AE17.MU.TEE.AD.R.B
Analyze
Analyze
AE17.MU.TEE.AD.R.B
AE17.MU.TEE.AD.13
Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs responses to music.
Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs responses to music.
Unpacked Content
Essential Questions
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a 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.
- 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.
- 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.
- 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.
- 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.
- Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
- 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
Instrumental
Rhythm
Rhythm
- Duplet
- Polyrhythm
- Tonal center/ key relations
- Scale construction
- Non-standard notation
- Transpositions
- Modal
- ionian
- dorian
- phrygian
- lydian
- mixolydian
- aeolian
- locrain
- Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
- Heterophonic
- Homophonic
- Monophonic
- Polyphonic
- Tonal pattern
- Advanced polyphony, such as fugue
- Texture
- Culturally authentic performance
- Sensitivity
- Stylistic expression
- Interpretation
- 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
- Melodic Minor
- Harmonic Minor
- Modes
- Atonal
- Polytonal
- Sonata Form
- Minuet and Trio
- Scherzo
- Rubato
- Cadenza
- Ad lib
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.TEE.AD.R.C
Interpret
Interpret
AE17.MU.TEE.AD.14
Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.
Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.
Unpacked Content
Essential Questions
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
EQ: How do we discern musical creators' and performers' expressive intent?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a 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.
- 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.
- 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.
- 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.
- 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.
- Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
- 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
Instrumental
Rhythm
Rhythm
- Duplet
- Polyrhythm
- Tonal center/ key relations
- Scale construction
- Non-standard notation
- Transpositions
- Modal
- ionian
- dorian
- phrygian
- lydian
- mixolydian
- aeolian
- locrain
- Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
- Heterophonic
- Homophonic
- Monophonic
- Polyphonic
- Tonal pattern
- Advanced polyphony, such as fugue
- Texture
- Culturally authentic performance
- Sensitivity
- Stylistic expression
- Interpretation
- 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
- Melodic Minor
- Harmonic Minor
- Modes
- Atonal
- Polytonal
- Sonata Form
- Minuet and Trio
- Scherzo
- Rubato
- Cadenza
- Ad lib
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.TEE.AD.R.D
Evaluate
Evaluate
AE17.MU.TEE.AD.15
Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.
Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.
Unpacked Content
Essential Questions
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
EQ: How do we judge the quality of musical work(s) and performance(s)?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a 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.
- 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.
- 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.
- 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.
- 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.
- Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
- 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
Instrumental
Rhythm
Rhythm
- Duplet
- Polyrhythm
- Tonal center/ key relations
- Scale construction
- Non-standard notation
- Transpositions
- Modal
- ionian
- dorian
- phrygian
- lydian
- mixolydian
- aeolian
- locrain
- Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
- Heterophonic
- Homophonic
- Monophonic
- Polyphonic
- Tonal pattern
- Advanced polyphony, such as fugue
- Texture
- Culturally authentic performance
- Sensitivity
- Stylistic expression
- Interpretation
- 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
- Melodic Minor
- Harmonic Minor
- Modes
- Atonal
- Polytonal
- Sonata Form
- Minuet and Trio
- Scherzo
- Rubato
- Cadenza
- Ad lib
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.TEE.AD.CN
Connecting
Connecting
AE17.MU.TEE.AD.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.
Unpacked Content
Essential Questions
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Apply assessment practices to demonstrate advancement of musical skills.
- Create and notate harmonization of a simple melody using traditional or digital media.
- Investigate the ethical and legal issues surrounding the access and use of musical works (ex. audio and video recordings; printed sheet music).
- Describe how the purpose, meaning and value of music changes because of the impact of life experiences.
Instrumental
Performing
- Independently select music of various time periods, cultures, styles, and genres for use on a concert or recital.
- Study and perform on period and world instruments.
- Justify personal improvisational and compositional choices made.
- Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
- Construct composer and program notes for a concert or recital.
- Independently research and present orally or in written form the historical and cultural background of chosen composers and works.
- Independently analyze music representing various time periods, cultures, styles, and genres.
