Standards - Arts Education

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

AE17.MU.TEE.AD.13

Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs 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 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 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.AD.14

Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.

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

AE17.MU.TEE.AD.15

Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.

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

AE17.MU.TEE.AD.16

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

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing
  • Apply assessment practices to demonstrate advancement of musical skills.
Creating
  • Create and notate harmonization of a simple melody using traditional or digital media.
Reading/ Writing
  • Investigate the ethical and legal issues surrounding the access and use of musical works (ex. audio and video recordings; printed sheet music).
Responding/ Evaluating
  • Describe how the purpose, meaning and value of music changes because of the impact of life experiences.

Instrumental
Performing
  • Independently select music of various time periods, cultures, styles, and genres for use on a concert or recital.
  • Study and perform on period and world instruments.
Creating
  • Justify personal improvisational and compositional choices made.
  • Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
Reading/ Writing
  • Construct composer and program notes for a concert or recital.
  • Independently research and present orally or in written form the historical and cultural background of chosen composers and works.
Responding/ Evaluating
  • Independently analyze music representing various time periods, cultures, styles, and genres.
  • Listen to and identify aurally and visually period and world music instruments.

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

AE17.MU.HI.N.1

Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

Example: Create chordal accompaniments for Mary Had a Little Lamb.““

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.2

Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two phrase) and chordal accompaniments for given melodies.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.3

Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.4

Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.5

Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.6

Identify prominent melodic and harmonic characteristics in a varied repertoire of music selected for performance, including some based on reading standard notation.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.7

Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.8

Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and apply practice strategies to address performance challenges and refine the performances.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.9

Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating understanding of the audience and the context.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.10

Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

Unpacked Content

Essential Questions

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Skills Examples

Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.11

Demonstrate and explain, citing evidence, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.14

Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.15

Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.

Vocabulary

Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.16

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

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Choose and perform two or three repertoire pieces in contrasting styles from a wide selection of choices.
  • Understand and interpret the title/ genre/ purpose of the piece (e.g., "March," "Prelude," "Gavotte," "Boogie," "Water Lilies") and all expression markings in repertoire played.
  • Perform several repertoire pieces as duets with teacher.
  • Perform a composition of your own for the class and/or publicly.
Creating
  • Given note parameters (e.g., three black keys, FGAB, etc.) improvise above a teacher accompaniment.
  • "Spell" words with note letter names (feed, ace, cabbage, etc.) and play them. Combine "words" to create a musical phrase.
  • Compose a pentatonic melody with two phrases; one ending on the dominant and one on the tonic. Repeat with a minor pentatonic scale.
    • Reading/ Writing
    • Given note parameters, for each exercise (e.g., CDE, CEG, ABC, FAC, etc.), take melodic dictation.
    • Given note value parameters (e.g., quarter and half, half and whole, etc.), take rhythmic dictation.
    • Play, then notate "anchor notes" on the staff.
    • With teacher assistance, notate your compositions, on paper, or on music software, such as (free) Noteflight.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, and Note Construction (Beginner Levels).
    Responding/ Evaluating
    • Given a list of styles to be played (e.g., classical, rock, movie music, jazz, etc.), identify the style of listening examples. Discuss.
    • Listen to your teacher play passages with contrasting dynamics, tempos, articulations and identify whether you hear forte or piano, Allegro or Adagio, legato or staccato, etc.
    • Class members perform pieces with descriptive titles (e.g., "Heavy Machinery," "Song of the Steppes," "Galop," "Evocation of Butterflies"), and discuss the expressive markings and compositional elements that evoke the image of the title.
    • Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note Ear Training (pentatonic scale notes).

    Vocabulary

    Rhythm
    • Beat (steady beat, rit., accel., fermata)
    • Meter (2/4, 3/4, 4/4, barline, pickup measure)
    • Notes and rests (quarter, half, dotted half, whole)
    • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
    • Other (ties)
    Melody
    • Scales (pentatonic, major, natural minor)
    • Intervals (half step, whole step; second, third, fourth, fifth, octave)
    • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
    • Melodic figures (step/leap, arpeggio, phrase)
    Harmony
    • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
    • Triads (root, third, fifth; major and minor qualities)
    • Function (tonic, dominant)
    • I-IV-V7-I cadences
    Form
    • Form (phrase, ostinato)
    • Texture (melody, bassline, accompaniment)
    • Notation (phrase mark, double bar, repeat sign)
    Expression
    • Dynamics (soft/loud, p, mf, f)
    • Articulation (staccato, legato)
    Other
    • Historical significance of instrument
    • Posture, hand position, finger numbers, basic playing techniques

    Anchor Standards

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

    AE17.MU.HI.I.1

    Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.2

    Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.3

    Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.4

    Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and and two- to three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.5

    Describe and demonstrate how a varied repertoire of music is selected based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.6

    Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, including some based on reading standard notation.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.7

    Demonstrate and describe interpretations and understandings of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, chordal accompaniments, and repertoire pieces.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.8

    Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and identify practice strategies to address performance challenges and refine the performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.9

    Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.10

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

    Unpacked Content

    Essential Questions

    EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    EQ: How do individuals choose music to experience?

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.

    Aligned Learning Resources

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

    AE17.MU.HI.I.11

    Describe how the ways that elements of music are manipulated and knowledge of the context (social and cultural) inform the response.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.12

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

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.13

    Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.14

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

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Choose and perform a repertoire piece from a wide selection in at least two of the following styles/ periods.
      • Baroque
      • Classical
      • Romantic
      • Impressionist
      • Modern
      • Pop/ Rock/ Jazz/ World
    • Understand and interpret all expression markings in repertoire played.
    • Perform at least one duet or ensemble piece; discuss the challenges of ensemble work.
    • Perform a composition of your own.
    Creating
    • Choose a melody (from a teacher list) and harmonize with I, IV, and V7 chords.
    • Compose a piece that has a repeated 4-chord pattern (e.g., F G C Am). Choose your own figuration.
    • Choose major or minor pentatonic, and compose a melody in AABA form.
    • Choose a popular song, find/ determine the chord progression, and create your version of the piece.
    Reading/ Writing
    • In a specified key, take dictation (pentatonic melodic patterns).
    • Given a set of written examples, identify a triad shape as root, 1st, or 2nd inversion. Then identify the root of each chord.
    • Notate your pentatonic melody in AABA form (see above).
    • Write letter chord names/ symbols in an appropriate repertoire selection. Block the chords in the piece.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, Note Construction, Interval Identification and Construction, Keyboard and Fretboard Interval Identification and Chord Identification.
    • Responding/ Evaluating
    • Given a list of styles/ periods (Baroque, Classical, Romantic, Impressionist, Modern, Pop, Rock, Jazz, World, etc.), identify the style/ period of listening examples. Discuss.
    • Listen to your teacher play two phrases; decide whether you hear a phrase repeated or antecedent/consequent phrases.
    • Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.1

    Generate melodic, rhythmic, and harmonic ideas for compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    Unpacked Content

    Essential Questions

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

    EQ: How do musicians generate creative ideas?

    Skills Examples

    Performing
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • Compose a melody and harmonize it using chords, I, IV, V, vi.
      • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
      Responding/ Evaluating
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.2

    Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • Compose a melody and harmonize it using chords, I, IV, V, vi.
      • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
      Responding/ Evaluating
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.3

    Develop and apply criteria to critique, improve, and refine drafts of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • Compose a melody and harmonize it using chords, I, IV, V, vi.
      • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
      Responding/ Evaluating
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.

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