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
Choral
Performing
Instrumental
Performing
Performing
- Perform a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
- Respond accurately to the cues of the director.
- Interpret music symbols and terms appropriately while performing a varied repertoire of music.
- Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
- Sight-read advanced music at a beginning level of complexity.
- Analyze harmonic progressions and form in a given piece of music.
- Describe how music reflects the social and political events in history.
- Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
- Develop and articulate a personal philosophy of music including its value and purpose in daily life.
Instrumental
Performing
- Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
- Demonstrate and use technology and media arts to create, perform, and research music.
- Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
- Discuss how current developments in music reflect society in reference to the local community and larger world.
- Describe ways that technology and the media arts are used to create, perform, and listen to music.
- Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
- Develop criteria based on the elements of music to support personal preferences for specific music works.
- Explain how and why people use and respond to music.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
- Express how music performance and settings affect audience response.
- Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
- Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
