AE17.MU.1.C.D
Present
Present
AE17.MU.1.C.D
AE17.MU.1.6
Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
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?
EQ: When is creative work ready to share?
Skills Examples
Performing
- Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
- Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
- Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
- Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
- Read 4-beat melodic phrases on a modified staff on which mi is indicated.
- Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
- Identify melodic patterns on a modified staff when played on a pitched instrument.
- Create rubric for evaluation of peer compositions.
- With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 -C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.1.P
Performing
Performing
AE17.MU.1.P.A
Select
Select
AE17.MU.1.7
Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
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?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.1.P.B
Analyze
Analyze
AE17.MU.1.8
Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
COS Examples
Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.
Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
COS Examples
Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.
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?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.1.9
Read and perform rhythmic patterns using iconic or standard notation.
Read and perform rhythmic patterns using iconic or standard notation.
Unpacked Content
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.1.P.C
Interpret
Interpret
AE17.MU.1.10
Demonstrate and describe music’s expressive qualities.
COS Examples
Example: Identify the tempo of a piece of music in a listening example.
Demonstrate and describe music’s expressive qualities.
COS Examples
Example: Identify the tempo of a piece of music in a listening example.
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?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.1.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.1.11
Apply personal, teacher, and peer feedback to refine performances.
Apply personal, teacher, and peer feedback to refine performances.
Unpacked Content
Essential Questions
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.1.12
Recall and apply suggested strategies in rehearsal.
Recall and apply suggested strategies in rehearsal.
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?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.1.P.E
Present
Present
AE17.MU.1.13
Perform music for a specific purpose with expression.
Perform music for a specific purpose with expression.
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?
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
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.1.14
Perform appropriately for the audience and specific occasion.
Perform appropriately for the audience and specific occasion.
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?
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
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.1.R
Responding
Responding
AE17.MU.1.R.A
Select
Select
AE17.MU.1.15
Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
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?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.MU.1.R.B
Analyze
Analyze
AE17.MU.1.16
Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.
COS Examples
Example: Move in response to repeated phrases music and justify choices made.
Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.
COS Examples
Example: Move in response to repeated phrases music and justify choices made.
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?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Performing
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.1.R.C
Interpret
Interpret
AE17.MU.1.17
Demonstrate and identify expressive qualities that reflect creators’/performers’ expressive intent.
COS Examples
Example: Play instruments to reflect dynamics in a piece of music.
Demonstrate and identify expressive qualities that reflect creators’/performers’ expressive intent.
COS Examples
Example: Play instruments to reflect dynamics in a piece of music.
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?
EQ: How do we discern musical creators' and performers' expressive intent?
Skills Examples
Performing
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.1.R.D
Evaluate
Evaluate
AE17.MU.1.18
Apply personal and expressive preferences in the evaluation of music for specific purposes.
Apply personal and expressive preferences in the evaluation of music for specific purposes.
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)?
EQ: How do we judge the quality of musical work(s) and performance(s)?
Skills Examples
Performing
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.1.CN
Connecting
Connecting
AE17.MU.1.CN.A
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
Unpacked Content
Essential Questions
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Performing
- Perform traditional Native American music and dances, focusing on tribes that are indigenous to Alabama.
- Perform music related to the Civil Rights Movement and describe its significance.
- Create a sound carpet for a Native American folk tale.
- Using knowledge of expressive qualities, choose music from Western cultural traditions (march, lullaby, etc.) to create a ballet based on a fairy tale or other story.
- Analyze the meaning and significance of lyrics found in music of the Civil Rights movement.
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.2
Grade 2
Grade 2
AE17.MU.2.C
Creating
Creating
AE17.MU.2.C.A
Imagine
Imagine
AE17.MU.2.1
Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
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?
EQ: How do musicians generate creative ideas?
Skills Examples
Performing
- Perform original melodic patterns in do pentatonic as an introduction to a known song.
- Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
- Create a melody on pitched instruments using speech rhythms from a selected poem.
- Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
- Notate speech rhythms from a selected poem, using iconic or standard notation.
- Using music composition software, create an original composition based on a personally selected topic.
- Refine compositions based on self-evaluation of a recorded performance.
- Indicate dynamic markings for original compositions.
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.2.2
Generate musical patterns and ideas within the context of a given tonality and meter.
COS Examples
Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.
Generate musical patterns and ideas within the context of a given tonality and meter.
COS Examples
Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.
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?
EQ: How do musicians generate creative ideas?
Skills Examples
Performing
- Perform original melodic patterns in do pentatonic as an introduction to a known song.
- Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
- Create a melody on pitched instruments using speech rhythms from a selected poem.
- Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
- Notate speech rhythms from a selected poem, using iconic or standard notation.
- Using music composition software, create an original composition based on a personally selected topic.
- Refine compositions based on self-evaluation of a recorded performance.
- Indicate dynamic markings for original compositions.
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.2.C.B
Plan and Make
Plan and Make
AE17.MU.2.3
Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Performing
- Perform original melodic patterns in do pentatonic as an introduction to a known song.
- Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
- Create a melody on pitched instruments using speech rhythms from a selected poem.
- Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
- Notate speech rhythms from a selected poem, using iconic or standard notation.
- Using music composition software, create an original composition based on a personally selected topic.
- Refine compositions based on self-evaluation of a recorded performance.
- Indicate dynamic markings for original compositions.
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.2.4
Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Performing
- Perform original melodic patterns in do pentatonic as an introduction to a known song.
- Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
- Create a melody on pitched instruments using speech rhythms from a selected poem.
- Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
- Notate speech rhythms from a selected poem, using iconic or standard notation.
- Using music composition software, create an original composition based on a personally selected topic.
- Refine compositions based on self-evaluation of a recorded performance.
- Indicate dynamic markings for original compositions.
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
