Unpacked Content
Essential Questions
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Performing
- Sing, move and respond to music from a variety of sources and cultures.
- Demonstrate appropriate audience and performer etiquette at live performances.
- Interpret a selected musical work using dance, drama or visual art.
- Develop criteria and use them to critique their own performances and the performances of others.
- When analyzing selected music, read and perform using standard notation with voice, body percussion, and/or instruments.
- Use notation and/or recording technology to document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, simple harmonies, introduction, coda, interlude, etc.).
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).
- Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).
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 10: Synthesize and relate knowledge and personal experiences.
