UP:AE17.MU.5.11
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
