AE17.MU.6.R.C
Interpret
Interpret
AE17.MU.6.R.C
AE17.MU.6.18
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey 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
- Sight-read rhythm patterns commonly found in middle-level literature.
- Sight-read eight-beat, stepwise, and unison melodic patterns.
- Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
- Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
- Identify stylistic elements of a piece of music based on markings in the score.
- Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
- Identify the names of the lines and spaces in the bass clef.
- Identify accidentals, including flats, sharps, and naturals.
- Reflect on a variety of live or recorded music performances.
Vocabulary
Rhythm
- Pitch set: La- centered diatonic (minor)
- Clef reading (diatonic)
- Octave
- Unison/ harmony
- Polyphonic
- 2-part songs
- 3-part songs
- Descant
- Bass clef
- Accompaniment
- AB form
- ABA form
- Form
- Canon
- Composer
- Composite forms
- Tone Quality
- Articulation
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (G3-G5)
- Historical periods
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.6.R.D
Evaluate
Evaluate
AE17.MU.6.19
Apply teacher-provided criteria to evaluate musical works or performances.
Apply teacher-provided criteria to evaluate musical works or performances.
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
- Sight-read rhythm patterns commonly found in middle-level literature.
- Sight-read eight-beat, stepwise, and unison melodic patterns.
- Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
- Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
- Identify stylistic elements of a piece of music based on markings in the score.
- Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
- Identify the names of the lines and spaces in the bass clef.
- Identify accidentals, including flats, sharps, and naturals.
- Reflect on a variety of live or recorded music performances.
Vocabulary
Rhythm
- Pitch set: La- centered diatonic (minor)
- Clef reading (diatonic)
- Octave
- Unison/ harmony
- Polyphonic
- 2-part songs
- 3-part songs
- Descant
- Bass clef
- Accompaniment
- AB form
- ABA form
- Form
- Canon
- Composer
- Composite forms
- Tone Quality
- Articulation
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (G3-G5)
- Historical periods
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.6.CN
Connecting
Connecting
AE17.MU.6.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
- Select music for community performances based on social/cultural contexts.
- Using music notation software, create simple rhythmic and melodic phrases that reflect a given style/genre.
- Demonstrate fluency in reading standard notation by performing simple diatonic phrases on a pitched instrument.
- Identify the relationship of American music to American History.
- Identify characteristic differences in music of various cultures.
- Identify the major periods, genres and composers in the development of Western and non-Western music. Connect these periods, genres, and composers to significant events in world history.
- Identify instruments associated with the music of a particular culture.
- Identify ensembles which are unique to specific cultures.
- Compare and contrast subject matter common to music and other subject areas.
- Identify uses for technology in music.
- Communicate the importance of music in everyday life.
- Describe ways that music relates to other art forms using appropriate terminology.
- Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines.
Vocabulary
Rhythm
- Pitch set: La- centered diatonic (minor)
- Clef reading (diatonic)
- Octave
- Unison/ harmony
- Polyphonic
- 2-part songs
- 3-part songs
- Descant
- Bass clef
- Accompaniment
- AB form
- ABA form
- Form
- Canon
- Composer
- Composite forms
- Tone Quality
- Articulation
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (G3-G5)
- Historical periods
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.7
Grade 7
Grade 7
AE17.MU.7.C
Creating
Creating
AE17.MU.7.C.A
Imagine
Imagine
AE17.MU.7.1
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.7.2
Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.
Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.
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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.7.C.B
Plan and Make
Plan and Make
AE17.MU.7.3
Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic progressions with more than two chords.
Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic progressions with more than two chords.
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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.7.4
Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.
Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.
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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.7.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.7.5
Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.
Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.
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 rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.7.C.D
Present
Present
AE17.MU.7.6
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying expressive intent.
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying 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
- Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
- Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
- Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
- Perform middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
- Compose melodic and/or rhythmic phrases.
- Compose accompaniments using I, IV, and V chords.
- Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
- Create musical compositions in AB form using instruments or technology.
- Examine, with guidance, how musical compositions are arranged for various ensembles.
- Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
- Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
- Using notation (standard, invented, and/or through technology) record musical ideas.
- Cite specific example from music performed or composed that demonstrate the composer's musical intent.
- Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
- Respond, using appropriate vocabulary, to personal musical creations.
- Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
- Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
- Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.7.P
Performing
Performing
AE17.MU.7.P.A
Select
Select
AE17.MU.7.7
Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.7.P.B
Analyze
Analyze
AE17.MU.7.8
Explain and demonstrate the structure of contrasting pieces of music selected for performance including how elements of music are used.
Explain and demonstrate the structure of contrasting pieces of music selected for performance including how elements of music are used.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.7.9
Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.
Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.7.10
Identify how cultural and historical contexts inform performances and result in musical intent and meaning.
Identify how cultural and historical contexts inform performances and result in musical intent and meaning.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.7.P.C
Interpret
Interpret
AE17.MU.7.11
Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.
Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.7.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.7.12
Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.
Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.7.P.E
Present
Present
AE17.MU.7.13
Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.
Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.7.14
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.
Unpacked Content
Essential Questions
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
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 music technically appropriate for middle level learners.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music from a variety of time periods, cultures, styles, and genres.
- Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
- Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
- Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
- Create, alone or with peers, a variation of a theme found in a piece for performance.
- Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
- Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
- Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
- Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
- Develop a rehearsal plan, with peers and teacher, for music selected for performance.
- Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
- Compare and contrast how venue, context, and purpose will influence performer and audience etiquette. (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
- Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.7.R
Responding
Responding
AE17.MU.7.R.A
Select
Select
AE17.MU.7.15
Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose.
Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose.
Unpacked Content
Essential Questions
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
- Perform music appropriate for middle level learners that represents personal interests or experiences.
- Compare and contrast, with guidance, context of music, selected for performance.
- Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
- Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
- Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
- Use standard notation skills, with guidance, to analyze music to be performed.
- Use standard notation skills, with guidance, to explain music created by self and peers.
- Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
- Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
- Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
- Discuss how musical products are evaluated by professional musicians.
- Evaluate musical performances and products, with criteria provided by the teacher.
- Compare and contrast how cultural and societal convention influences responses to music.
- Develop, with guidance, personal criteria for responding to music.
Vocabulary
Rhythm
- Phrase
- Notation (standard,
- invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
