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

AE17.MU.TEE.AC.12

Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified 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
  • Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
  • Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
Creating
  • Improvise over chord progressions and symbols provided by the instructor.
  • Identify the elements of music across musical styles and world cultures.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
  • Demonstrate sight-reading abilities at an advanced level of complexity.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.
Creating
  • Interpret articulations, expressive symbols, and terms while performing.
  • Identify and trace the development of music forms across historical periods.
  • Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
  • Describe the elements of music and their functions.
  • Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
Reading/ Writing
  • Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.
Responding/ Evaluating
  • Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.

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

AE17.MU.TEE.AC.13

Explain how the analysis of structures and contexts inform the response 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
  • Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
  • Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
Creating
  • Improvise over chord progressions and symbols provided by the instructor.
  • Identify the elements of music across musical styles and world cultures.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
  • Demonstrate sight-reading abilities at an advanced level of complexity.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.
Creating
  • Interpret articulations, expressive symbols, and terms while performing.
  • Identify and trace the development of music forms across historical periods.
  • Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
  • Describe the elements of music and their functions.
  • Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
Reading/ Writing
  • Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.
Responding/ Evaluating
  • Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.

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

AE17.MU.TEE.AC.14

Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied research 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
  • Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
  • Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
Creating
  • Improvise over chord progressions and symbols provided by the instructor.
  • Identify the elements of music across musical styles and world cultures.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
  • Demonstrate sight-reading abilities at an advanced level of complexity.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.
Creating
  • Interpret articulations, expressive symbols, and terms while performing.
  • Identify and trace the development of music forms across historical periods.
  • Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
  • Describe the elements of music and their functions.
  • Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
Reading/ Writing
  • Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.
Responding/ Evaluating
  • Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.

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

AE17.MU.TEE.AC.15

Evaluate works and performances based on research as well as personally-developed and collaboratively-developed criteria, including analysis and interpretation 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
  • Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
  • Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
Creating
  • Improvise over chord progressions and symbols provided by the instructor.
  • Identify the elements of music across musical styles and world cultures.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
  • Demonstrate sight-reading abilities at an advanced level of complexity.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.
Creating
  • Interpret articulations, expressive symbols, and terms while performing.
  • Identify and trace the development of music forms across historical periods.
  • Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
  • Describe the elements of music and their functions.
  • Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
Reading/ Writing
  • Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.
Responding/ Evaluating
  • Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.

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

AE17.MU.TEE.AC.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: 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
  • Incorporate technology in performing or recording musical performances.
Creating
  • Create and notate a simple melody using traditional or digital media.
Reading/ Writing
  • Explain how the creative process is used in similar and different ways in music and other arts.
Responding/ Evaluating
  • Recognize and describe aesthetic characteristics common to all art forms.
  • Compare and contrast a musical work with another work of art (ex. dance, drama, visual art) from the same culture on the basis of cultural influences.

Instrumental
Performing
  • Demonstrate how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • Independently select music of various time periods, cultures, styles, and genres for study and/or performance. Justify choices for instructors and peers.
Creating
  • Improvise rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
Reading/ Writing
  • Using a variety of available technologies, notate student-composed exercises reflecting various time periods, cultures, styles, and genres.
  • With guidance, research and present orally or in written form the historical and cultural background of assigned composers and works.
Responding/ Evaluating
  • Listen to recordings of or attend live performances using period and world music instruments.
  • Listen to and identify the composer, composition, genre, style, likely birthplace, and cultural influences of various musical work.
  • With guidance, analyze music representing various time periods, cultures, styles, and genres.

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

AE17.MU.TEE.AD.1

Compose and improvise musical ideas for a variety of purposes and contexts.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
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 rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.2

Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
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 rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.3

Preserve draft musical works 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
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
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 rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.4

Evaluate and refine varied draft musical works based on appropriate criteria.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
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 rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.5

Share varied, personally-developed musical works, individually or as an ensemble, that address identified purposes and contexts.

Unpacked Content

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
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 rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.6

Develop and apply criteria to select varied programs 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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.7

Examine, evaluate, and critique how the structure and context 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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.8

Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs 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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.9

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

Unpacked Content

Essential Questions

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

Skills Examples

Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

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.AD.10

Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire in multiple types of ensembles.

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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.11

Demonstrate an ability to connect with audience members 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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

AE17.MU.TEE.AD.12

Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music and individual and ensemble 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
  • Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
  • Identify non-traditional harmonic progressions in selected music.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
  • Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing
  • Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
  • Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
  • Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
Creating
  • Define vocabulary in all rehearsed and performed music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
  • Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
Reading/ Writing
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

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