Standards - Arts Education

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

AE17.MU.TEE.P.10
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied 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

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).

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).

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.

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.

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.

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

AE17.MU.TEE.P.11
Apply criteria to select music for specified purposes, supporting choices by 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

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).

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).

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.

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.

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 7: Perceive and analyze artistic work.

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

AE17.MU.TEE.P.12
Explain how the analysis of passages and understanding the way 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 literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
Respond accurately to the cues of the director.

Creating

Interpret music symbols and terms appropriately while performing a varied repertoire of music.
Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).

Reading/ Writing

Sight-read advanced music at a beginning level of complexity.
Analyze harmonic progressions and form in a given piece of music.

Responding/ Evaluating

Describe how music reflects the social and political events in history.
Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing

Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
Demonstrate and use technology and media arts to create, perform, and research music.

Creating

Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
Discuss how current developments in music reflect society in reference to the local community and larger world.
Describe ways that technology and the media arts are used to create, perform, and listen to music.
Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.

Reading/ Writing

Develop criteria based on the elements of music to support personal preferences for specific music works.
Explain how and why people use and respond to music.

Responding/ Evaluating

Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
Express how music performance and settings affect audience response.
Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

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 8: Interpret intent and meaning in artistic work.

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

AE17.MU.TEE.P.13
Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

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 literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
Respond accurately to the cues of the director.

Creating

Interpret music symbols and terms appropriately while performing a varied repertoire of music.
Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).

Reading/ Writing

Sight-read advanced music at a beginning level of complexity.
Analyze harmonic progressions and form in a given piece of music.

Responding/ Evaluating

Describe how music reflects the social and political events in history.
Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing

Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
Demonstrate and use technology and media arts to create, perform, and research music.

Creating

Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
Discuss how current developments in music reflect society in reference to the local community and larger world.
Describe ways that technology and the media arts are used to create, perform, and listen to music.
Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.

Reading/ Writing

Develop criteria based on the elements of music to support personal preferences for specific music works.
Explain how and why people use and respond to music.

Responding/ Evaluating

Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
Express how music performance and settings affect audience response.
Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

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 9: Apply criteria to evaluate artistic work.

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

AE17.MU.TEE.P.14
Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

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 literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
Respond accurately to the cues of the director.

Creating

Interpret music symbols and terms appropriately while performing a varied repertoire of music.
Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).

Reading/ Writing

Sight-read advanced music at a beginning level of complexity.
Analyze harmonic progressions and form in a given piece of music.

Responding/ Evaluating

Describe how music reflects the social and political events in history.
Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing

Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
Demonstrate and use technology and media arts to create, perform, and research music.

Creating

Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
Discuss how current developments in music reflect society in reference to the local community and larger world.
Describe ways that technology and the media arts are used to create, perform, and listen to music.
Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.

Reading/ Writing

Develop criteria based on the elements of music to support personal preferences for specific music works.
Explain how and why people use and respond to music.

Responding/ Evaluating

Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
Express how music performance and settings affect audience response.
Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

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 9: Apply criteria to evaluate artistic work.

Arts Education (2017) - Grade(s): 6-12

AE17.MU.TEE.P.15
Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

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

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
Demonstrate how the elements of music impact the overall aesthetic of a performance.

Creating

Recognize and convey expressive intent in musical performances.
Create and notate simple rhythms using traditional or digital media.

Reading/ Writing

Relate knowledge and personal experience to performances.

Responding/ Evaluating

Describe how music reflects the social and political events in history.
Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing

Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
Describe how interests and experiences impact the selection of music for study and/or performance.

Creating

Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
Describe personal improvisational and compositional choices made.

Reading/ Writing

Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.

Responding/ Evaluating

Listen to music using period and world music instruments.
Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
Listen to and identify the genre, birthplace, cultural influences of various musical work.

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 10: Synthesize and relate knowledge and personal experiences.

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

AE17.MU.TEE.P.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: Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.
EQ: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Skills Examples

Choral
Performing

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
Demonstrate how the elements of music impact the overall aesthetic of a performance.

