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

AE17.MU.TEE.I.13

Describe how understanding context and the way the elements of music are manipulated inform responses to 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

Choral
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
  • Respond appropriately to the cues of a conductor during performance and rehearsal.
Creating
  • Describe a varied repertoire of music using correct music vocabulary.
  • Define vocabulary and music terms in all rehearsal and performance music.
Reading/ Writing
  • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
  • Read and notate music which represents a variety of meters and rhythms.
Responding/ Evaluating
  • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing
  • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
  • Sing, move, and respond to music from world cultures and different composers.
  • Improvise and compose simple rhythmic and melodic phrases.
Creating
  • Listen to and identify to music of different composers, historical periods and world cultures.
  • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
  • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
Reading/ Writing
  • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
Responding/ Evaluating
  • Analyze music in terms of how it communicates words, feelings, moods, or images.
  • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
  • Use constructive feedback to improve and refine musical performance.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.

Vocabulary

Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
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