AE17.MU.7.R.B
Analyze
Analyze
AE17.MU.7.R.B
AE17.MU.7.16
Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
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
- 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 7: Perceive and analyze artistic work.
AE17.MU.7.17
Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Identify and compare the context of music from a variety of genres, cultures, and historical periods.
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
- 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 8: Interpret intent and meaning in artistic work.
AE17.MU.7.R.C
Interpret
Interpret
AE17.MU.7.18
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys 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
- 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 9: Apply criteria to evaluate artistic work.
AE17.MU.7.R.D
Evaluate
Evaluate
AE17.MU.7.19
Select from teacher-provided criteria to evaluate musical works or performances.
Select from 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
- 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 9: Apply criteria to evaluate artistic work.
AE17.MU.7.CN
Connecting
Connecting
AE17.MU.7.CN.A
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
Unpacked Content
Essential Questions
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Performing
- Perform music from a variety of sources that relates to the performer's interest and knowledge base.
- Compare and contrast how performance is different in various Arts disciplines (e.g., Theatre, Visual Arts, Dance, Media Arts).
- Compare and contrast, with guidance, how context influences performance in multiple Arts disciplines.
- Examine, with guidance, how performance and creation are related.
- Examine, with guidance, how creators in music and other disciplines use knowledge, interests, and personal choices.
- Compare and contrast, with guidance, how creators in different Arts disciplines express intent in their works.
- Examine, with guidance, how the creation process is similar and different in Arts disciplines and field outside of the Arts.
- Examine, with guidance, how originality and craftsmanship are used in music and other disciplines.
- Compare and contrast, with guidance, how the creation process in music relates to the creation process in other Arts.
- Compare and contrast, with guidance, how expressive qualities are used in different Arts.
- Interview peers about their musical choices and compare to your personal musical choices.
- Identify how music is used in various situations, places, and times (e.g., Funerals, Birthdays, Veteran's Day, Classical Period, Civil War).
- Examine, with guidance, how major historical (national & world) events influence music (e.g., World War II, Civil Rights Movement, Russian Revolution, etc.).
- Identify, with guidance, how music study can lead to careers in music and other fields.
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 etiquettes
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.8
Grade 8
Grade 8
AE17.MU.8.C
Creating
Creating
AE17.MU.8.C.A
Imagine
Imagine
AE17.MU.8.1
Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.
Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Performing
- Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.8.2
Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.
Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Performing
- Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.8.C.B
Plan and Make
Plan and Make
AE17.MU.8.3
Use standard and/or iconic notation and/or audio/video recording to document more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.
Use standard and/or iconic notation and/or audio/video recording to document more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.
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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.8.4
Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, and use of sound sources.
Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, and 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.8.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.8.5
Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.8.C.D
Present
Present
AE17.MU.8.6
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey 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, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
- Create a YouTube video to teach the chordal accompaniment for a song.
- Perform alone and with others middle level literature on a variety of classroom instruments.
- Sing alone and with others middle level literature with proper technique.
- Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
- Compose music to transition between two pieces of music or sections of a song.
- Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
- Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
- Compare and contrast how composers arrange musical products for various ensembles.
- Examine how current events influence the creative process.
- Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
- Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
- Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
- Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
- Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
- Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
- Identify the structure of composite forms of music.
- Sight read melodic, rhythmic, and/or harmonic passages in composed music.
- Create a composition journal (physical or virtual) to document development of musical ideas.
- Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
- Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
- Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
- Compare and contrast selected composers and their work.
- Identify careers in music that are non-performance based.
- Identify and describe ways that technology is used to create music.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.8.P
Performing
Performing
AE17.MU.8.P.A
Select
Select
AE17.MU.8.7
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain expressive qualities, technical challenges, and reasons for choices.
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain 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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.8.P.B
Analyze
Analyze
AE17.MU.8.8
Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.8.9
Sight-read simple rhythmic, melodic, and/or harmonic notation in treble or bass clef.
Sight-read simple rhythmic, melodic, and/or harmonic notation in treble or bass clef.
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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.8.10
Identify how cultural and historical contexts inform performances and result in different musical effects.
Identify how cultural and historical contexts inform performances and result in different musical effects.
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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.8.P.C
Interpret
Interpret
AE17.MU.8.11
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities.
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities.
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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.8.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.8.12
Identify and apply personally-developed criteria to rehearse and refine music, and determine when it is ready to perform.
Identify and apply personally-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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.8.P.E
Present
Present
AE17.MU.8.13
Perform the music with technical accuracy, stylistic expression, and culturally authentic practices to convey the creator’s intent.
Perform the music with technical accuracy, stylistic expression, and culturally authentic practices 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 a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.8.14
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style.
Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, 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
- Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
