements of music for including music in performance programs.
Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
Identify how criteria based on the elements of music support personal preference for specific musical works.
Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Why Are Musical Works Chosen to Appear on a Concert Program?

Connecting Musical Elements to Concert Programming

Creating a Program for a Music Concert

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.17
Identify and compare the context of a programmed sequence of musical works from a variety of genres, cultures, and historical periods.

Unpacked Content

Essential Questions

Skills Examples

Performing

Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
Compare and contrast the context of music selected for performance.

Creating

Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

Analyze music using standard notation and appropriate vocabulary.
Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

Compare and contrast programs of music for connections to history and culture.
Develop personal criteria based on personal knowledge and skills for including music in performance programs.
Develop personal criteria based on the elements of music for including music in performance programs.
Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
Identify how criteria based on the elements of music support personal preference for specific musical works.
Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

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

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.18
Summarize personal interpretations of contrasting music programming and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods, to 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

Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
Compare and contrast the context of music selected for performance.

Creating

Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

Analyze music using standard notation and appropriate vocabulary.
Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

Compare and contrast programs of music for connections to history and culture.
Develop personal criteria based on personal knowledge and skills for including music in performance programs.
Develop personal criteria based on the elements of music for including music in performance programs.
Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
Identify how criteria based on the elements of music support personal preference for specific musical works.
Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.19
Apply appropriate personally-developed criteria to evaluate musical works or performances.

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

Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
Compare and contrast the context of music selected for performance.

Creating

Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

Analyze music using standard notation and appropriate vocabulary.
Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

Compare and contrast programs of music for connections to history and culture.
Develop personal criteria based on personal knowledge and skills for including music in performance programs.
Develop personal criteria based on the elements of music for including music in performance programs.
Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
Identify how criteria based on the elements of music support personal preference for specific musical works.
Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm

Tension and release
Phrase
Notation (standard, iconic, technological)

Melody

Tension and release
Phrase
Notation (standard, iconic, technological)

Harmony

Texture
Tension and release
Sequence
Notation (standard, iconic, technological)

Form

Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure

Expression

Timbre
Balance

Other

Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.1
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music ortexts studied in rehearsal.

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

Choral
Performing

Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).

Improvise 4-8 beat rhythms using body percussion and call/ response.
Improvise 4-beat melodic patterns using visual stimuli and call/ response.
Collaborate to synthesize original compositions with peers using improvised elements.

Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.

Identify thematic elements and repetition in notated music.
Identify challenging elements in notated music.

Instrumental

Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
Hold the assigned instrument(s) with appropriate posture.
Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
Play alone and with others, music graded .5 to 1 and beginner to very easy.

Complete unfinished compositions using standard music notation.
Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.

Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Read melodic notation within the middle register of the assigned instruments(s).
Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).

Identify parts of the assigned instrument(s).
Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm

Measure
Bar line
Time signature
Simple meter
Common time
2/4 time
Whole note/ rest
Half note/ rest
Quarter note/ rest
Eighth note/ rest
Tempo

Melody

Head voice/ chest voice
Staff
Clef (treble and bass)
Major key signature
Diatonic major scale
Tonic major arpeggio
Pitch
Stepwise motion
Skip motion

Harmony

Unison
2-part singing
Vocal ostinati
Imitative harmony (canon, etc.)

Form

Phrase
Verse
Chorus
Section
AB
ABA
Repeat sign

Expression

Balance/ blend
Phrasing
Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
Uniform vowels
Fermata

Other

Sharps
Flats
Naturals
Diction
Posture
Performance etiquette
Correct breathing

Instrumental
Rhythm

Beat
Tempo

Adagio
Andante
Moderato

Counting System
Simple Meter
Time Signature

4/4
Common
2/4
3/4

Barline
Measure/ Bar
Whole Note & Rest
Half Note & Rest
Quarter Note & Rest
Eighth Note & Rest
Dotted Half Note
Tie
Pick-up Note
Rudiment

Melody

Staff
Clef

Treble
Bass
Alto

Key Signature
Sharp
Flat
Natural
Accidental
Pitch
Range
Register
Middle Register
Tonality
Major
Diatonic
Chromatic
Scale
Arpeggio
Half-Step
Whole-Step
Stepwise Motion
Intervals

Harmony

Unison
Solo
Duet
Tutti
Chord
Progression

Form

Phrase
Repeats/ Repeat Sign
Double Bar Line

Expression

Dynamic

Piano
Mezzo Piano
Mezzo Forte
Forte

Articulation

Tonguing
Slurring
Accent
Legato
Staccato
Detaché
Pizzicato

Breath Mark

Other

Posture
Instrument Carriage
Instrument Assembly
Instrument Maintenance
Embouchure
Grip
Characteristic Tone Quality
Tone Color
Range
Timbre
Breathing
Support
Sustain
Release
Intonation
Balance

Anchor Standards

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

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.2
Select and draft melodic and rhythmic ideas or motives that demonstrate understanding of thecharacteristics of music or texts studied in rehearsal.

