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

AE17.MU.TEE.P.16

Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

Unpacked Content

Essential Questions

EU: Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.
EQ: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Skills Examples

Choral
Performing
  • Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
  • Demonstrate how the elements of music impact the overall aesthetic of a performance.
Creating
  • Recognize and convey expressive intent in musical performances.
  • Create and notate simple rhythms using traditional or digital media.
Reading/ Writing
  • Relate knowledge and personal experience to performances.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing
  • Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
  • Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
  • Describe how interests and experiences impact the selection of music for study and/or performance.
Creating
  • Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
  • Describe personal improvisational and compositional choices made.
Reading/ Writing
  • Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
  • Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
Responding/ Evaluating
  • Listen to music using period and world music instruments.
  • Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
  • Listen to and identify the genre, birthplace, cultural influences of various musical work.

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
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
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