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
Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, Note Construction, Interval Identification and Construction, Keyboard and Fretboard Interval Identification and Chord Identification.
Responding/ Evaluating
- Choose and perform a repertoire piece from a wide selection in at least two of the following styles/ periods.
- Baroque
- Classical
- Romantic
- Impressionist
- Modern
- Pop/ Rock/ Jazz/ World
- Understand and interpret all expression markings in repertoire played.
- Perform at least one duet or ensemble piece; discuss the challenges of ensemble work.
- Perform a composition of your own.
- Choose a melody (from a teacher list) and harmonize with I, IV, and V7 chords.
- Compose a piece that has a repeated 4-chord pattern (e.g., F G C Am). Choose your own figuration.
- Choose major or minor pentatonic, and compose a melody in AABA form.
- Choose a popular song, find/ determine the chord progression, and create your version of the piece.
- In a specified key, take dictation (pentatonic melodic patterns).
- Given a set of written examples, identify a triad shape as root, 1st, or 2nd inversion. Then identify the root of each chord.
- Notate your pentatonic melody in AABA form (see above).
- Write letter chord names/ symbols in an appropriate repertoire selection. Block the chords in the piece.
- Given a list of styles/ periods (Baroque, Classical, Romantic, Impressionist, Modern, Pop, Rock, Jazz, World, etc.), identify the style/ period of listening examples. Discuss.
- Listen to your teacher play two phrases; decide whether you hear a phrase repeated or antecedent/consequent phrases.
- Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record.
- Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training.
Vocabulary
Rhythm
- Beat (division into twos and threes)
- Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
- Notes and Rests (dotted quarter, eighth)
- Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
- Other (syncopation, anticipation, a tempo)
- Scales (chromatic, whole tone, harmonic minor, blues scale)
- Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
- Staff Notation (accidentals, enharmonic notes)
- Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
- Circle of Fifths
- Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
- Triads (four qualities, inversions)
- Seventh Chords (M7, Mm7, m7)
- Function (tonic, dominant, subdominant)
- Cadences (open, closed)
- Other (consonance/ dissonance)
- Dynamics (pp-ff, cresc., dim.)
- Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
- See Beat and Tempo above
- Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
- Playing techniques/ practice techniques
- Scales and Arpeggios
- I-IV-V7-I/i-iv-V7-i cadences
- Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
- Sight-Reading
- Ensemble Playing
- Repertoire, representative of various styles, memorized and performed
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
