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
Performing
- Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
- Develop criteria and use them to critique their own performances and the performances of others.
- Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
- When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
- Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
- Explain how the elements and subject matter of music connect with disciplines outside the arts.
Vocabulary
Rhythm
- Conducting patterns in
- Syncopation
- Pitch set: Do, Re, Mi, Fa, So, Ti
- Treble clef reading (La, So, Mi, Re, Do)
- Middle C through High B
- Create melodic sequences
- Half-step
- Whole step
- Canons
- Chord components
- Chord progression (I, V)
- Crossover bordun
- Phrasing: antecedent and consequent
- D.C. al coda
- Fine
- pp through ff
- Age-appropriate audience and performer etiquette
- Orchestra instruments within the 4 families
- Age-appropriate pitch matching (A3-E5)
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
