UP:AE17.MU.3.17
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
-
Melody
Essential Questions
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Performing
- Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
- Express melodic contour through movement.
- When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
- Develop criteria and use them to critique their own performances and the performances of others.
- Identify and respond to simple music forms (e.g., AB, ABA).
- Identify elements of music using appropriate vocabulary.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
