AE17.MU.CT.AC.C.C
Evaluate and Refine
Evaluate and Refine
AE17.MU.CT.AC.C.C
AE17.MU.CT.AC.4
Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.
Identify, describe, and apply selected teacher-provided or personally-developed 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?
EQ: How do musicians improve the quality of their creative work?
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.
- Complete melodic and rhythmic dictation of increased difficulty.
Vocabulary
Rhythm
- Mixed meter
- Contour
- Conjunct/ disjunct
- Major/ minor
- Homophonic
- Heterophonic
- Polyphonic
- Call and response
- Round
- Canon
- Binary (AB)
- Ternary (ABA)
- Articulations
- Stylistic markings
- 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 3: Refine and complete artistic work.
AE17.MU.CT.AC.C.D
Present
Present
AE17.MU.CT.AC.5
Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize expressive intent.
Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques 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?
EQ: When is creative work ready to share?
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.
- Complete melodic and rhythmic dictation of increased difficulty.
Vocabulary
Rhythm
- Mixed meter
- Contour
- Conjunct/ disjunct
- Major/ minor
- Homophonic
- Heterophonic
- Polyphonic
- Call and response
- Round
- Canon
- Binary (AB)
- Ternary (ABA)
- Articulations
- Stylistic markings
- 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 3: Refine and complete artistic work.
AE17.MU.CT.AC.6
Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.
Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully 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?
EQ: When is creative work ready to share?
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.
- Complete melodic and rhythmic dictation of increased difficulty.
Vocabulary
Rhythm
- Mixed meter
- Contour
- Conjunct/ disjunct
- Major/ minor
- Homophonic
- Heterophonic
- Polyphonic
- Call and response
- Round
- Canon
- Binary (AB)
- Ternary (ABA)
- Articulations
- Stylistic markings
- 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 3: Refine and complete artistic work.
AE17.MU.CT.AC.P
Performing
Performing
AE17.MU.CT.AC.P.A
Select
Select
AE17.MU.CT.AC.7
Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.
Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.
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?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.CT.AC.P.B
Analyze
Analyze
AE17.MU.CT.AC.8
Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and performance.
Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and 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?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.CT.AC.P.C
Interpret
Interpret
AE17.MU.CT.AC.9
Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators’ intent.
Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting 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?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.CT.AC.P.D
Rehearse, Evaluate, and Refine
Rehearse, Evaluate, and Refine
AE17.MU.CT.AC.10
Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style and historical or cultural context of the work.
Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style and historical or cultural context of the work.
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?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.CT.AC.11
Identify the ways in which performances convey the formal design, style, and historical/cultural context of the works.
Identify the ways in which performances convey the formal design, style, and historical/cultural context of the 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?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.CT.AC.12
Identify and implement strategies for improving the technical and expressive aspects of varied works.
Identify and implement strategies for improving the technical and expressive aspects of varied 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?
EQ: How do musicians improve the quality of their performance?
Skills Examples
Performing
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.MU.CT.AC.P.E
Present
Present
AE17.MU.CT.AC.13
Share live or recorded performances of works (both personal and others’), and explain how the elements of music and compositional techniques are used to convey intent.
Share live or recorded performances of works (both personal and others’), and explain how the elements of music and compositional techniques 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?
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
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.CT.AC.14
Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.
Explain how compositions are appropriate for both audience and 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?
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
- Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
- Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
- Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
- Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
- 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.
- Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.MU.CT.AC.R
Responding
Responding
AE17.MU.CT.AC.R.A
Select
Select
AE17.MU.CT.AC.15
Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.
Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.
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?
EQ: How do individuals choose music to experience?
Skills Examples
Creating
- Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
- Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
- Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.MU.CT.AC.R.B
Analyze
Analyze
AE17.MU.CT.AC.16
Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.
Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to style, mood, and context; and explain 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?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Creating
- Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
- Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
- Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.CT.AC.R.C
Interpret
Interpret
AE17.MU.CT.AC.17
Develop and support interpretations of varied works, demonstrating an understanding of the composer’s intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
Develop and support interpretations of varied works, demonstrating an understanding of the composer’s intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context 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?
EQ: How do we discern musical creators' and performers' expressive intent?
Skills Examples
Creating
- Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
- Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
- Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.CT.AC.R.D
Evaluate
Evaluate
AE17.MU.CT.AC.18
Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.
Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.
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)?
EQ: How do we judge the quality of musical work(s) and performance(s)?
Skills Examples
Creating
- Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
- Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
- Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.CT.AC.19
Describe ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process.
Describe ways in which critiquing others’ work and receiving feedback from others have been specifically 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)?
EQ: How do we judge the quality of musical work(s) and performance(s)?
Skills Examples
Creating
- Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
- Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
- Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Vocabulary
Rhythm
- Mixed Meter
- Heterophonic
- Articulations
- Stylistic markings
- Simple Aural Skills (ear training)
- Simple Sight Reading
- Melodic Dictation
- Improvisation
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.MU.CT.AC.CN
Connecting
Connecting
AE17.MU.CT.AC.CN.A
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.
AE17.MU.CT.AD
Advanced
Advanced
AE17.MU.CT.AD.C
Creating
Creating
AE17.MU.CT.AD.C.A
Imagine
Imagine
AE17.MU.CT.AD.1
Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.
Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.
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?
EQ: How do musicians generate creative ideas?
Skills Examples
Creating
- Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
- Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
- Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
Vocabulary
Harmony
- Harmonic Rhythm
- Modulation
- Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
- Motive
- Sonata Form
- Rondo Form
- Fugue
- Cadence
- Period, Double Period, Parallel Period, etc.
- Advanced Sight Reading
- Advanced Aural Skills
- Transposition
- Harmonic Dictation
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
