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

AE17.MU.HI.N.14

Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

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.
Creating
  • 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.
Reading/ Writing
  • 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).
Responding/ Evaluating
  • 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)
Melody
  • 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)
Harmony
  • 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
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.15

Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

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.
Creating
  • 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.
Reading/ Writing
  • 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).
Responding/ Evaluating
  • 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)
Melody
  • 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)
Harmony
  • 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
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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

AE17.MU.HI.N.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

Performing
  • Choose and perform two or three repertoire pieces in contrasting styles from a wide selection of choices.
  • Understand and interpret the title/ genre/ purpose of the piece (e.g., "March," "Prelude," "Gavotte," "Boogie," "Water Lilies") and all expression markings in repertoire played.
  • Perform several repertoire pieces as duets with teacher.
  • Perform a composition of your own for the class and/or publicly.
Creating
  • Given note parameters (e.g., three black keys, FGAB, etc.) improvise above a teacher accompaniment.
  • "Spell" words with note letter names (feed, ace, cabbage, etc.) and play them. Combine "words" to create a musical phrase.
  • Compose a pentatonic melody with two phrases; one ending on the dominant and one on the tonic. Repeat with a minor pentatonic scale.
    • Reading/ Writing
    • Given note parameters, for each exercise (e.g., CDE, CEG, ABC, FAC, etc.), take melodic dictation.
    • Given note value parameters (e.g., quarter and half, half and whole, etc.), take rhythmic dictation.
    • Play, then notate "anchor notes" on the staff.
    • With teacher assistance, notate your compositions, on paper, or on music software, such as (free) Noteflight.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, and Note Construction (Beginner Levels).
    Responding/ Evaluating
    • Given a list of styles to be played (e.g., classical, rock, movie music, jazz, etc.), identify the style of listening examples. Discuss.
    • Listen to your teacher play passages with contrasting dynamics, tempos, articulations and identify whether you hear forte or piano, Allegro or Adagio, legato or staccato, etc.
    • Class members perform pieces with descriptive titles (e.g., "Heavy Machinery," "Song of the Steppes," "Galop," "Evocation of Butterflies"), and discuss the expressive markings and compositional elements that evoke the image of the title.
    • Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note Ear Training (pentatonic scale notes).

    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)
    Melody
    • 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)
    Harmony
    • 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
    • Form (phrase, ostinato)
    • Texture (melody, bassline, accompaniment)
    • Notation (phrase mark, double bar, repeat sign)
    Expression
    • Dynamics (soft/loud, p, mf, f)
    • Articulation (staccato, legato)
    Other
    • Historical significance of instrument
    • Posture, hand position, finger numbers, basic playing techniques

    Anchor Standards

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

    AE17.MU.HI.I.1

    Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

    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

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • 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
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.2

    Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord 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?

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • 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
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.3

    Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord 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?

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • 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
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.4

    Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and and two- to three-chord 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?

    Skills Examples

    Performing
    • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
    • 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
    • Guitar: perform two contrasting solo pieces in first-second position.
    • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
    Creating
    • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
    • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
    Reading/ Writing
    • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
    • Compose a melody and harmonize it using chords, I, IV, V, vi.
    • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
    Responding/ Evaluating
    • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
    • Discuss the differences between classical music and popular music and how the differences have evolved over time.

    Vocabulary

    Rhythm
    • meter
    • time signature (with 6/8, 3/8, cut time
    • eighth notes, sixteenth notes, dotted eighth notes
    • ties, accents, fermatas
    • time signature (cut or 2/2; 6/8)
    • dotted half note
    • dotted quarter note
    • eighth note/ rest
    • tied notes
    • accent
    • fermata
    Melody
    • interval
    • whole steps, half steps
    • accidentals
    • key signatures
    Harmony
    • chords
    • principal chords-tonic, subdominant, dominant
    • note stem direction to indicate right hand fingering (guitar)
    • harmonic intervals-3rd, 5th
    • arpeggio
    Form
    • binary form-AB
    • ternary form-ABA
    • Song form-Verse, Chorus, Bridge
    • D.C. al Fine, D.S. al Fine, Coda
    Expression
    • dynamics (pianissimo -fortissimo-pp-ff)
    • crescendo
    • decrescendo, diminuendo
    • staccato
    • legato
    • slurred notes (guitar- "hammer ons," "pull offs")
    Other
    • barre (guitar)
    • harmonic (guitar)
    • rasgueado (guitar)
    • tambora (guitar)
    • pizzicato (guitar)

    Anchor Standards

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

    AE17.MU.HI.I.5

    Describe and demonstrate how a varied repertoire of music is selected based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), 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?

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • 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.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.6

    Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces 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?

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • 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.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.7

    Demonstrate and describe interpretations and understandings of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, chordal accompaniments, and repertoire pieces.

    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

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • 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.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.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 identify 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?

    Skills Examples

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • 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.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.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 sensitivity to the audience and an understanding of the context (social, cultural, or historical).

    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

    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • 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.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.10

    Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

    Unpacked Content

    Essential Questions

    EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    EQ: How do individuals choose music to experience?

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.

    Aligned Learning Resources

    Examine the Benefits of Utilizing the Online Resource Musescore
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.HI.I.11

    Describe how the ways that elements of music are manipulated and knowledge of the context (social and 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?

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.I.12

    Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

    Unpacked Content

    Essential Questions

    EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    EQ: How do we discern musical creators' and performers' expressive intent?

    Skills Examples

    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

    Vocabulary

    Rhythm
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
    • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.

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