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

AE17.MU.HI.AD.1

Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations 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
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, 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.AD.2

Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations 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
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, 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.AD.3

Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations 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
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

Anchor Standards

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

AE17.MU.HI.AD.4

Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, 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 equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

Anchor Standards

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

AE17.MU.HI.AD.5

Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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 equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.6

Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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 equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.7

Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator’s intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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 equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.8

Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, 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 equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.9

Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and 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 equivalent to repertoire found in Levels Six through Eight 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 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, 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.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.10

Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

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: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

Anchor Standards

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

AE17.MU.HI.AD.11

Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context (social, cultural, and historical) and creative decisions 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: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.12

Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.AD.13

Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally-developed and established criteria, personal decision making, and knowledge and understanding of context.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ 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.T.P.1

Generate melodic, rhythmic and harmonic ideas, for compositions or improvisations using digital tools.

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
  • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
  • Use amplification and playback systems to produce and edit sound.
  • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
Creating
  • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
  • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
  • Improvise new lyrics to known songs using digital tools and technology.
  • Identify the properties of sound using developmentally appropriate vocabulary.
Reading/ Writing
  • Explain the role of technology in creating, performing and listening to music.
  • Describe basic MIDI technology and its applications.
  • Differentiate between various entry methods in notation, sequencing and recording.
Responding/ Evaluating
  • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
  • Discuss what digital citizenship means and how it applies to music technology.
  • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.

Vocabulary

Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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