Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.6

Select varied repertoire to study based on interest, music reading skills (where appropriate), anunderstanding of the structure of the music, context, and the technical skill of the individual or ensemble.

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

Choral
Performing
  • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
  • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
  • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
  • Demonstrate chest and head voices while singing individually and in groups.
  • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
  • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
  • Demonstrate correct posture.
  • Adjust tone quality while singing.
  • Produce a supported tone using proper breath control for 8 beats.
  • Sing uniform vowels.
  • Properly enunciate beginning and ending consonants.
  • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
  • Respond appropriately to the cues of a conductor.
Creating
  • Recognize standard notation symbols used in music.
  • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
Reading/ Writing
  • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
  • Interpret standard notation symbols for pitches in the treble clef.
  • Identify key signatures C, F, and G.
  • Sight-sing unison literature.
  • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
  • Perform scales and their related arpeggios.
  • Demonstrate whole- and half-step patterns in the major scale.
Responding/ Evaluating
  • Respond to technical qualities of a performance using music terminology.
  • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

Instrumental
Performing
  • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
  • Demonstrate ability to keep a steady beat.
  • Demonstrate ability to count rhythms in simple meter.
  • Produce a characteristic tone in middle register at different dynamic levels.
  • Demonstrate ability to match pitch with others.
  • Perform at least two major scales and arpeggios or percussion rudiments.
Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.7

    Demonstrate how knowledge of formal aspects in musical works informs prepared or improvised performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.8

    Identify expressive qualities in a varied repertoire of music that can be demonstrated through preparedand improvised performances.

    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

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.9

    Use self-reflection and peer feedback to refine individual and ensemble performances of a variedrepertoire of music.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.10

    Demonstrate technical accuracy and expressive qualities in prepared and improvised performances of avaried repertoire of music.

    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

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.11

    Demonstrate an awareness of the context of the music through prepared and improvised performances.

    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

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • 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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.12

    Identify reasons for selecting music based on characteristics found in the music, connection to interest,and purpose or context.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.13

    Identify how knowledge of context and the use of similarities and contrasts impact responses to music.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.14

    Identify interpretations of the expressive intent and meaning of musical works, referring to the elementsof music, contexts, and (when appropriate) the setting of the text.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.15

    Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.1

    Compose and improvise ideas for melodies and rhythmic passages based on characteristics 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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.2

    Select and draft melodies and rhythmic passages that demonstrate understanding of characteristics 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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.6

    Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

    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

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.7

    Demonstrate how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.8

    Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.

    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

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.9

    Develop strategies to address technical challenges in music and evaluate their success using feedback from ensemble peers and other sources to refine performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.10

    Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of music representing diverse cultures and styles.

    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

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.11

    Demonstrate an understanding of the context of the music through prepared and improvised performances.

    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

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.12

    Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

    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

    Choral
    Performing
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
    • Respond appropriately to the cues of a conductor during performance and rehearsal.
    Creating
    • Describe a varied repertoire of music using correct music vocabulary.
    • Define vocabulary and music terms in all rehearsal and performance music.
    Reading/ Writing
    • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

    Instrumental
    Performing
    • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
    • Sing, move, and respond to music from world cultures and different composers.
    • Improvise and compose simple rhythmic and melodic phrases.
    Creating
    • Listen to and identify to music of different composers, historical periods and world cultures.
    • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
    • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
    Reading/ Writing
    • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
    • Use constructive feedback to improve and refine musical performance.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.

    Aligned Learning Resources

    Examine the Benefits of Utilizing the Online Resource Musescore
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.13

    Describe how understanding context and the way the elements of music are manipulated inform responses to music.

    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

    Choral
    Performing
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
    • Respond appropriately to the cues of a conductor during performance and rehearsal.
    Creating
    • Describe a varied repertoire of music using correct music vocabulary.
    • Define vocabulary and music terms in all rehearsal and performance music.
    Reading/ Writing
    • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

    Instrumental
    Performing
    • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
    • Sing, move, and respond to music from world cultures and different composers.
    • Improvise and compose simple rhythmic and melodic phrases.
    Creating
    • Listen to and identify to music of different composers, historical periods and world cultures.
    • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
    • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
    Reading/ Writing
    • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
    • Use constructive feedback to improve and refine musical performance.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.14

    Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.

