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

AE17.MU.CT.P.5

Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent.

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

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

AE17.MU.CT.P.6

Describe the given context and performance medium for presenting personal works, and how they impact the final composition and presentation.

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

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

AE17.MU.CT.P.7

Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.8

Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.9

Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators’ intent.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.10

Create rehearsal plans for works, identifying repetition and variation within the form.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.11

Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.12

Identify and implement strategies for improving the technical and expressive aspects of multiple works.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.13

Share live or recorded performances of works (both personal and others’) and explain how the elements of music are used to convey intent.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.14

Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.

Unpacked Content

Essential Questions

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

Skills Examples

Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

AE17.MU.CT.P.15

Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary), and describe the choices as models for composition.

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

Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.

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

AE17.MU.CT.P.16

Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

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

Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.

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

AE17.MU.CT.P.17

Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.

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

Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.

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

AE17.MU.CT.P.18

Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.

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

Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.

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

AE17.MU.CT.P.19

Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process.

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

Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.

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

AE17.MU.CT.AC.1

Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, 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
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.

Vocabulary

Rhythm
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation

Anchor Standards

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

AE17.MU.CT.AC.2

Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, 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
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.

Vocabulary

Rhythm
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation

Anchor Standards

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

AE17.MU.CT.AC.3

Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary).

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
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.

Vocabulary

Rhythm
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation

Anchor Standards

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

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