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Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.15

Select programs of music and demonstrate the connections to an interest or experience 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?

Skills Examples

Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
    • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • 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.

Aligned Learning Resources

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack
Creating a Program for a Music Concert
Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.16

Compare how the elements of music and expressive qualities relate to the structure within music programming.

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?

Skills Examples

Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
    • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Why Are Musical Works Chosen to Appear on a Concert Program?
Connecting Musical Elements to Concert Programming
Creating a Program for a Music Concert
Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.17

Identify and compare the context of a programmed sequence of musical works 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?

Skills Examples

Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
    • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.18

Summarize personal interpretations of contrasting music programming and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods, to 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?

Skills Examples

Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
    • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.19

Apply appropriate personally-developed criteria to evaluate musical works or performances.

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?

Skills Examples

Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
    • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.CN.A

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?

Skills Examples

Performing
  • Explore how context, intent, cultural, and personal knowledge influences the performance of music.
  • Explore how the cultural and societal customs of a specific time period or culture influences the performance practice of music.
Creating
  • Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
  • Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
  • Create a multimedia presentation examining similarities and difference of different composers from a specific time period.
Reading/ Writing
  • Apply music reading skills to music of various time periods, cultures, styles and genres.
  • Compare and contrast how the creation process in music relates to the creation process in other Arts.
  • Compare and contrast how expressive qualities are used in different Arts.
  • Compare common terms and contrasting definitions used in music and other arts disciplines.
Responding/ Evaluating
  • Evaluate music of different time periods and present ways in which music influenced culture and ways in which the culture influenced music.
    • Use appropriate vocabulary and provide specific musical examples.
  • Choose a culturally significant, and/or societal, or historical event (September 11, American Revolution, Great Depression, etc.) and examine how music and the other Arts were used to respond to the experience.
  • Explore how certain styles and genres of music represent the experiences of groups of people.
  • Describe how composers, performers, and others involved in music are similar and different from those in other art forms.
  • Demonstrate how the context and setting influence performance and audience etiquette.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.1

Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music ortexts studied in rehearsal.

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?

Skills Examples

Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.2

Select and draft melodic and rhythmic ideas or motives that demonstrate understanding of thecharacteristics of music or texts studied in rehearsal.

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?

Skills Examples

Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Introduction to Melody
Building Melodic Understanding
Composing a Simple Melody
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.3

Preserve draft compositions and improvisations through standard notation and audio recording with limited guidance.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.4

Evaluate and refine draft compositions and improvisational skills based on knowledge, skill, and collaboratively-developed 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?

Skills Examples

Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.5

Share personally-developed melodies and rhythmic passages - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

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?

Skills Examples

Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.

Vocabulary

Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.6

Select varied repertoire to study based on interest, music reading skills (where appropriate), anunderstanding of the structure of the music, context, and the technical skill of the individual or ensemble.

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?

Skills Examples

Choral
Performing
  • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
  • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
  • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
  • Demonstrate chest and head voices while singing individually and in groups.
  • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
  • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
  • Demonstrate correct posture.
  • Adjust tone quality while singing.
  • Produce a supported tone using proper breath control for 8 beats.
  • Sing uniform vowels.
  • Properly enunciate beginning and ending consonants.
  • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
  • Respond appropriately to the cues of a conductor.
Creating
  • Recognize standard notation symbols used in music.
  • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
Reading/ Writing
  • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
  • Interpret standard notation symbols for pitches in the treble clef.
  • Identify key signatures C, F, and G.
  • Sight-sing unison literature.
  • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
  • Perform scales and their related arpeggios.
  • Demonstrate whole- and half-step patterns in the major scale.
Responding/ Evaluating
  • Respond to technical qualities of a performance using music terminology.
  • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

Instrumental
Performing
  • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
  • Demonstrate ability to keep a steady beat.
  • Demonstrate ability to count rhythms in simple meter.
  • Produce a characteristic tone in middle register at different dynamic levels.
  • Demonstrate ability to match pitch with others.
  • Perform at least two major scales and arpeggios or percussion rudiments.
Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.7

    Demonstrate how knowledge of formal aspects in musical works informs prepared or improvised performances.

    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?

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.8

    Identify expressive qualities in a varied repertoire of music that can be demonstrated through preparedand improvised performances.

    Unpacked Content

    Essential Questions

    EU: Performers make interpretive decisions based on their understanding of context and expressive intent
    EQ: How do performers interpret musical works?

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.9

    Use self-reflection and peer feedback to refine individual and ensemble performances of a variedrepertoire of music.

    Unpacked Content

    Essential Questions

    EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
    EQ: How do musicians improve the quality of their performance?

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.N.10

    Demonstrate technical accuracy and expressive qualities in prepared and improvised performances of avaried repertoire of music.

    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?

    Skills Examples

    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.

    • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.

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