Standards - Arts Education

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

AE17.MU.HI.P.4

Perform final versions 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), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing 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
  • 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.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.HI.P.5

Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

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
  • 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.).
  • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

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

    AE17.MU.HI.P.6

    Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • 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.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

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

    AE17.MU.HI.P.7

    Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • 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.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

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

    AE17.MU.HI.P.8

    Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns), and create rehearsal 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
    • 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.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

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

    AE17.MU.HI.P.9

    Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns), 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
    • 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.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

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

    AE17.MU.HI.P.10

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

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

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

    AE17.MU.HI.P.11

    Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) 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: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

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

    AE17.MU.HI.P.12

    Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), the setting of the text (when appropriate), and outside sources.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

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

    AE17.MU.HI.P.13

    Develop and apply teacher-provided criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.

    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: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

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

    AE17.MU.HI.AD.1

    Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Perform two octave major and minor scales in all keys.
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    Creating
    • Compose a sixteen-measure piece in the style of a designated period or composer.
    Reading/ Writing
    • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, 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.AD.2

    Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Perform two octave major and minor scales in all keys.
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    Creating
    • Compose a sixteen-measure piece in the style of a designated period or composer.
    Reading/ Writing
    • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, 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.AD.3

    Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Perform two octave major and minor scales in all keys.
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    Creating
    • Compose a sixteen-measure piece in the style of a designated period or composer.
    Reading/ Writing
    • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.AD.4

    Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Perform two octave major and minor scales in all keys.
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
    • http://www.almta.org/AMTA_Member_Handbook.pdf
    Creating
    • Compose a sixteen-measure piece in the style of a designated period or composer.
    Reading/ Writing
    • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.AD.5

    Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.6

    Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.7

    Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator’s intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.8

    Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, and create rehearsal 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.9

    Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and 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
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.10

    Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

    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: Improvise a 16-measure melody over a given chord progression.
    • Piano: Perform all major and minor scales 2 octaves, hands together.
    • 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.
    • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
    • 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 of a varied repertoire of musical styles/ genres.
    • Identify non-traditional harmonic progressions in selected 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.
    Reading/ Writing
    • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
    • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
    • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
    • 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.
    • Evaluate personal musical career choices and determine the path to achieve these goals.
    • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
    • Develop and articulate a personal philosophy about the purpose and value of music.
    • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
      • Expression
      • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
      Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.AD.11

    Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context (social, cultural, and historical) and creative decisions 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: Improvise a 16-measure melody over a given chord progression.
    • Piano: Perform all major and minor scales 2 octaves, hands together.
    • 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.
    • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
    • 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 of a varied repertoire of musical styles/ genres.
    • Identify non-traditional harmonic progressions in selected 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.
    Reading/ Writing
    • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
    • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
    • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
    • 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.
    • Evaluate personal musical career choices and determine the path to achieve these goals.
    • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
    • Develop and articulate a personal philosophy about the purpose and value of music.
    • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
      • Expression
      • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
      Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.12

    Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from 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

    Performing
    • Guitar: Improvise a 16-measure melody over a given chord progression.
    • Piano: Perform all major and minor scales 2 octaves, hands together.
    • 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.
    • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
    • 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 of a varied repertoire of musical styles/ genres.
    • Identify non-traditional harmonic progressions in selected 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.
    Reading/ Writing
    • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
    • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
    • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
    • 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.
    • Evaluate personal musical career choices and determine the path to achieve these goals.
    • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
    • Develop and articulate a personal philosophy about the purpose and value of music.
    • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
      • Expression
      • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
      Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.13

    Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally-developed and established criteria, personal decision making, and knowledge and understanding of context.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Improvise a 16-measure melody over a given chord progression.
    • Piano: Perform all major and minor scales 2 octaves, hands together.
    • 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.
    • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
    • 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 of a varied repertoire of musical styles/ genres.
    • Identify non-traditional harmonic progressions in selected 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.
    Reading/ Writing
    • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
    • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
    • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
    • 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.
    • Evaluate personal musical career choices and determine the path to achieve these goals.
    • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
    • Develop and articulate a personal philosophy about the purpose and value of music.
    • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

    Vocabulary

    Rhythm
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
      • Expression
      • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
      Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.T.P.1

    Generate melodic, rhythmic and harmonic ideas, for compositions or improvisations using digital tools.

    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
    • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
    • Use amplification and playback systems to produce and edit sound.
    • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
    Creating
    • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
    • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
    • Improvise new lyrics to known songs using digital tools and technology.
    • Identify the properties of sound using developmentally appropriate vocabulary.
    Reading/ Writing
    • Explain the role of technology in creating, performing and listening to music.
    • Describe basic MIDI technology and its applications.
    • Differentiate between various entry methods in notation, sequencing and recording.
    Responding/ Evaluating
    • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
    • Discuss what digital citizenship means and how it applies to music technology.
    • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.2

    Select melodic, rhythmic and harmonic ideas, using digital tools and resources.