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

Choral
Performing

Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).

Improvise 4-8 beat rhythms using body percussion and call/ response.
Improvise 4-beat melodic patterns using visual stimuli and call/ response.
Collaborate to synthesize original compositions with peers using improvised elements.

Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.

Identify thematic elements and repetition in notated music.
Identify challenging elements in notated music.

Instrumental

Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
Hold the assigned instrument(s) with appropriate posture.
Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
Play alone and with others, music graded .5 to 1 and beginner to very easy.

Complete unfinished compositions using standard music notation.
Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.

Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Read melodic notation within the middle register of the assigned instruments(s).
Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).

Identify parts of the assigned instrument(s).
Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm

Measure
Bar line
Time signature
Simple meter
Common time
2/4 time
Whole note/ rest
Half note/ rest
Quarter note/ rest
Eighth note/ rest
Tempo

Melody

Head voice/ chest voice
Staff
Clef (treble and bass)
Major key signature
Diatonic major scale
Tonic major arpeggio
Pitch
Stepwise motion
Skip motion

Harmony

Unison
2-part singing
Vocal ostinati
Imitative harmony (canon, etc.)

Form

Phrase
Verse
Chorus
Section
AB
ABA
Repeat sign

Expression

Balance/ blend
Phrasing
Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
Uniform vowels
Fermata

Other

Sharps
Flats
Naturals
Diction
Posture
Performance etiquette
Correct breathing

Instrumental
Rhythm

Beat
Tempo

Adagio
Andante
Moderato

Counting System
Simple Meter
Time Signature

4/4
Common
2/4
3/4

Barline
Measure/ Bar
Whole Note & Rest
Half Note & Rest
Quarter Note & Rest
Eighth Note & Rest
Dotted Half Note
Tie
Pick-up Note
Rudiment

Melody

Staff
Clef

Treble
Bass
Alto

Key Signature
Sharp
Flat
Natural
Accidental
Pitch
Range
Register
Middle Register
Tonality
Major
Diatonic
Chromatic
Scale
Arpeggio
Half-Step
Whole-Step
Stepwise Motion
Intervals

Harmony

Unison
Solo
Duet
Tutti
Chord
Progression

Form

Phrase
Repeats/ Repeat Sign
Double Bar Line

Expression

Dynamic

Piano
Mezzo Piano
Mezzo Forte
Forte

Articulation

Tonguing
Slurring
Accent
Legato
Staccato
Detaché
Pizzicato

Breath Mark

Other

Posture
Instrument Carriage
Instrument Assembly
Instrument Maintenance
Embouchure
Grip
Characteristic Tone Quality
Tone Color
Range
Timbre
Breathing
Support
Sustain
Release
Intonation
Balance

Anchor Standards

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

Aligned Learning Resources

Introduction to Melody

Building Melodic Understanding

Composing a Simple Melody

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.3
Preserve draft compositions and improvisations through standard notation and audio recording with limited guidance.

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

Choral
Performing

Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).

Improvise 4-8 beat rhythms using body percussion and call/ response.
Improvise 4-beat melodic patterns using visual stimuli and call/ response.
Collaborate to synthesize original compositions with peers using improvised elements.

Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.

Identify thematic elements and repetition in notated music.
Identify challenging elements in notated music.

Instrumental

Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
Hold the assigned instrument(s) with appropriate posture.
Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
Play alone and with others, music graded .5 to 1 and beginner to very easy.

Complete unfinished compositions using standard music notation.
Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.

Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Read melodic notation within the middle register of the assigned instruments(s).
Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).

Identify parts of the assigned instrument(s).
Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm

Measure
Bar line
Time signature
Simple meter
Common time
2/4 time
Whole note/ rest
Half note/ rest
Quarter note/ rest
Eighth note/ rest
Tempo

Melody

Head voice/ chest voice
Staff
Clef (treble and bass)
Major key signature
Diatonic major scale
Tonic major arpeggio
Pitch
Stepwise motion
Skip motion

Harmony

Unison
2-part singing
Vocal ostinati
Imitative harmony (canon, etc.)

