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

AE17.MU.HI.AD.10

Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

Unpacked Content

Essential Questions

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Skills Examples

Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
  • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
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