    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

    Choral
    Performing
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
    • Respond appropriately to the cues of a conductor during performance and rehearsal.
    Creating
    • Describe a varied repertoire of music using correct music vocabulary.
    • Define vocabulary and music terms in all rehearsal and performance music.
    Reading/ Writing
    • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

    Instrumental
    Performing
    • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
    • Sing, move, and respond to music from world cultures and different composers.
    • Improvise and compose simple rhythmic and melodic phrases.
    Creating
    • Listen to and identify to music of different composers, historical periods and world cultures.
    • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
    • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
    Reading/ Writing
    • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
    • Use constructive feedback to improve and refine musical performance.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.15

    Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

    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

    Choral
    Performing
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
    • Respond appropriately to the cues of a conductor during performance and rehearsal.
    Creating
    • Describe a varied repertoire of music using correct music vocabulary.
    • Define vocabulary and music terms in all rehearsal and performance music.
    Reading/ Writing
    • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

    Instrumental
    Performing
    • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
    • Sing, move, and respond to music from world cultures and different composers.
    • Improvise and compose simple rhythmic and melodic phrases.
    Creating
    • Listen to and identify to music of different composers, historical periods and world cultures.
    • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
    • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
    Reading/ Writing
    • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
    • Use constructive feedback to improve and refine musical performance.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.I.16

    Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

    Unpacked Content

    Essential Questions

    EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
    EQ: How do musicians make meaningful connections to creating, performing, and responding?

    Skills Examples

    Choral
    Performing
    • Choose a piece from a varied repertoire in various musical styles.
      • With the teacher's help, work on phrasing to achieve the appropriate expressive quality.
    • Identify assessment practices that can help improve students' performance and demonstrate progress.
    Creating
    • Identify social contexts from which music of other cultures evolved.
    • Identify musical forms used in various historical periods.
    Reading/ Writing
    • Compare and contrast selected composers and their works.
    • Describe how performance settings affect response of audience (example: church performance vs.
      • school gym performance).
    Responding/ Evaluating
    • Describe how roles of composers, performers and others involved in music are similar or different to those involved in other art forms.
    • Compare common terms and contrasting definitions used for artistic elements as used in music and other art forms.

    Instrumental
    Performing
    • Sing and play intermediate-level excerpts of musical works representative of musical time periods, cultures, styles, and genres.
    • Sing and play intermediate-level world music of historical and cultural significance.
    • Demonstrate a basic understanding of how period, culture, style, and genre impact the interpretation and performance of musical works.
    Creating
    • Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
    • As appropriate, create and execute movements to bring additional meaning to music.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period using standard music notation.
    Reading/ Writing
    • Apply intermediate-level music reading skills to music of various time periods, cultures, styles, and genres.
    • Create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
    Responding/ Evaluating
    • Listen to and identify the title and composers of well-known patriotic music and other music of historical and cultural significance from the United States.
    • Listen to well-known world music and other music of historical and cultural significance.
    • Listen to and identify the musical period of various musical work.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.1

    Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods 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
    • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
    • Demonstrate mastery of a variety of historical performance practices.
    Creating
    • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
    • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
    Responding/ Evaluating
    • Identify stylistic and historical influences in notated music.
    • Determine similarities and differences among pieces of music from various historical periods.
    • Evaluate the historical authenticity of commercially published music.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
    • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
    • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
    • Play alone and with others, music graded 2.5 to 3 and medium.
    Creating
    • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
    • Improvise call and responses.
    Reading/ Writing
    • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
    • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
    • Identify the form of large works.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
    • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
    • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.2

    Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.

    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
    • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
    • Demonstrate mastery of a variety of historical performance practices.
    Creating
    • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
    • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
    Responding/ Evaluating
    • Identify stylistic and historical influences in notated music.
    • Determine similarities and differences among pieces of music from various historical periods.
    • Evaluate the historical authenticity of commercially published music.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
    • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
    • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
    • Play alone and with others, music graded 2.5 to 3 and medium.
    Creating
    • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
    • Improvise call and responses.
    Reading/ Writing
    • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
    • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
    • Identify the form of large works.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
    • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
    • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.3

    Preserve draft compositions and improvisations through standard notation and audio recording.