Creating

Recognize and convey expressive intent in musical performances.
Create and notate simple rhythms using traditional or digital media.

Reading/ Writing

Relate knowledge and personal experience to performances.

Responding/ Evaluating

Describe how music reflects the social and political events in history.
Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing

Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
Describe how interests and experiences impact the selection of music for study and/or performance.

Creating

Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
Describe personal improvisational and compositional choices made.

Reading/ Writing

Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.

Responding/ Evaluating

Listen to music using period and world music instruments.
Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
Listen to and identify the genre, birthplace, cultural influences of various musical work.

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 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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

AE17.MU.TEE.AC.1
Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristics of music from a variety of cultures 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 music in a manner that is appropriate to the context of its culture of origin.
Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

Improvise melodies representative of distinct cultures studied in rehearsal.
Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

Identify cultural influences in notated music.
Discuss the origins or reasoning behind cultural composition or performance practices.
Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Play all major scales and arpeggios (winds, strings, percussion).
Play pure minor scales and arpeggios (winds.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.2
Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures 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 music in a manner that is appropriate to the context of its culture of origin.
Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

Improvise melodies representative of distinct cultures studied in rehearsal.
Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

Identify cultural influences in notated music.
Discuss the origins or reasoning behind cultural composition or performance practices.
Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Play all major scales and arpeggios (winds, strings, percussion).
Play pure minor scales and arpeggios (winds.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.3
Preserve draft compositions and improvisations through standard notation, audio, or video recording.

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 music in a manner that is appropriate to the context of its culture of origin.
Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

Improvise melodies representative of distinct cultures studied in rehearsal.
Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

Identify cultural influences in notated music.
Discuss the origins or reasoning behind cultural composition or performance practices.
Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Play all major scales and arpeggios (winds, strings, percussion).
Play pure minor scales and arpeggios (winds.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.4
Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

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 music in a manner that is appropriate to the context of its culture of origin.
Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

Improvise melodies representative of distinct cultures studied in rehearsal.
Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

Identify cultural influences in notated music.
Discuss the origins or reasoning behind cultural composition or performance practices.
Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Play all major scales and arpeggios (winds, strings, percussion).
Play pure minor scales and arpeggios (winds.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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

AE17.MU.TEE.AC.5
Share personally-developed arrangements, sections, and short compositions, individually or as an ensemble, that address identified purposes.

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 music in a manner that is appropriate to the context of its culture of origin.
Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

Improvise melodies representative of distinct cultures studied in rehearsal.
Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

Identify cultural influences in notated music.
Discuss the origins or reasoning behind cultural composition or performance practices.
Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Play all major scales and arpeggios (winds, strings, percussion).
Play pure minor scales and arpeggios (winds.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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

AE17.MU.TEE.AC.6
Develop and apply criteria to select a varied repertoire to study and perform, based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

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

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.7
Document and demonstrate, using music reading skills (where appropriate), how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and 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

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.8
Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances, as well as performers’ technical skill to connect with the audience.

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

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.9
Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

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

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

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.AC.10
Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.11
Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.12
Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified 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

Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

Improvise over chord progressions and symbols provided by the instructor.
Identify the elements of music across musical styles and world cultures.
Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

Interpret articulations, expressive symbols, and terms while performing.
Identify and trace the development of music forms across historical periods.
Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
Describe the elements of music and their functions.
Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Describe the use of elements of music as they relate to expression in a varied repertoire of music.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

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

AE17.MU.TEE.AC.13
Explain how the analysis of structures and contexts inform the response to music.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

Improvise over chord progressions and symbols provided by the instructor.
Identify the elements of music across musical styles and world cultures.
Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

Interpret articulations, expressive symbols, and terms while performing.
Identify and trace the development of music forms across historical periods.
Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
Describe the elements of music and their functions.
Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Describe the use of elements of music as they relate to expression in a varied repertoire of music.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

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

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

AE17.MU.TEE.AC.14
Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied research sources.