    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
    • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
    • Use amplification and playback systems to produce and edit sound.
    • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
    Creating
    • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
    • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
    • Improvise new lyrics to known songs using digital tools and technology.
    • Identify the properties of sound using developmentally appropriate vocabulary.
    Reading/ Writing
    • Explain the role of technology in creating, performing and listening to music.
    • Describe basic MIDI technology and its applications.
    • Differentiate between various entry methods in notation, sequencing and recording.
    Responding/ Evaluating
    • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
    • Discuss what digital citizenship means and how it applies to music technology.
    • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.3

    Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

    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
    • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
    • Use amplification and playback systems to produce and edit sound.
    • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
    Creating
    • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
    • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
    • Improvise new lyrics to known songs using digital tools and technology.
    • Identify the properties of sound using developmentally appropriate vocabulary.
    Reading/ Writing
    • Explain the role of technology in creating, performing and listening to music.
    • Describe basic MIDI technology and its applications.
    • Differentiate between various entry methods in notation, sequencing and recording.
    Responding/ Evaluating
    • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
    • Discuss what digital citizenship means and how it applies to music technology.
    • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.4

    Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as well as the use of digital tools and resources in the development and organization of musical ideas in developing and organizing 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
    • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
    • Use amplification and playback systems to produce and edit sound.
    • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
    Creating
    • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
    • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
    • Improvise new lyrics to known songs using digital tools and technology.
    • Identify the properties of sound using developmentally appropriate vocabulary.
    Reading/ Writing
    • Explain the role of technology in creating, performing and listening to music.
    • Describe basic MIDI technology and its applications.
    • Differentiate between various entry methods in notation, sequencing and recording.
    Responding/ Evaluating
    • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
    • Discuss what digital citizenship means and how it applies to music technology.
    • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.5

    Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer’s technical and technological skill.

    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

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.6

    Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.7

    Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influences prepared or improvised performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.8

    Identify and implement rehearsal strategies that improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.9

    Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.10

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

    Unpacked Content

    Essential Questions

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

    Skills Examples

    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
    • Record an improvised track and describe the expressive elements you used.
    • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
    • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
    Creating
    • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
    • Create original loops rhythmic loops.
    • Create original melodic loops.
    • Create original loops that include both melody and harmony.
    • Use original loops to create musical forms that are in AB and ABA forms.
    Reading/ Writing
    • Using notation software, notate your original rhythmic and melodic loops.
    • Using notation software, notate a peer's rhythmic and melodic loops.
    • Notate warm ups for your band/ choir/ orchestra program.
    Responding/ Evaluating
    • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
      • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.11

    Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Choose an existing musical work to transcribe electronically using digital tools.
    • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
    • Demonstrate rhythmic accuracy through beat construction.
    • Demonstrate knowledge of melodic writing through accurate pitch notation.
    • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
    Creating
    • Demonstrate knowledge of expressive markings in musical scores.
    • Identify and describe elements of music heard in various types of music, traditional and digital.
    • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
    Reading/ Writing
    • Identify the elements of music in a given work using developmentally appropriate vocabulary.
    • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
    • Identify and describe various plugins and tools available within a DAW.
    Responding/ Evaluating
    • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
    • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
    • Form and express opinions about music heard in formal and informal live and recorded performances.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

    AE17.MU.T.P.12

    Explain how knowledge of the structure (similarities and contrasts), technological aspects, and purpose of the music informs the audience’s or performer’s 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
    • Choose an existing musical work to transcribe electronically using digital tools.
    • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
    • Demonstrate rhythmic accuracy through beat construction.
    • Demonstrate knowledge of melodic writing through accurate pitch notation.
    • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
    Creating
    • Demonstrate knowledge of expressive markings in musical scores.
    • Identify and describe elements of music heard in various types of music, traditional and digital.
    • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
    Reading/ Writing
    • Identify the elements of music in a given work using developmentally appropriate vocabulary.
    • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
    • Identify and describe various plugins and tools available within a DAW.
    Responding/ Evaluating
    • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
    • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
    • Form and express opinions about music heard in formal and informal live and recorded performances.

    Vocabulary

    Rhythm
    • Bar line
    • Beat/ Pulse/ BPM
    • Click Track
    • Drum Machine
    • Duration
    • Meter
    • Metronome
    • Note Values
    • Quantize
    • Steady Beat
    • Tempo
    • Ties
    • Time Signature
    • Traditional and Iconic Notation
    Melody
    • Audio Track
    • Bass Clef
    • Clef
    • Electronic Instrument
    • Pitch
    • Pitch Contour
    • Key Signature (Major)
    • Traditional and Iconic Notation
    • Treble Clef
    Harmony
    • Chord
    • Instrumentation
    • Layer
    • Texture
    • Tonal
    Form
    • "ABA"
    • "AB"
    • Blues Form (12-bar)
    • Bridge
    • Cut/ Paste
    • Ending
    • Improvise
    • Introduction
    • Verse-Refrain
    • Repeat Ending
    Expression
    • Dynamics
    • Instrumentation
    • Fading (in/ out)
    • Mix/ Mixing
    • Tempo
    • Volume Levels
    Other
    • Analog
    • Auxiliary (AUX)
    • Bandwidth
    • Channel
    • Compress/ Compression
    • Controller
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital, Digital Tools
    • Digital Citizenship
    • Effect(s)
    • File Types (wav, mp3, etc.)
    • Loop
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Music Technology History
    • Normalization
    • Notate, Notation Software
    • Panning
    • Piano Roll
    • Rehearse
    • Sequence/ Sequencer
    • Timbre
    • Track

    Anchor Standards

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

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