    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
    • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
    • Demonstrate mastery of a variety of historical performance practices.
    Creating
    • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
    • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
    Responding/ Evaluating
    • Identify stylistic and historical influences in notated music.
    • Determine similarities and differences among pieces of music from various historical periods.
    • Evaluate the historical authenticity of commercially published music.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
    • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
    • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
    • Play alone and with others, music graded 2.5 to 3 and medium.
    Creating
    • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
    • Improvise call and responses.
    Reading/ Writing
    • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
    • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
    • Identify the form of large works.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
    • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
    • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.4

    Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established criteria.

    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
    • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
    • Demonstrate mastery of a variety of historical performance practices.
    Creating
    • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
    • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
    Responding/ Evaluating
    • Identify stylistic and historical influences in notated music.
    • Determine similarities and differences among pieces of music from various historical periods.
    • Evaluate the historical authenticity of commercially published music.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
    • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
    • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
    • Play alone and with others, music graded 2.5 to 3 and medium.
    Creating
    • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
    • Improvise call and responses.
    Reading/ Writing
    • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
    • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
    • Identify the form of large works.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
    • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
    • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.5

    Share personally-developed melodies, rhythmic passages, and arrangements–individually or as an ensemble - that address identified purposes.

    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

    Choral
    Performing
    • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
    • Demonstrate mastery of a variety of historical performance practices.
    Creating
    • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
    • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
    Responding/ Evaluating
    • Identify stylistic and historical influences in notated music.
    • Determine similarities and differences among pieces of music from various historical periods.
    • Evaluate the historical authenticity of commercially published music.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
    • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
    • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
    • Play alone and with others, music graded 2.5 to 3 and medium.
    Creating
    • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
    • Improvise call and responses.
    Reading/ Writing
    • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
    • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
    • Identify the form of large works.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
    • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
    • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.6

    Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
    • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
    • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
    • Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Perform 3- and/or 4-part literature including selections in two languages
    • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
    • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
    • Produce a supported tone with proper breath control for 16 beats.
    • Perform literature accurately that indicates an accent mark.
    • Respond vocally to conductor cues concerning dynamic contrasts.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
      • Improvise harmonies.
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
    • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
    • Identify all major key signatures.
    • Sight-sing four-part literature.
    • Identify the chordal structure within a tonal key.
    • Perform music containing all intervals in the diatonic scale.
    • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
    Responding/ Evaluating
    • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
    • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
    • Respond to aesthetic qualities of a performance using music terminology.
    • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
    • Identify assessment practices that can help demonstrate their learning and progress made in music.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in all meters including triplets.
    • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
    • Perform chromatic scale at least two octaves.
    • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
    • Play characteristic vibrato with a relaxed left hand (strings).
    • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
    • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
      • Creating
      • Demonstrate ability to improvise in all genres and varied styles.
      • Compose melodies in all meters, keys, and with added elements of style.
      • Compose consonant harmonies to simple melodies.
      Reading/ Writing
      • Determine style based on performance metrics such as tempo, meter, articulations, etc.
      • Determine tonality and harmony based on music parts and score.
      • Determine appropriate music to perform based on technical and expressive challenges and context.
      Responding/ Evaluating
      • Demonstrate an understanding of context in a varied repertoire of music.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.7

    Demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

    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

    Choral
    Performing
    • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
    • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
    • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
    • Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Perform 3- and/or 4-part literature including selections in two languages
    • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
    • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
    • Produce a supported tone with proper breath control for 16 beats.
    • Perform literature accurately that indicates an accent mark.
    • Respond vocally to conductor cues concerning dynamic contrasts.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
      • Improvise harmonies.
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
    • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
    • Identify all major key signatures.
    • Sight-sing four-part literature.
    • Identify the chordal structure within a tonal key.
    • Perform music containing all intervals in the diatonic scale.
    • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
    Responding/ Evaluating
    • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
    • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
    • Respond to aesthetic qualities of a performance using music terminology.
    • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
    • Identify assessment practices that can help demonstrate their learning and progress made in music.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in all meters including triplets.
    • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
    • Perform chromatic scale at least two octaves.
    • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
    • Play characteristic vibrato with a relaxed left hand (strings).
    • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
    • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
      • Creating
      • Demonstrate ability to improvise in all genres and varied styles.
      • Compose melodies in all meters, keys, and with added elements of style.
      • Compose consonant harmonies to simple melodies.
      Reading/ Writing
      • Determine style based on performance metrics such as tempo, meter, articulations, etc.
      • Determine tonality and harmony based on music parts and score.
      • Determine appropriate music to perform based on technical and expressive challenges and context.
      Responding/ Evaluating
      • Demonstrate an understanding of context in a varied repertoire of music.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.8

    Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
    • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
    • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
    • Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Perform 3- and/or 4-part literature including selections in two languages
    • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
    • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
    • Produce a supported tone with proper breath control for 16 beats.
    • Perform literature accurately that indicates an accent mark.
    • Respond vocally to conductor cues concerning dynamic contrasts.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
      • Improvise harmonies.
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
    • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
    • Identify all major key signatures.
    • Sight-sing four-part literature.
    • Identify the chordal structure within a tonal key.
    • Perform music containing all intervals in the diatonic scale.
    • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
    Responding/ Evaluating
    • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
    • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
    • Respond to aesthetic qualities of a performance using music terminology.
    • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
    • Identify assessment practices that can help demonstrate their learning and progress made in music.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in all meters including triplets.
    • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
    • Perform chromatic scale at least two octaves.
    • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
    • Play characteristic vibrato with a relaxed left hand (strings).
    • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
    • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
      • Creating
      • Demonstrate ability to improvise in all genres and varied styles.
      • Compose melodies in all meters, keys, and with added elements of style.
      • Compose consonant harmonies to simple melodies.
      Reading/ Writing
      • Determine style based on performance metrics such as tempo, meter, articulations, etc.
      • Determine tonality and harmony based on music parts and score.
      • Determine appropriate music to perform based on technical and expressive challenges and context.
      Responding/ Evaluating
      • Demonstrate an understanding of context in a varied repertoire of music.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.P.9

    Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.

    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

    Choral
    Performing
    • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
    • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
    • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
    • Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Perform 3- and/or 4-part literature including selections in two languages
    • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
    • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
    • Produce a supported tone with proper breath control for 16 beats.
    • Perform literature accurately that indicates an accent mark.
    • Respond vocally to conductor cues concerning dynamic contrasts.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
      • Improvise harmonies.
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
    • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
    • Identify all major key signatures.
    • Sight-sing four-part literature.
    • Identify the chordal structure within a tonal key.
    • Perform music containing all intervals in the diatonic scale.
    • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
    Responding/ Evaluating
    • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
    • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
    • Respond to aesthetic qualities of a performance using music terminology.
    • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
    • Identify assessment practices that can help demonstrate their learning and progress made in music.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in all meters including triplets.
    • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
    • Perform chromatic scale at least two octaves.
    • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
    • Play characteristic vibrato with a relaxed left hand (strings).
    • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
    • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
      • Creating
      • Demonstrate ability to improvise in all genres and varied styles.
      • Compose melodies in all meters, keys, and with added elements of style.
      • Compose consonant harmonies to simple melodies.
      Reading/ Writing
      • Determine style based on performance metrics such as tempo, meter, articulations, etc.
      • Determine tonality and harmony based on music parts and score.
      • Determine appropriate music to perform based on technical and expressive challenges and context.
      Responding/ Evaluating
      • Demonstrate an understanding of context in a varied repertoire of music.

    Vocabulary

    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

    Instrumental
    Rhythm
    • Quarter Note Triplets
    • Eighth Note Triplets
    • Tempo
      • Lento
      • Allegro
    Harmony
    • Consonance
    • Dissonance
    • Monophonic
    • Homophonic
    • Polyphonic
    Form
    • Binary
    • AB
    • Ternary
    • ABA
    • Strophic
    • Through-Composed
    Expression
    • Ritardando
    • Accelerando
    • Caesura
    • Poco a poco
    • Marcato
    • Sforzando
    • Martelé
    • Tremolo
    • Multiple-Note Slur
    • Hooked Bowings
    Other
    • Call and Response

    Anchor Standards

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

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