AE17.MU.TEE.P.5

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

AE17.MU.TEE.P.5

Share personally-developed melodies, rhythmic passages, and arrangements–individually or as an ensemble - that address identified purposes.

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

Choral
Performing

Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
Demonstrate mastery of a variety of historical performance practices.

Creating

Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.

Reading/ Writing

Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).

Responding/ Evaluating

Identify stylistic and historical influences in notated music.
Determine similarities and differences among pieces of music from various historical periods.
Evaluate the historical authenticity of commercially published music.

Instrumental
Performing

Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
Play alone and with others, music graded 2.5 to 3 and medium.

Creating

Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
Improvise call and responses.

Reading/ Writing

Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
Identify the form of large works.

Responding/ Evaluating

Listen to and identify intervals by ear.
Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.

Vocabulary

Choral
Rhythm

Triplets

Melody

Natural minor scale and arpeggio
Harmonic minor scale and arpeggio
Melodic minor scale and arpeggio
Raised fourth scale degree
Lowered seventh scale degree

Harmony

Three- and four-part homophony
Secondary dominant

Form

Motet
Madrigal
Recitative
Chorale

Expression

Sforzando
Expressive intent
Energy
Articulation
Style
Mood
Accent

Other

Purpose
Genre
Rubric
Refinement

Instrumental
Rhythm

Quarter Note Triplets
Eighth Note Triplets
Tempo

Lento
Allegro