- Listen to and identify aurally and visually period and world music instruments.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Duplet
- Polyrhythm
- Tonal center/ key relations
- Scale construction
- Non-standard notation
- Transpositions
- Modal
- ionian
- dorian
- phrygian
- lydian
- mixolydian
- aeolian
- locrain
- Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
- Heterophonic
- Homophonic
- Monophonic
- Polyphonic
- Tonal pattern
- Advanced polyphony, such as fugue
- Texture
- Culturally authentic performance
- Sensitivity
- Stylistic expression
- Interpretation
- 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
- Melodic Minor
- Harmonic Minor
- Modes
- Atonal
- Polytonal
- Sonata Form
- Minuet and Trio
- Scherzo
- Rubato
- Cadenza
- Ad lib
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.MU.HI
Harmonizing Instruments
Harmonizing Instruments
AE17.MU.HI.N
Novice
Novice
AE17.MU.HI.N.C
Creating
Creating
AE17.MU.HI.N.C.A
Imagine
Imagine
AE17.MU.HI.N.1
Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
COS Examples
Example: Create chordal accompaniments for Mary Had a Little Lamb.““
Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
COS Examples
Example: Create chordal accompaniments for Mary Had a Little Lamb.““
Unpacked Content
Essential Questions
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
EQ: How do musicians generate creative ideas?
Skills Examples
Performing
- Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
- Guitar: Perform solo, accompanied, or in ensemble.
- Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
- http://www.almta.org/AMTA_Member_Handbook.pdf.
- Compose a simple melody of at least eight measures.
- Harmonize the melody using primary chords I IV V or V7 and/or vi.
- Notate a simple self-composed melody using notational software.
- Sight read an appropriate piece selected by the teacher.
- Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.HI.N.C.B
Plan and Make
Plan and Make
AE17.MU.HI.N.2
Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two phrase) and chordal accompaniments for given melodies.
Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two phrase) and chordal accompaniments for given melodies.
Unpacked Content
Essential Questions
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
EQ: How do musicians make creative decisions?
Skills Examples
Performing
- Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
- Guitar: Perform solo, accompanied, or in ensemble.
- Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
- http://www.almta.org/AMTA_Member_Handbook.pdf.
- Compose a simple melody of at least eight measures.
- Harmonize the melody using primary chords I IV V or V7 and/or vi.
- Notate a simple self-composed melody using notational software.
- Sight read an appropriate piece selected by the teacher.
- Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.MU.HI.N.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.HI.N.3
Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
Unpacked Content
Essential Questions
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
EQ: How do musicians improve the quality of their creative work?
Skills Examples
Performing
- Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
- Guitar: Perform solo, accompanied, or in ensemble.
- Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
- http://www.almta.org/AMTA_Member_Handbook.pdf.
- Compose a simple melody of at least eight measures.
- Harmonize the melody using primary chords I IV V or V7 and/or vi.
- Notate a simple self-composed melody using notational software.
- Sight read an appropriate piece selected by the teacher.
- Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.HI.N.C.D
Present
Present
AE17.MU.HI.N.4
Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.
Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.
Unpacked Content
Essential Questions
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
EQ: When is creative work ready to share?
Skills Examples
Performing
- Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
- Guitar: Perform solo, accompanied, or in ensemble.
- Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
- http://www.almta.org/AMTA_Member_Handbook.pdf.
- Compose a simple melody of at least eight measures.
- Harmonize the melody using primary chords I IV V or V7 and/or vi.
- Notate a simple self-composed melody using notational software.
- Sight read an appropriate piece selected by the teacher.
- Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.MU.HI.N.P
Performing
Performing
AE17.MU.HI.N.P.A
Select
Select
AE17.MU.HI.N.5
Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.
Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.
Unpacked Content
Essential Questions
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
- Pieces can be solo or small ensemble.
- Performances should be contrasting styles and genres.
- Perform a simple melody that you composed.
- Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
- Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
- Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
- With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
- Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
- Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
- Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.HI.N.P.B
Analyze
Analyze
AE17.MU.HI.N.6
Identify prominent melodic and harmonic characteristics in a varied repertoire of music selected for performance, including some based on reading standard notation.
Identify prominent melodic and harmonic characteristics in a varied repertoire of music selected for performance, including some based on reading standard notation.
