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
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.
- 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.
- 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.
- 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)
- Scales (symmetrical, exotic)
- Melodic Figures (nonharmonic tones)
- 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
- 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)
- 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 9: Apply criteria to evaluate artistic work.
