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

AE17.MU.HI.I.13

Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire 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: 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.
    Arts Education (2017) Grade(s): 06-12 - Music

    AE17.MU.HI.I.14

    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 a repertoire piece from a wide selection in at least two of the following styles/ periods.
      • Baroque
      • Classical
      • Romantic
      • Impressionist
      • Modern
      • Pop/ Rock/ Jazz/ World
    • Understand and interpret all expression markings in repertoire played.
    • Perform at least one duet or ensemble piece; discuss the challenges of ensemble work.
    • Perform a composition of your own.
    Creating
    • Choose a melody (from a teacher list) and harmonize with I, IV, and V7 chords.
    • Compose a piece that has a repeated 4-chord pattern (e.g., F G C Am). Choose your own figuration.
    • Choose major or minor pentatonic, and compose a melody in AABA form.
    • Choose a popular song, find/ determine the chord progression, and create your version of the piece.
    Reading/ Writing
    • In a specified key, take dictation (pentatonic melodic patterns).
    • Given a set of written examples, identify a triad shape as root, 1st, or 2nd inversion. Then identify the root of each chord.
    • Notate your pentatonic melody in AABA form (see above).
    • Write letter chord names/ symbols in an appropriate repertoire selection. Block the chords in the piece.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, Note Construction, Interval Identification and Construction, Keyboard and Fretboard Interval Identification and Chord Identification.
    • Responding/ Evaluating
    • Given a list of styles/ periods (Baroque, Classical, Romantic, Impressionist, Modern, Pop, Rock, Jazz, World, etc.), identify the style/ period of listening examples. Discuss.
    • Listen to your teacher play two phrases; decide whether you hear a phrase repeated or antecedent/consequent phrases.
    • 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, Interval, Chord, and Scale Ear Training.

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

    AE17.MU.HI.P.1

    Generate melodic, rhythmic, and harmonic ideas for compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • 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
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.2

    Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • 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
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.3

    Develop and apply criteria to critique, improve, and refine drafts of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • 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
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.4

    Perform final versions of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing 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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
    • http://www.almta.org/AMTA_Member_Handbook.pdf.
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
    • Create melodies based on major, and minor scale patterns in a variety of keys.
    • Harmonize the melodies using major, minor, and seventh chords.
      • Reading/ Writing
      • Develop a circle of 5ths chart
      • Identify the key signatures for all major keys
      • 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
      • Develop grading rubrics for evaluating performance: example-starting with 100 pts, subtract one point for each note error, incorrect fingering, hesitations, other points subtracted for rhythm anomalies, inability to match desired tempo, etc.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.5

    Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.6

    Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.7

    Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns).

    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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.8

    Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns), and create rehearsal 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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.9

    Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger-picking patterns), 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
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
    • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • 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
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.10

    Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified purpose and context.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/ i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.11

    Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) 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: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/ i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, 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.P.12

    Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), the setting of the text (when appropriate), and outside sources.

    Unpacked Content

    Essential Questions

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

    Skills Examples

    Performing
    • Guitar: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/ i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

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

    AE17.MU.HI.P.13

    Develop and apply teacher-provided criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.

    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: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
    • Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
    • Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
    • Create small ensembles to allow for a peer-evaluation process.
    • 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, meter and key signature.
    Creating
    • Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
    • Discuss current trends in music and their impact on today's society.
    • Create an appropriate melodic line and accompaniment and notate using a technology source.
    • Describe ways that technology has altered how humans create, perform and listen to music.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Analyze tempo, dynamics and form in a given piece of music.
    • Identify accidentals, including flats, sharps, and naturals within selected repertoire.
    • Develop criteria based on the elements of music to support personal preferences for specific music works.
    • Compare and contrast selections using appropriate terminology.
    Responding/ Evaluating
    • Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
    • Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
    • Reflect on the relationship between music and the social and political events at various times in American history.
    • Reflect on various live or recorded performances.

    Vocabulary

    Rhythm
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/ i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed

    Anchor Standards

    Anchor Standard 9: Apply criteria to evaluate artistic work.

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