AE17.MU.5
Grade 5
Grade 5
AE17.MU.5
AE17.MU.5.C
Creating
Creating
AE17.MU.5.C.A
Imagine
Imagine
AE17.MU.5.1
Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.
COS Examples
Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.
Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.
COS Examples
Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.
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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.5.2
Generate musical ideas within specific related tonalities, meters, and simple chord changes.
COS Examples
Example: Create music combining rhythms and melodies, as well as various tonalities and meters.
Generate musical ideas within specific related tonalities, meters, and simple chord changes.
COS Examples
Example: Create music combining rhythms and melodies, as well as various tonalities and meters.
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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.5.C.B
Plan and Make
Plan and Make
AE17.MU.5.3
Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.5.4
Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic 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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.5.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.5.5
Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.5.C.D
Present
Present
AE17.MU.5.6
Present to others the final version of personal created music that demonstrates craftsmanship, and explain connection to expressive intent.
Present to others the final version of personal created music that demonstrates craftsmanship, and explain connection to expressive intent.
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
- Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
- Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
- Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
- Perform pre-written musical ideas.
- Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
- Notate simple rhythms and melodies within a specified meter and tonality.
- Create a 12-bar blues song using appropriate chordal structure and lyrics.
- Explore and identify musical instruments from different historical periods and world cultures.
- Write an original blues song.
- Identify elements of music including tonality, dynamics, tempo and meter.
- Identify patterns of whole and half steps in a major scale.
- Compose 4 or 8 measure pieces using appropriate notation.
- Review and refine a composition.
- Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
- Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
- Identify terms related to form.
- Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
- Identify vocal timbre as soprano, alto, tenor, or bass.
- Write short self-reflections about his/her composition and the creative process.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.5.P
Performing
Performing
AE17.MU.5.P.A
Select
Select
AE17.MU.5.7
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their own and others’ technical skill.
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their own and others’ technical 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?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.P.B
Analyze
Analyze
AE17.MU.5.8
Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
COS Examples
Example: Compose music in the jazz style and include syncopated rhythms.
Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
COS Examples
Example: Compose music in the jazz style and include syncopated rhythms.
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.9
When analyzing selected music, read and perform using standard notation.
When analyzing selected music, read and perform using 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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.P.C
Interpret
Interpret
AE17.MU.5.10
Explain how context (such as social, cultural, and historical) informs performances.
Explain how context (such as social, cultural, and historical) informs 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?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.11
Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.
COS Examples
Example: Perform dynamic and articulation markings in known pieces.
Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.
COS Examples
Example: Perform dynamic and articulation markings in known pieces.
Unpacked Content
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.5.12
Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal 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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.5.13
Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.
Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.5.P.E
Present
Present
AE17.MU.5.14
Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.5.15
Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.5.R
Responding
Responding
AE17.MU.5.R.A
Select
Select
AE17.MU.5.16
Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
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
- Analyze the formal structure of music that is to be performed.
- Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
- Choose a literary work, such as a poem or story, to generate musical ideas for performance.
- Examine performance music for expressive elements, and use correct notation to indicate placement.
- Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
- Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
- Consider and articulate the influence of technology on music careers.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.MU.5.R.B
Analyze
Analyze
AE17.MU.5.17
Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.
Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.
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
- Analyze the formal structure of music that is to be performed.
- Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
- Choose a literary work, such as a poem or story, to generate musical ideas for performance.
- Examine performance music for expressive elements, and use correct notation to indicate placement.
- Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
- Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
- Consider and articulate the influence of technology on music careers.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.5.R.C
Interpret
Interpret
AE17.MU.5.18
Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.
COS Examples
Example: Sing music with expressive qualities and summarize expressive intent.
Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.
COS Examples
Example: Sing music with expressive qualities and summarize expressive intent.
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
- Analyze the formal structure of music that is to be performed.
- Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
- Choose a literary work, such as a poem or story, to generate musical ideas for performance.
- Examine performance music for expressive elements, and use correct notation to indicate placement.
- Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
- Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
- Consider and articulate the influence of technology on music careers.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.5.R.D
Evaluate
Evaluate