Unpacked Content
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Performing
- Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
- Pieces can be solo or small ensemble.
- Performances should be contrasting styles and genres.
- Perform a simple melody that you composed.
- Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
- Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
- Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
- With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
- Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
- Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
- Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.HI.N.P.C
Interpret
Interpret
AE17.MU.HI.N.7
Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance.
Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance.
Unpacked Content
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
- Pieces can be solo or small ensemble.
- Performances should be contrasting styles and genres.
- Perform a simple melody that you composed.
- Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
- Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
- Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
- With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
- Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
- Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
- Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.HI.N.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.HI.N.8
Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and apply practice strategies to address performance challenges and refine the performances.
Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and apply practice strategies to address performance challenges and refine the performances.
Unpacked Content
Essential Questions
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
- Pieces can be solo or small ensemble.
- Performances should be contrasting styles and genres.
- Perform a simple melody that you composed.
- Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
- Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
- Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
- With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
- Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
- Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
- Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.HI.N.P.E
Present
Present
AE17.MU.HI.N.9
Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating understanding of the audience and the context.
Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating understanding of the audience and the context.
Unpacked Content
Essential Questions
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Skills Examples
Performing
- Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
- Pieces can be solo or small ensemble.
- Performances should be contrasting styles and genres.
- Perform a simple melody that you composed.
- Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
- Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
- Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
- With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
- Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
- Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
- Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.HI.N.R
Responding
Responding
AE17.MU.HI.N.R.A
Select
Select
AE17.MU.HI.N.10
Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.
Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.
Unpacked Content
Essential Questions
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
- Piano: Perform a 2-chord song using block or broken chords.
- Perform 2 pieces of contrasting styles to demonstrate proficiency.
- Perform alone and with others a varied repertoire of music selected by students based on their interests.
- Perform in small groups for daily class assessments.
- Demonstrate proper posture and body/ instrument positioning.
- Perform songs of various genres while reflecting appropriate stylistic characteristics.
- Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
- Create a melodic line and notate using a technology source.
- Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
- Read and notate simple melodies in treble and/or bass clef.
- Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
- Develop sight-reading benchmarks and growth goals in line with local guidelines.
- Identify key signatures of 2 major scales.
- Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
- Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
- Analyze a varied repertoire of music to determine differences in tempo.
- Designate dynamic levels to various sections of music by listening only.
- Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
- Compare and contrast a variety of live and recorded performances using appropriate terminology.
- Identify and connect a concept shared between music and another curricular subject.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.MU.HI.N.R.B
Analyze
Analyze
AE17.MU.HI.N.11
Demonstrate and explain, citing evidence, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.
Demonstrate and explain, citing evidence, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.
Unpacked Content
Essential Questions
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Performing
- Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
- Piano: Perform a 2-chord song using block or broken chords.
- Perform 2 pieces of contrasting styles to demonstrate proficiency.
- Perform alone and with others a varied repertoire of music selected by students based on their interests.
- Perform in small groups for daily class assessments.
- Demonstrate proper posture and body/ instrument positioning.
- Perform songs of various genres while reflecting appropriate stylistic characteristics.
- Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
- Create a melodic line and notate using a technology source.
- Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
- Read and notate simple melodies in treble and/or bass clef.
- Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
- Develop sight-reading benchmarks and growth goals in line with local guidelines.
- Identify key signatures of 2 major scales.
- Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
- Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
- Analyze a varied repertoire of music to determine differences in tempo.
- Designate dynamic levels to various sections of music by listening only.
- Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
- Compare and contrast a variety of live and recorded performances using appropriate terminology.
- Identify and connect a concept shared between music and another curricular subject.
Vocabulary
Rhythm
- Beat (steady beat, rit., accel., fermata)
- Meter (2/4, 3/4, 4/4, barline, pickup measure)
- Notes and rests (quarter, half, dotted half, whole)
- Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
- Other (ties)
- Scales (pentatonic, major, natural minor)
- Intervals (half step, whole step; second, third, fourth, fifth, octave)
- Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
- Melodic figures (step/leap, arpeggio, phrase)
- Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
- Triads (root, third, fifth; major and minor qualities)
- Function (tonic, dominant)
- I-IV-V7-I cadences
- Form (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
