AE17.MU.2.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.2.C.C
AE17.MU.2.5
Interpret and apply personal, peer, and teacher feedback to revise personal music.
Interpret and apply personal, peer, and teacher feedback to revise personal 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?
EQ: How do musicians improve the quality of their creative work?
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 3: Refine and complete artistic work.
AE17.MU.2.C.D
Present
Present
AE17.MU.2.6
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 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?
EQ: How do musicians improve the quality of their creative work?
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 3: Refine and complete artistic work.
AE17.MU.2.P
Performing
Performing
AE17.MU.2.P.A
Select
Select
AE17.MU.2.7
Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Demonstrate and explain 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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.2.P.B
Analyze
Analyze
AE17.MU.2.8
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
COS Examples
Example: Respond with purposeful movement to reflect the tonality of a piece of music.
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
COS Examples
Example: Respond with purposeful movement to reflect the tonality 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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.2.9
Read and perform rhythmic and melodic patterns using iconic or standard notation.
Read and perform rhythmic and melodic 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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.2.P.C
Interpret
Interpret
AE17.MU.2.10
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
COS Examples
Example: Identify dynamic changes in Haydn’s Symphony No. 94, Surprise through movement.
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
COS Examples
Example: Identify dynamic changes in Haydn’s Symphony No. 94, Surprise through movement.
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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.2.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.2.11
Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
COS Examples
Example: Assess a peer performance using a predetermined rubric.
Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
COS Examples
Example: Assess a peer performance using a predetermined rubric.
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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.2.12
Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.
Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges 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?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.2.P.E
Present
Present
AE17.MU.2.13
Perform music for a specific purpose with expression and technical accuracy.
Perform music for a specific purpose with expression and technical accuracy.
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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 6: Convey meaning through the presentation of artistic work.
AE17.MU.2.14
Perform appropriately for the audience, purpose, and specific occasion.
Perform appropriately for the audience, purpose, 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
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
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 6: Convey meaning through the presentation of artistic work.
AE17.MU.2.R
Responding
Responding
AE17.MU.2.R.A
Select
Select
AE17.MU.2.15
Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
Explain 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
- Demonstrate understanding of musical intent when performing, through attention to expressive markings.
- Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
- Identify repeat signs and multiple verses in a verse/refrain song
- Explain musical decisions that contribute to the expressive intent of the music.
- Describe the context of lyrics in a verse/refrain song.
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 7: Perceive and analyze artistic work.
AE17.MU.2.R.B
Analyze
Analyze
AE17.MU.2.16
Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).
COS Examples
Example: Compare and contrast typical responses to a lullaby and a march.
Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).
COS Examples
Example: Compare and contrast typical responses to a lullaby and a march.
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
- Demonstrate understanding of musical intent when performing, through attention to expressive markings.
- Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
- Identify repeat signs and multiple verses in a verse/refrain song
- Explain musical decisions that contribute to the expressive intent of the music.
- Describe the context of lyrics in a verse/refrain song.
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 8: Interpret intent and meaning in artistic work.
AE17.MU.2.R.C
Interpret
Interpret
AE17.MU.2.17
Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.
COS Examples
Example: Without prompting, play instruments to reflect dynamics in a piece of music.
Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.
COS Examples
Example: Without prompting, 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
- Demonstrate understanding of musical intent when performing, through attention to expressive markings.
- Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
- Identify repeat signs and multiple verses in a verse/refrain song
- Explain musical decisions that contribute to the expressive intent of the music.
- Describe the context of lyrics in a verse/refrain song.
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 9: Apply criteria to evaluate artistic work.
AE17.MU.2.R.D
Evaluate
Evaluate
AE17.MU.2.18
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
- Demonstrate understanding of musical intent when performing, through attention to expressive markings.
- Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
- Identify repeat signs and multiple verses in a verse/refrain song
- Explain musical decisions that contribute to the expressive intent of the music.
- Describe the context of lyrics in a verse/refrain song.
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 9: Apply criteria to evaluate artistic work.
AE17.MU.2.CN
Connecting
Connecting
AE17.MU.2.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 an early American verse/refrain song such as "Frog Went a-Courtin'."
- Create an accompaniment to a spiritual such as "Follow the Drinking Gourd" that aurally illustrates the mood and setting of the song.
- Identify expressive markings (such as crescendo and decrescendo), and describe how they are used in a piece of programmatic music, such as "In the Hall of the Mountain King."
- Identify aural indicators of storyline progression in a programmatic piece of music such as The Sorcerer's Apprentice.
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 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.3
Grade 3
Grade 3
AE17.MU.3.C
Creating
Creating
AE17.MU.3.C.A
Imagine
Imagine
AE17.MU.3.1
Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.
COS Examples
Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, The Three Little Pigs.““
Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.
COS Examples
Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, The Three Little Pigs.““
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
- Play a variety of classroom instruments with proper technique.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
- Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
- Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
- Develop criteria to critique and refine selected musical examples.
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.3.2
Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
COS Examples
Example: Perform rhythmic accompaniments using pitched instruments or body percussion.
Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
COS Examples
Example: Perform rhythmic accompaniments using pitched instruments or body percussion.
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
- Play a variety of classroom instruments with proper technique.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
- Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
- Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
- Develop criteria to critique and refine selected musical examples.
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.3.C.B
Plan and Make
Plan and Make
