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

AE17.MU.T.AD.4

Share a portfolio of musical creations representing varied styles and genres that demonstrates an advanced level of musical and technological craftsmanship as well as the use of digital and analog tools, resources, and systems 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
  • Compose original music based on stimuli from dance, theater, visual art and other media arts.
  • Record and edit multitrack digital audio and master to portable media.
  • Demonstrate proficiency while using equalization and mastering techniques.
Creating
  • Improvise, compose and arrange music using various digital tools.
  • Create or arrange a large multi-track music compositions utilizing sequencing software.
  • Reproduce/ Create medium to large scale music scores utilizing standard music notation software.
Reading/ Writing
  • Explain the concept of sound design.
  • Explain the concept of a computer based studio.
  • Produce a journal or portfolio that records the creative process.
Responding/ Evaluating
  • Identify various applications of music in multimedia, and complete projects involving multimedia such as, film/video, the internet, and graphic presentations.
  • Compare and contrast various DAW software programs.
  • Demonstrate critical listening skills in order to improve the quality of a mix.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.5

Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer’s technical skill using digital tools, resources, and systems.

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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.6

Examine, evaluate, and critique how context, theoretical and structural aspects of the music, and digital media/tools inform and influence 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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.7

Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and performers’ ability to connect with audiences.

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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.8

Apply appropriate criteria as well as feedback from multiple sources and develop and implement varied strategies to improve and refine the technical and expressive aspects of prepared and improvised performance.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.9

Demonstrate an understanding and attention to technical accuracy and expressive qualities of the music 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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.10

Demonstrate an ability to connect with audience members before a performance and respond to them during 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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.11

Select, describe and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the works.

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
  • Reproduce music literature from a variety of historical periods, styles and cultures and relate its characteristics to other disciplines in the arts.
  • Present an original work incorporating advanced digital techniques and effects. (ex. polyrhythm, dubbing, inversion, crossfade, etc.)
  • Effectively manage equalization and gain staging in a live music performance.
Creating
  • Employ technology and various digital tools to promote and distribute music.
  • Use various expressive and articulation markings, and/or manipulate note velocities and durations.
  • Using digital tools, create musical moods from visual images.
Reading/ Writing
  • Using accurate terminology, describe in detail the properties of sound and how they relate to music technology.
  • Discuss and analyze ways composers and performers elicit specific moods within music.
  • Define expressive intent and analyze its role in musical composition.
Responding/ Evaluating
  • Analyze and describe how digital tools are used in a given work to make it unique, interesting and expressive.
  • Demonstrate proficiency in solving the most common technical problems in music technology.
  • Research and discuss way music technology is used by various cultures in the US and internationally.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.12

Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions informs audience or performer’s interest in and response to the music.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing
  • Reproduce music literature from a variety of historical periods, styles and cultures and relate its characteristics to other disciplines in the arts.
  • Present an original work incorporating advanced digital techniques and effects. (ex. polyrhythm, dubbing, inversion, crossfade, etc.)
  • Effectively manage equalization and gain staging in a live music performance.
Creating
  • Employ technology and various digital tools to promote and distribute music.
  • Use various expressive and articulation markings, and/or manipulate note velocities and durations.
  • Using digital tools, create musical moods from visual images.
Reading/ Writing
  • Using accurate terminology, describe in detail the properties of sound and how they relate to music technology.
  • Discuss and analyze ways composers and performers elicit specific moods within music.
  • Define expressive intent and analyze its role in musical composition.
Responding/ Evaluating
  • Analyze and describe how digital tools are used in a given work to make it unique, interesting and expressive.
  • Demonstrate proficiency in solving the most common technical problems in music technology.
  • Research and discuss way music technology is used by various cultures in the US and internationally.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.13

Examine, cite research and use multiple sources to connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.

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
  • Reproduce music literature from a variety of historical periods, styles and cultures and relate its characteristics to other disciplines in the arts.
  • Present an original work incorporating advanced digital techniques and effects. (ex. polyrhythm, dubbing, inversion, crossfade, etc.)
  • Effectively manage equalization and gain staging in a live music performance.
Creating
  • Employ technology and various digital tools to promote and distribute music.
  • Use various expressive and articulation markings, and/or manipulate note velocities and durations.
  • Using digital tools, create musical moods from visual images.
Reading/ Writing
  • Using accurate terminology, describe in detail the properties of sound and how they relate to music technology.
  • Discuss and analyze ways composers and performers elicit specific moods within music.
  • Define expressive intent and analyze its role in musical composition.
Responding/ Evaluating
  • Analyze and describe how digital tools are used in a given work to make it unique, interesting and expressive.
  • Demonstrate proficiency in solving the most common technical problems in music technology.
  • Research and discuss way music technology is used by various cultures in the US and internationally.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.T.AD.14

Develop and justify the evaluation of a variety of music based on established and personally-developed criteria, digital, electronic, and analog features, and understanding of purpose and 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
  • Reproduce music literature from a variety of historical periods, styles and cultures and relate its characteristics to other disciplines in the arts.
  • Present an original work incorporating advanced digital techniques and effects. (ex. polyrhythm, dubbing, inversion, crossfade, etc.)
  • Effectively manage equalization and gain staging in a live music performance.
Creating
  • Employ technology and various digital tools to promote and distribute music.
  • Use various expressive and articulation markings, and/or manipulate note velocities and durations.
  • Using digital tools, create musical moods from visual images.
Reading/ Writing
  • Using accurate terminology, describe in detail the properties of sound and how they relate to music technology.
  • Discuss and analyze ways composers and performers elicit specific moods within music.
  • Define expressive intent and analyze its role in musical composition.
Responding/ Evaluating
  • Analyze and describe how digital tools are used in a given work to make it unique, interesting and expressive.
  • Demonstrate proficiency in solving the most common technical problems in music technology.
  • Research and discuss way music technology is used by various cultures in the US and internationally.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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

AE17.MU.CT.P.1

Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

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

Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.

Vocabulary

Rhythm
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation

Anchor Standards

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

AE17.MU.CT.P.2

Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines.

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

Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.

Vocabulary

Rhythm
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation

Anchor Standards

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

AE17.MU.CT.P.3

Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).

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

Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.

Vocabulary

Rhythm
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation

Anchor Standards

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

AE17.MU.CT.P.4

Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

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

Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.

Vocabulary

Rhythm
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

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