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

AE17.MU.T.P.2

Select melodic, rhythmic and harmonic ideas, using digital tools and resources.

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

AE17.MU.T.P.3

Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

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

AE17.MU.T.P.4

Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as well as the use of digital tools and resources in the development and organization of musical ideas 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
  • 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 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.T.P.5

Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer’s technical and technological skill.

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

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.6

Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.7

Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influences prepared or improvised performances.

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

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.8

Identify and implement rehearsal strategies that improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

Unpacked Content

Essential Questions

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

Skills Examples

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.9

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

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

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.10

Demonstrate an understanding of the context of music through prepared and improvised performances.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

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

AE17.MU.T.P.11

Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

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
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.

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

AE17.MU.T.P.12

Explain how knowledge of the structure (similarities and contrasts), technological aspects, and purpose of the music informs the audience’s or performer’s 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
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.

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

AE17.MU.T.P.13

Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.

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
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.

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

AE17.MU.T.P.14

Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.

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
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.

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

AE17.MU.T.AC.1

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

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
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.

Vocabulary

Rhythm
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
    • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer

Anchor Standards

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

AE17.MU.T.AC.2

Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools.

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
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.

Vocabulary

Rhythm
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
    • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

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