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

Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

Improvise over chord progressions and symbols provided by the instructor.
Identify the elements of music across musical styles and world cultures.
Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

Interpret articulations, expressive symbols, and terms while performing.
Identify and trace the development of music forms across historical periods.
Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
Describe the elements of music and their functions.
Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Describe the use of elements of music as they relate to expression in a varied repertoire of music.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

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

AE17.MU.TEE.AC.15
Evaluate works and performances based on research as well as personally-developed and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

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

Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

Improvise over chord progressions and symbols provided by the instructor.
Identify the elements of music across musical styles and world cultures.
Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

Interpret articulations, expressive symbols, and terms while performing.
Identify and trace the development of music forms across historical periods.
Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
Describe the elements of music and their functions.
Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Describe the use of elements of music as they relate to expression in a varied repertoire of music.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

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

AE17.MU.TEE.AC.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Incorporate technology in performing or recording musical performances.

Creating

Create and notate a simple melody using traditional or digital media.

Reading/ Writing

Explain how the creative process is used in similar and different ways in music and other arts.

Responding/ Evaluating

Recognize and describe aesthetic characteristics common to all art forms.
Compare and contrast a musical work with another work of art (ex. dance, drama, visual art) from the same culture on the basis of cultural influences.

Instrumental
Performing

Demonstrate how period, culture, style, and genre impacts the interpretation and performance of a given work.
Independently select music of various time periods, cultures, styles, and genres for study and/or performance. Justify choices for instructors and peers.

Creating

Improvise rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period.
Compose rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.

Reading/ Writing

Using a variety of available technologies, notate student-composed exercises reflecting various time periods, cultures, styles, and genres.
With guidance, research and present orally or in written form the historical and cultural background of assigned composers and works.

Responding/ Evaluating

Listen to recordings of or attend live performances using period and world music instruments.
Listen to and identify the composer, composition, genre, style, likely birthplace, and cultural influences of various musical work.
With guidance, analyze music representing various time periods, cultures, styles, and genres.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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

AE17.MU.TEE.AD.1
Compose and improvise musical ideas for a variety of purposes and contexts.

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing

Read music composed within non-traditional notation styles.
Perform original student compositions in concerts, recitals, or other events open to the public.

Creating

Notate and format original compositions or arrangements within a publisher's guidelines.
Record and publish performances of original compositions or arrangements.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.

Responding/ Evaluating

Engage in student-led critical discourse regarding various compositions.
Perform formal and harmonic analyses of notated music.

Instrumental
Performing

Produce a characteristic tone in all registers at all dynamic ranges.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
Play full range chromatic scale (winds, strings, percussion).
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
Play alone and with others, music graded 4.5 and advanced or greater.

Creating

Independently improvise over an accompaniment.
Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.

Reading/ Writing

Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.

Responding/ Evaluating

Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.2
Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing

Read music composed within non-traditional notation styles.
Perform original student compositions in concerts, recitals, or other events open to the public.

Creating

Notate and format original compositions or arrangements within a publisher's guidelines.
Record and publish performances of original compositions or arrangements.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.

Responding/ Evaluating

Engage in student-led critical discourse regarding various compositions.
Perform formal and harmonic analyses of notated music.

Instrumental
Performing

Produce a characteristic tone in all registers at all dynamic ranges.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
Play full range chromatic scale (winds, strings, percussion).
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
Play alone and with others, music graded 4.5 and advanced or greater.

Creating

Independently improvise over an accompaniment.
Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.

Reading/ Writing

Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.

Responding/ Evaluating

Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.3
Preserve draft musical works through standard notation, audio, or video recording.

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing

Read music composed within non-traditional notation styles.
Perform original student compositions in concerts, recitals, or other events open to the public.

Creating

Notate and format original compositions or arrangements within a publisher's guidelines.
Record and publish performances of original compositions or arrangements.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.

Responding/ Evaluating

Engage in student-led critical discourse regarding various compositions.
Perform formal and harmonic analyses of notated music.

Instrumental
Performing

Produce a characteristic tone in all registers at all dynamic ranges.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
Play full range chromatic scale (winds, strings, percussion).
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
Play alone and with others, music graded 4.5 and advanced or greater.

