Unpacked Content
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
- Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
- Record an improvised track and describe the expressive elements you used.
- Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
- Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
- Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
- Create original loops rhythmic loops.
- Create original melodic loops.
- Create original loops that include both melody and harmony.
- Use original loops to create musical forms that are in AB and ABA forms.
- Using notation software, notate your original rhythmic and melodic loops.
- Using notation software, notate a peer's rhythmic and melodic loops.
- Notate warm ups for your band/ choir/ orchestra program.
- Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
- Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Vocabulary
Rhythm
- Bar line
- Beat/ Pulse/ BPM
- Click Track
- Drum Machine
- Duration
- Meter
- Metronome
- Note Values
- Quantize
- Steady Beat
- Tempo
- Ties
- Time Signature
- Traditional and Iconic Notation
- Audio Track
- Bass Clef
- Clef
- Electronic Instrument
- Pitch
- Pitch Contour
- Key Signature (Major)
- Traditional and Iconic Notation
- Treble Clef
- Chord
- Instrumentation
- Layer
- Texture
- Tonal
- "ABA"
- "AB"
- Blues Form (12-bar)
- Bridge
- Cut/ Paste
- Ending
- Improvise
- Introduction
- Verse-Refrain
- Repeat Ending
- Dynamics
- Instrumentation
- Fading (in/ out)
- Mix/ Mixing
- Tempo
- Volume Levels
- Analog
- Auxiliary (AUX)
- Bandwidth
- Channel
- Compress/ Compression
- Controller
- Copyright/ Intellectual Property Rights
- Digital Audio Workstation (DAW)
- Digital, Digital Tools
- Digital Citizenship
- Effect(s)
- File Types (wav, mp3, etc.)
- Loop
- Master Tracks (Tempo, Audio)
- MIDI Controller
- Music Technology History
- Normalization
- Notate, Notation Software Panning
- Piano Roll
- Rehearse
- Sequence/ Sequencer
- Timbre
- Track
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
