AE17.MU.TEE.I.R
Responding
Responding
AE17.MU.TEE.I.R
AE17.MU.TEE.I.R.A
Select
Select
AE17.MU.TEE.I.12
Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.
Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and 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?
EQ: How do individuals choose music to experience?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
- Respond appropriately to the cues of a conductor during performance and rehearsal.
- Describe a varied repertoire of music using correct music vocabulary.
- Define vocabulary and music terms in all rehearsal and performance music.
- Demonstrate sight-reading abilities at an age-appropriate level of complexity.
- Read and notate music which represents a variety of meters and rhythms.
- Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.
Instrumental
Performing
- Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
- Sing, move, and respond to music from world cultures and different composers.
- Improvise and compose simple rhythmic and melodic phrases.
- Listen to and identify to music of different composers, historical periods and world cultures.
- Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
- Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
- Notice and describe what is heard in selected pieces of music and compare responses to those of others.
- Analyze music in terms of how it communicates words, feelings, moods, or images.
- Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
- Use constructive feedback to improve and refine musical performance.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.MU.TEE.I.R.B
Analyze
Analyze
AE17.MU.TEE.I.13
Describe how understanding context and the way the elements of music are manipulated inform responses to music.
Describe how understanding context and the way the elements of music are manipulated inform 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?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
- Respond appropriately to the cues of a conductor during performance and rehearsal.
- Describe a varied repertoire of music using correct music vocabulary.
- Define vocabulary and music terms in all rehearsal and performance music.
- Demonstrate sight-reading abilities at an age-appropriate level of complexity.
- Read and notate music which represents a variety of meters and rhythms.
- Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.
Instrumental
Performing
- Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
- Sing, move, and respond to music from world cultures and different composers.
- Improvise and compose simple rhythmic and melodic phrases.
- Listen to and identify to music of different composers, historical periods and world cultures.
- Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
- Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
- Notice and describe what is heard in selected pieces of music and compare responses to those of others.
- Analyze music in terms of how it communicates words, feelings, moods, or images.
- Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
- Use constructive feedback to improve and refine musical performance.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.TEE.I.R.C
Interpret
Interpret
AE17.MU.TEE.I.14
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of 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?
EQ: How do we discern musical creators' and performers' expressive intent?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
- Respond appropriately to the cues of a conductor during performance and rehearsal.
- Describe a varied repertoire of music using correct music vocabulary.
- Define vocabulary and music terms in all rehearsal and performance music.
- Demonstrate sight-reading abilities at an age-appropriate level of complexity.
- Read and notate music which represents a variety of meters and rhythms.
- Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.
Instrumental
Performing
- Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
- Sing, move, and respond to music from world cultures and different composers.
- Improvise and compose simple rhythmic and melodic phrases.
- Listen to and identify to music of different composers, historical periods and world cultures.
- Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
- Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
- Notice and describe what is heard in selected pieces of music and compare responses to those of others.
- Analyze music in terms of how it communicates words, feelings, moods, or images.
- Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
- Use constructive feedback to improve and refine musical performance.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.TEE.I.R.D
Evaluate
Evaluate
AE17.MU.TEE.I.15
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
Explain the influence of experiences, analysis, and context on interest in and 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)?
EQ: How do we judge the quality of musical work(s) and performance(s)?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
- Respond appropriately to the cues of a conductor during performance and rehearsal.
- Describe a varied repertoire of music using correct music vocabulary.
- Define vocabulary and music terms in all rehearsal and performance music.
- Demonstrate sight-reading abilities at an age-appropriate level of complexity.
- Read and notate music which represents a variety of meters and rhythms.
- Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.
Instrumental
Performing
- Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
- Sing, move, and respond to music from world cultures and different composers.
- Improvise and compose simple rhythmic and melodic phrases.
- Listen to and identify to music of different composers, historical periods and world cultures.
- Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
- Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
- Notice and describe what is heard in selected pieces of music and compare responses to those of others.
- Analyze music in terms of how it communicates words, feelings, moods, or images.
- Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
- Use constructive feedback to improve and refine musical performance.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.TEE.I.CN
Connecting
Connecting
AE17.MU.TEE.I.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.
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?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Choose a piece from a varied repertoire in various musical styles. With the teacher's help, work on phrasing to achieve the appropriate expressive quality.
- Identify assessment practices that can help improve students' performance and demonstrate progress.
- Identify social contexts from which music of other cultures evolved.
- Identify musical forms used in various historical periods.
- Compare and contrast selected composers and their works.
- Describe how performance settings affect response of audience (example: church performance vs. school gym performance).
- Describe how roles of composers, performers and others involved in music are similar or different to those involved in other art forms.
- Compare common terms and contrasting definitions used for artistic elements as used in music and other art forms.
Instrumental
Performing
- Sing and play intermediate-level excerpts of musical works representative of musical time periods, cultures, styles, and genres.
- Sing and play intermediate-level world music of historical and cultural significance.
- Demonstrate a basic understanding of how period, culture, style, and genre impact the interpretation and performance of musical works.
- Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
- As appropriate, create and execute movements to bring additional meaning to music.
- Improvise simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period.
- Compose simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period using standard music notation.
- Apply intermediate-level music reading skills to music of various time periods, cultures, styles, and genres.
- Create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
- Listen to and identify the title and composers of well-known patriotic music and other music of historical and cultural significance from the United States.
- Listen to well-known world music and other music of historical and cultural significance.
- Listen to and identify the musical period of various musical work.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.TEE.P
Proficient
Proficient
AE17.MU.TEE.P.C
Creating
Creating
AE17.MU.TEE.P.C.A
Imagine
Imagine
AE17.MU.TEE.P.1
Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods studied in rehearsal.
Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods 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?
EQ: How do musicians generate creative ideas?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
- Demonstrate mastery of a variety of historical performance practices.
- Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
- Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
- Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
- Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
- Identify stylistic and historical influences in notated music.
- Determine similarities and differences among pieces of music from various historical periods.
- Evaluate the historical authenticity of commercially published music.
Instrumental
Performing
- Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
- On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
- Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
- Play alone and with others, music graded 2.5 to 3 and medium.
- Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
- Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
- Improvise call and responses.
- Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
- Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
- Identify the form of large works.
- Listen to and identify intervals by ear.
- Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
- Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
- Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
- Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.TEE.P.C.B
Plan and Make
Plan and Make
AE17.MU.TEE.P.2
Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.
Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
- Demonstrate mastery of a variety of historical performance practices.
- Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
- Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
- Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
- Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
- Identify stylistic and historical influences in notated music.
- Determine similarities and differences among pieces of music from various historical periods.
- Evaluate the historical authenticity of commercially published music.
Instrumental
Performing
- Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
- On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
- Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
- Play alone and with others, music graded 2.5 to 3 and medium.
- Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
- Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
- Improvise call and responses.
- Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
- Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
- Identify the form of large works.
- Listen to and identify intervals by ear.
- Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
- Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
- Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
- Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.TEE.P.3
Preserve draft compositions and improvisations through standard notation and audio recording.
Preserve draft compositions and improvisations through standard notation and audio recording.
Unpacked Content
Essential Questions
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
EQ: How do musicians improve the quality of their creative work?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
- Demonstrate mastery of a variety of historical performance practices.
- Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
- Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
- Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
- Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
- Identify stylistic and historical influences in notated music.
- Determine similarities and differences among pieces of music from various historical periods.
- Evaluate the historical authenticity of commercially published music.
Instrumental
Performing
- Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
- On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
- Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
- Play alone and with others, music graded 2.5 to 3 and medium.
- Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
- Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
- Improvise call and responses.
- Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
- Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
- Identify the form of large works.
- Listen to and identify intervals by ear.
- Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
- Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
- Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
- Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.TEE.P.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.TEE.P.4
Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established criteria.
Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established criteria.
Unpacked Content
Essential Questions
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
EQ: When is creative work ready to share?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
- Demonstrate mastery of a variety of historical performance practices.
- Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
- Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
- Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
- Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
- Identify stylistic and historical influences in notated music.
- Determine similarities and differences among pieces of music from various historical periods.
- Evaluate the historical authenticity of commercially published music.
Instrumental
Performing
- Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
- On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
- Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
- Play alone and with others, music graded 2.5 to 3 and medium.
- Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
- Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
- Improvise call and responses.
- Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
- Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
- Identify the form of large works.
- Listen to and identify intervals by ear.
- Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
- Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
- Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
- Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.TEE.P.C.D
Present
Present
AE17.MU.TEE.P.5
Share personally-developed melodies, rhythmic passages, and arrangements–individually or as an ensemble - that address identified purposes.
Share personally-developed melodies, rhythmic passages, and arrangements–individually or as an ensemble - that address identified purposes.
Unpacked Content
Essential Questions
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
EQ: How do performers select repertoire?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
- Demonstrate mastery of a variety of historical performance practices.
- Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
- Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
- Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
- Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
- Identify stylistic and historical influences in notated music.
- Determine similarities and differences among pieces of music from various historical periods.
- Evaluate the historical authenticity of commercially published music.
Instrumental
Performing
- Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
- On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
- Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
- Play alone and with others, music graded 2.5 to 3 and medium.
- Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
- Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
- Improvise call and responses.
- Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
- Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
- Identify the form of large works.
- Listen to and identify intervals by ear.
- Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
- Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
- Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
- Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.TEE.P.P
Performing
Performing
AE17.MU.TEE.P.P.A
Select
Select
AE17.MU.TEE.P.6
Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.
Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.
Unpacked Content
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.TEE.P.P.B
Analyze
Analyze
AE17.MU.TEE.P.7
Demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.
Demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.
Unpacked Content
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.TEE.P.P.C
Interpret
Interpret
AE17.MU.TEE.P.8
Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
Unpacked Content
Essential Questions
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.TEE.P.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.TEE.P.9
Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine 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?
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
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.TEE.P.P.E
Present
Present
AE17.MU.TEE.P.10
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied 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?
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
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.TEE.P.R
Responding
Responding
AE17.MU.TEE.P.R.A
Select
Select