Creating

Independently improvise over an accompaniment.
Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.

Reading/ Writing

Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.

Responding/ Evaluating

Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.4
Evaluate and refine varied draft musical works based on appropriate criteria.

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing

Read music composed within non-traditional notation styles.
Perform original student compositions in concerts, recitals, or other events open to the public.

Creating

Notate and format original compositions or arrangements within a publisher's guidelines.
Record and publish performances of original compositions or arrangements.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.

Responding/ Evaluating

Engage in student-led critical discourse regarding various compositions.
Perform formal and harmonic analyses of notated music.

Instrumental
Performing

Produce a characteristic tone in all registers at all dynamic ranges.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
Play full range chromatic scale (winds, strings, percussion).
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
Play alone and with others, music graded 4.5 and advanced or greater.

Creating

Independently improvise over an accompaniment.
Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.

Reading/ Writing

Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.

Responding/ Evaluating

Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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

AE17.MU.TEE.AD.5
Share varied, personally-developed musical works, individually or as an ensemble, that address identified purposes and contexts.

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing

Read music composed within non-traditional notation styles.
Perform original student compositions in concerts, recitals, or other events open to the public.

Creating

Notate and format original compositions or arrangements within a publisher's guidelines.
Record and publish performances of original compositions or arrangements.

Reading/ Writing

Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.

Responding/ Evaluating

Engage in student-led critical discourse regarding various compositions.
Perform formal and harmonic analyses of notated music.

Instrumental
Performing

Produce a characteristic tone in all registers at all dynamic ranges.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
Play full range chromatic scale (winds, strings, percussion).
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
Play alone and with others, music graded 4.5 and advanced or greater.

Creating

Independently improvise over an accompaniment.
Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.

Reading/ Writing

Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.

Responding/ Evaluating

Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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

AE17.MU.TEE.AD.6
Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.7
Examine, evaluate, and critique how the structure and context impact and inform prepared and improvised performances.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.8
Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances, as well as performers’ technical skill to connect with the audience.

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

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.9
Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

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.AD.10
Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire in multiple types of ensembles.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.11
Demonstrate an ability to connect with audience members through prepared and improvised performances.

Unpacked Content

Essential Questions

Skills Examples

Choral
Performing

Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 a varied repertoire of multipart literature, including selections in various languages.
Perform tempo markings accurately in the literature being performed.
Perform dynamic markings accurately in the literature being performed.
Perform articulation markings accurately in the literature being performed.
Perform solo and ensemble literature independently.
Respond vocally to conductor cues.

Creating

Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).

Reading/ Writing

Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
Identify three forms of minor scales.
Sight-sing multipart literature fluently.
Identifying key signatures in all major keys.
Performing music that contains accidentals.
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
Performing atonal music.
Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
Exemplify independence and collaboration as a musician.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing

Demonstrate ability to count rhythms in all meters including mixed meter.
Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
Perform in higher positions across all four strings with the ability to execute large leaps (strings).
Cello and Bass players perform and read in the treble clef (strings).

Creating

Compose three- and four-part harmonies using correct part writing guidelines.
Demonstrate ability to use music as a force in society and culture.
Create a personal philosophy of music and its role in society and culture.

Reading/ Writing

Determine style, time period, and other music aspects based on music parts and score.
Demonstrate mastery of all technical and expressive music markings including modern music techniques.
Identify the use of compositional techniques to guide musical phrasing.

Responding/ Evaluating

Apply strategies to correct mistakes made during rehearsal and performance.
Apply strategies to evaluate others' musical performance based on a consistent rubric.
Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

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

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

AE17.MU.TEE.AD.12
Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music and individual and ensemble 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 leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.

Creating

Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
Identify non-traditional harmonic progressions in selected music.

Reading/ Writing

Demonstrate sight-reading abilities at a mastery level of skill and complexity.
Compose an original work or an arrangement of a pre-existing work for an ensemble performance.