Form

Phrase
Verse
Chorus
Section
AB
ABA
Repeat sign

Expression

Balance/ blend
Phrasing
Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
Uniform vowels
Fermata

Other

Sharps
Flats
Naturals
Diction
Posture
Performance etiquette
Correct breathing

Instrumental
Rhythm

Beat
Tempo

Adagio
Andante
Moderato

Counting System
Simple Meter
Time Signature

4/4
Common
2/4
3/4

Barline
Measure/ Bar
Whole Note & Rest
Half Note & Rest
Quarter Note & Rest
Eighth Note & Rest
Dotted Half Note
Tie
Pick-up Note
Rudiment

Melody

Staff
Clef

Treble
Bass
Alto

Key Signature
Sharp
Flat
Natural
Accidental
Pitch
Range
Register
Middle Register
Tonality
Major
Diatonic
Chromatic
Scale
Arpeggio
Half-Step
Whole-Step
Stepwise Motion
Intervals

Harmony

Unison
Solo
Duet
Tutti
Chord
Progression

Form

Phrase
Repeats/ Repeat Sign
Double Bar Line

Expression

Dynamic

Piano
Mezzo Piano
Mezzo Forte
Forte

Articulation

Tonguing
Slurring
Accent
Legato
Staccato
Detaché
Pizzicato

Breath Mark

Other

Posture
Instrument Carriage
Instrument Assembly
Instrument Maintenance
Embouchure
Grip
Characteristic Tone Quality
Tone Color
Range
Timbre
Breathing
Support
Sustain
Release
Intonation
Balance

Anchor Standards

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

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.4
Evaluate and refine draft compositions and improvisational skills based on knowledge, skill, and collaboratively-developed criteria.

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

Choral
Performing

Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).

Improvise 4-8 beat rhythms using body percussion and call/ response.
Improvise 4-beat melodic patterns using visual stimuli and call/ response.
Collaborate to synthesize original compositions with peers using improvised elements.

Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.

Identify thematic elements and repetition in notated music.
Identify challenging elements in notated music.

Instrumental

Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
Hold the assigned instrument(s) with appropriate posture.
Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
Play alone and with others, music graded .5 to 1 and beginner to very easy.

Complete unfinished compositions using standard music notation.
Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.

Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Read melodic notation within the middle register of the assigned instruments(s).
Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).

Identify parts of the assigned instrument(s).
Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm

Measure
Bar line
Time signature
Simple meter
Common time
2/4 time
Whole note/ rest
Half note/ rest
Quarter note/ rest
Eighth note/ rest
Tempo

Melody

Head voice/ chest voice
Staff
Clef (treble and bass)
Major key signature
Diatonic major scale
Tonic major arpeggio
Pitch
Stepwise motion
Skip motion

Harmony

Unison
2-part singing
Vocal ostinati
Imitative harmony (canon, etc.)

Form

Phrase
Verse
Chorus
Section
AB
ABA
Repeat sign

Expression

Balance/ blend
Phrasing
Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
Uniform vowels
Fermata

Other

Sharps
Flats
Naturals
Diction
Posture
Performance etiquette
Correct breathing

Instrumental
Rhythm

Beat
Tempo

Adagio
Andante
Moderato

Counting System
Simple Meter
Time Signature

4/4
Common
2/4
3/4

Barline
Measure/ Bar
Whole Note & Rest
Half Note & Rest
Quarter Note & Rest
Eighth Note & Rest
Dotted Half Note
Tie
Pick-up Note
Rudiment

Melody

Staff
Clef

Treble
Bass
Alto

Key Signature
Sharp
Flat
Natural
Accidental
Pitch
Range
Register
Middle Register
Tonality
Major
Diatonic
Chromatic
Scale
Arpeggio
Half-Step
Whole-Step
Stepwise Motion
Intervals

Harmony

Unison
Solo
Duet
Tutti
Chord
Progression

Form

Phrase
Repeats/ Repeat Sign
Double Bar Line

Expression

Dynamic

Piano
Mezzo Piano
Mezzo Forte
Forte

Articulation

Tonguing
Slurring
Accent
Legato
Staccato
Detaché
Pizzicato

Breath Mark

Other

Posture
Instrument Carriage
Instrument Assembly
Instrument Maintenance
Embouchure
Grip
Characteristic Tone Quality
Tone Color
Range
Timbre
Breathing
Support
Sustain
Release
Intonation
Balance

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.5
Share personally-developed melodies and rhythmic passages - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

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

Choral
Performing

Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).

Improvise 4-8 beat rhythms using body percussion and call/ response.
Improvise 4-beat melodic patterns using visual stimuli and call/ response.
Collaborate to synthesize original compositions with peers using improvised elements.

Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.

Identify thematic elements and repetition in notated music.
Identify challenging elements in notated music.

Instrumental

Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
Hold the assigned instrument(s) with appropriate posture.
Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
Play alone and with others, music graded .5 to 1 and beginner to very easy.

Complete unfinished compositions using standard music notation.
Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.

Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Read melodic notation within the middle register of the assigned instruments(s).
Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).

Identify parts of the assigned instrument(s).
Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm

Measure
Bar line
Time signature
Simple meter
Common time
2/4 time
Whole note/ rest
Half note/ rest
Quarter note/ rest
Eighth note/ rest
Tempo

Melody

Head voice/ chest voice
Staff
Clef (treble and bass)
Major key signature
Diatonic major scale
Tonic major arpeggio
Pitch
Stepwise motion
Skip motion

Harmony

Unison
2-part singing
Vocal ostinati
Imitative harmony (canon, etc.)

Form

Phrase
Verse
Chorus
Section
AB
ABA
Repeat sign

Expression

Balance/ blend
Phrasing
Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
Uniform vowels
Fermata

Other

Sharps
Flats
Naturals
Diction
Posture
Performance etiquette
Correct breathing

Instrumental
Rhythm

Beat
Tempo

Adagio
Andante
Moderato

Counting System
Simple Meter
Time Signature

4/4
Common
2/4
3/4

Barline
Measure/ Bar
Whole Note & Rest
Half Note & Rest
Quarter Note & Rest
Eighth Note & Rest
Dotted Half Note
Tie
Pick-up Note
Rudiment

Melody

Staff
Clef

Treble
Bass
Alto

Key Signature
Sharp
Flat
Natural
Accidental
Pitch
Range
Register
Middle Register
Tonality
Major
Diatonic
Chromatic
Scale
Arpeggio
Half-Step
Whole-Step
Stepwise Motion
Intervals

Harmony

Unison
Solo
Duet
Tutti
Chord
Progression

Form

Phrase
Repeats/ Repeat Sign
Double Bar Line

Expression

Dynamic

Piano
Mezzo Piano
Mezzo Forte
Forte

Articulation

Tonguing
Slurring
Accent
Legato
Staccato
Detaché
Pizzicato

Breath Mark

Other

Posture
Instrument Carriage
Instrument Assembly
Instrument Maintenance
Embouchure
Grip
Characteristic Tone Quality
Tone Color
Range
Timbre
Breathing
Support
Sustain
Release
Intonation
Balance

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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Standards - Arts Education

AE17.MU.7.9 Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.10 Identify how cultural and historical contexts inform performances and result in musical intent and meaning.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.11 Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.12 Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.13 Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.14 Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.15 Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.16 Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.17 Identify and compare the context of music from a variety of genres, cultures, and historical periods.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.18 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.7.19 Select from teacher-provided criteria to evaluate musical works or performances.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.8.1 Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.8.2 Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.8.3 Use standard and/or iconic notation and/or audio/video recording to document more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.8.4 Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, and use of sound sources.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.8.5 Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

Essential Questions

Skills Examples

Vocabulary

AE17.MU.7.9
Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

AE17.MU.7.10
Identify how cultural and historical contexts inform performances and result in musical intent and meaning.

AE17.MU.7.11
Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.

AE17.MU.7.12
Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.

AE17.MU.7.13
Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.

AE17.MU.7.14
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.

AE17.MU.7.15
Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose.

AE17.MU.7.16
Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

AE17.MU.7.17
Identify and compare the context of music from a variety of genres, cultures, and historical periods.

AE17.MU.7.18
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.

AE17.MU.7.19
Select from teacher-provided criteria to evaluate musical works or performances.

AE17.MU.8.1
Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.

AE17.MU.8.2
Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.

AE17.MU.8.3
Use standard and/or iconic notation and/or audio/video recording to document more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.

AE17.MU.8.4
Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, and use of sound sources.

AE17.MU.8.5
Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

AE17.MU.8.6
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.

AE17.MU.8.7
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain expressive qualities, technical challenges, and reasons for choices.

AE17.MU.8.8
Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

AE17.MU.8.9
Sight-read simple rhythmic, melodic, and/or harmonic notation in treble or bass clef.

AE17.MU.8.10
Identify how cultural and historical contexts inform performances and result in different musical effects.

AE17.MU.8.11
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities.

AE17.MU.8.12
Identify and apply personally-developed criteria to rehearse and refine music, and determine when it is ready to perform.

AE17.MU.8.13
Perform the music with technical accuracy, stylistic expression, and culturally authentic practices to convey the creator’s intent.