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AE17.MU.TEE.N.11

Demonstrate an awareness of the context of the music through prepared and improvised performances.

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.

    AE17.MU.TEE.N.12

    Identify reasons for selecting music based on characteristics found in the music, connection to interest,and purpose or context.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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 7: Perceive and analyze artistic work.

    AE17.MU.TEE.N.13

    Identify how knowledge of context and the use of similarities and contrasts impact responses to music.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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 8: Interpret intent and meaning in artistic work.

    AE17.MU.TEE.N.14

    Identify interpretations of the expressive intent and meaning of musical works, referring to the elementsof music, contexts, and (when appropriate) the setting of the text.

    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

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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 9: Apply criteria to evaluate artistic work.

    AE17.MU.TEE.N.15

    Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

    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)?

    Skills Examples

    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.

    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 9: Apply criteria to evaluate artistic work.

    AE17.MU.TEE.N.CN.A

    Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding 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

    Choral
    Performing
    • Sing pieces that recognizes the goals of the early Civil Rights Movement (e.g., "We Shall Overcome").
    Creating
    • Improvise vocal melodies using a neutral syllable over a harmonic accompaniment in the style of Bessie Smith and Florence Mills to demonstrate American culture during the Harlem Renaissance and the Jazz Age.
    • Create time period appropriate non-locomotor movements while singing "I Heard It through the Grapevine" to recognize the impact of music genres and artists on United States' culture since World War II.
    Reading/ Writing
    • Utilize music reading skills to perform the Alabama State Song, "Alabama," and discuss the poetic style and lyrics of social reformer Julia Tutwiler.
    Responding/ Evaluating
    • Analyze the posture of peers to improve sound production in relation to the circulatory, digestive, respiratory, muscular, skeletal, and nervous organ systems.
    • Describe how technological developments have impacted personal music preferences.

    Instrumental
    Performing
    • Sing and play novice-level themes of musical works representative of musical time periods, cultures, styles, and genres.
    • Sing and play novice-level patriotic music and other music of U.
    • S. historical and cultural significance.
    • As appropriate, execute given movements to bring additional meaning to music.
    Creating
    • Discuss the creation process in music.
    • "Spell" words with note letter names (feed, ace, cabbage, etc.) and play them.
    Reading/ Writing
    • Apply novice-level music reading skills to music of various time periods, cultures, styles, and genres.
    • Using maps, identify the birthplace of well-known composers, where works were composed, and places/landmarks serving as inspiration for works.
    • Create simple timelines of musical periods.
    Responding/ Evaluating
    • Listen to music of various musical time periods, cultures, styles, and genres.
    • Listen to well-known patriotic music and other music of historical and cultural significance from the United States.

    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 10: Synthesize and relate knowledge and personal experiences.

    AE17.MU.TEE.I.1

    Compose and improvise ideas for melodies and rhythmic passages based on characteristics 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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

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

    AE17.MU.TEE.I.2

    Select and draft melodies and rhythmic passages that demonstrate understanding of characteristics 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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

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

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.

    AE17.MU.TEE.I.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
    • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
    • Experiment with different stylistic performances of musical passages.
    Creating
    • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
    Reading/ Writing
    • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
    • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
    Responding/ Evaluating
    • Identify characteristics common to music studied in rehearsal.
    • Identify relationships between music and text.

    Instrumental
    Performing
    • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
    • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
    • Play legato bowings and slur across strings (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 sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
    • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
    Creating
    • Complete unfinished compositions using standard music notation.
    • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
    • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
    • Given a call, improvise a response.
    Reading/ Writing
    • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Identify by name and notate common musical elements (endings, codas, etc.).
    • Demonstrate the construction of a major scale using the whole step-half step pattern.
    Responding/ Evaluating
    • Listen to and identify intervals by ear.
    • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
    • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
    • Listen to and dictate simple melodic patterns up to 4 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 to evaluate and describe tone quality.
    • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.

    AE17.MU.TEE.I.6

    Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and 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
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

    AE17.MU.TEE.I.7

    Demonstrate how the setting and formal characteristics of musical works contribute to understanding the context of the music in 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
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

    AE17.MU.TEE.I.8

    Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and 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
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

    AE17.MU.TEE.I.9

    Develop strategies to address technical challenges in music and evaluate their success using feedback from ensemble peers and other sources to refine performances.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

    AE17.MU.TEE.I.10

    Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of music representing diverse cultures and styles.

    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
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

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

    AE17.MU.TEE.I.11

    Demonstrate an understanding of the context of the music through prepared and improvised performances.

    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
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.

    Vocabulary

    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff

    Anchor Standards

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