Responding/ Evaluating

Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing

Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.

Creating

Define vocabulary in all rehearsed and performed music.
Identify musical terms and symbols for articulation and expression.
Identify and trace the development of the elements of music across musical styles and world cultures.
Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
Select personal music experiences that represent well-developed skills, abilities, and accomplishments.

Reading/ Writing

Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.

Responding/ Evaluating

Apply assessment practices to select, organize and present personal works to show their growth and development in music.
Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
Develop and articulate a personal philosophy about the purpose and value of music.

Vocabulary

Choral
Rhythm

Duplet
Polyrhythm

Melody

Tonal center/ key relations
Scale construction
Non-standard notation
Transpositions
Modal

ionian
dorian
phrygian
lydian
mixolydian
aeolian
locrain

Harmony

Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
Heterophonic
Homophonic
Monophonic
Polyphonic
Tonal pattern

Form

Advanced polyphony, such as fugue

Expression

Texture
Culturally authentic performance
Sensitivity
Stylistic expression
Interpretation

Other

Serialism
Chamber literature
Theoretical characteristics
Structural characteristics
Compositional devices
Personally-developed criteria
Musical intent
Musical purpose

Instrumental
Rhythm

32nd Notes & Rests
5/8
7/8
Mixed Meter
Polyrhythm
Double Dotted
Hemiola
Hocket

Melody

Melodic Minor
Harmonic Minor
Modes

Harmony

Atonal
Polytonal

Form

Sonata Form
Minuet and Trio
Scherzo

Expression

Rubato

Other

Cadenza
Ad lib

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Refine Your Results

1404 results found

Standards - Arts Education

AE17.MU.TEE.P.10 Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.11 Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.12 Explain how the analysis of passages and understanding the way elements of music are manipulated inform responses to music.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.13 Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.14 Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.15 Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.16 Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.1 Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristics of music from a variety of cultures studied in rehearsal.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.2 Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.3 Preserve draft compositions and improvisations through standard notation, audio, or video recording.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.4 Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.5 Share personally-developed arrangements, sections, and short compositions, individually or as an ensemble, that address identified purposes.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.7 Document and demonstrate, using music reading skills (where appropriate), how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.8 Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances, as well as performers’ technical skill to connect with the audience.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.AC.9 Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

Essential Questions

Skills Examples

Vocabulary

Anchor Standards

AE17.MU.TEE.P.10
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

AE17.MU.TEE.P.11
Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

AE17.MU.TEE.P.12
Explain how the analysis of passages and understanding the way elements of music are manipulated inform responses to music.

AE17.MU.TEE.P.13
Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

AE17.MU.TEE.P.14
Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

AE17.MU.TEE.P.15
Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

AE17.MU.TEE.P.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

AE17.MU.TEE.AC.1
Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristics of music from a variety of cultures studied in rehearsal.

AE17.MU.TEE.AC.2
Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

AE17.MU.TEE.AC.3
Preserve draft compositions and improvisations through standard notation, audio, or video recording.

AE17.MU.TEE.AC.4
Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

AE17.MU.TEE.AC.5
Share personally-developed arrangements, sections, and short compositions, individually or as an ensemble, that address identified purposes.

AE17.MU.TEE.AC.7
Document and demonstrate, using music reading skills (where appropriate), how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.

AE17.MU.TEE.AC.8
Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances, as well as performers’ technical skill to connect with the audience.

AE17.MU.TEE.AC.9
Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

AE17.MU.TEE.AC.10
Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

AE17.MU.TEE.AC.11
Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.

AE17.MU.TEE.AC.12
Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified purpose and context.

AE17.MU.TEE.AC.13
Explain how the analysis of structures and contexts inform the response to music.

AE17.MU.TEE.AC.14
Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied research sources.

AE17.MU.TEE.AC.15
Evaluate works and performances based on research as well as personally-developed and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

AE17.MU.TEE.AC.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

AE17.MU.TEE.AD.1
Compose and improvise musical ideas for a variety of purposes and contexts.

AE17.MU.TEE.AD.2
Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.