UP:AE17.MU.7.2

Vocabulary

Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
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