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Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.P.11

Apply criteria to select music for specified purposes, supporting choices by 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?

Skills Examples

Choral
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.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
    • Improvise harmonies.
Reading/ Writing
  • 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.
Responding/ Evaluating
  • 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.
    Reading/ Writing
    • 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.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.P.12

Explain how the analysis of passages and understanding the way 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?

Skills Examples

Choral
Performing
  • Perform a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.P.13

Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

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 a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.P.14

Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

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 a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) - Grade(s): 6-12

AE17.MU.TEE.P.15

Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

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
  • Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
  • Demonstrate how the elements of music impact the overall aesthetic of a performance.
Creating
  • Recognize and convey expressive intent in musical performances.
  • Create and notate simple rhythms using traditional or digital media.
Reading/ Writing
  • Relate knowledge and personal experience to performances.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing
  • Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
  • Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
  • Describe how interests and experiences impact the selection of music for study and/or performance.
Creating
  • Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
  • Describe personal improvisational and compositional choices made.
Reading/ Writing
  • Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
  • Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
Responding/ Evaluating
  • Listen to music using period and world music instruments.
  • Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
  • Listen to and identify the genre, birthplace, cultural influences of various musical work.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

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

AE17.MU.TEE.P.16

Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

Unpacked Content

Essential Questions

EU: Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.
EQ: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Skills Examples

Choral
Performing
  • Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
  • Demonstrate how the elements of music impact the overall aesthetic of a performance.
Creating
  • Recognize and convey expressive intent in musical performances.
  • Create and notate simple rhythms using traditional or digital media.
Reading/ Writing
  • Relate knowledge and personal experience to performances.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing
  • Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
  • Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
  • Describe how interests and experiences impact the selection of music for study and/or performance.
Creating
  • Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
  • Describe personal improvisational and compositional choices made.
Reading/ Writing
  • Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
  • Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
Responding/ Evaluating
  • Listen to music using period and world music instruments.
  • Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
  • Listen to and identify the genre, birthplace, cultural influences of various musical work.

Vocabulary

Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.AC.1

Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristics of music from a variety of cultures 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 music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
    • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo

Anchor Standards

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

AE17.MU.TEE.AC.2

Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures 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 music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
    • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo

Anchor Standards

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

AE17.MU.TEE.AC.3

Preserve draft compositions and improvisations through standard notation, audio, or video recording.

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 music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
    • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo

Anchor Standards

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

AE17.MU.TEE.AC.4

Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

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 music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
    • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo

Anchor Standards

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

AE17.MU.TEE.AC.5

Share personally-developed arrangements, sections, and short compositions, individually or as an ensemble, that address identified purposes.

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 music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
    • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.

Vocabulary

Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo

Anchor Standards

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

AE17.MU.TEE.AC.6

Develop and apply criteria to select a varied repertoire to study and perform, based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

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
  • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
  • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
  • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
  • 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 a varied repertoire of four-part literature, including selections in three languages.
  • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
  • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
  • Perform literature accurately that uses the marking of marcato.
  • Responding vocally to conductor cues indicating tempo changes.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
  • Improvise vocally in various musical styles (examples: jazz or blues).
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
  • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
  • Identify whole- and half-step patterns in minor scales.
Responding/ Evaluating
  • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
  • Evaluate vocal performances to identify accuracy of tone and musical effect.
  • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
  • Assess how elements of music are used in a work to create images or evoke emotions.
  • Evaluate how musical forms are influenced by history.

Instrumental
Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

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

    AE17.MU.TEE.AC.7

    Document and demonstrate, using music reading skills (where appropriate), how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and 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
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • 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 a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

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

    AE17.MU.TEE.AC.8

    Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances, as well as performers’ technical skill to connect with the audience.

    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
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • 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 a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

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

    AE17.MU.TEE.AC.9

    Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

    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
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • 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 a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

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

    AE17.MU.TEE.AC.10

    Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

    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
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • 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 a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.TEE.AC.11

    Demonstrate an understanding of intent as a means for connecting with an audience 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
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • 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 a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
    • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
    • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
    • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
      • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.

    Vocabulary

    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo

    Anchor Standards

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

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