UP:AE17.MU.7.2
Vocabulary
Rhythm
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Notation (standard, invented, or technological)
- Phrase
- Accompaniment
- Progression
- Binary form (AB)
- Ternary form (ABA)
- Style
- Genre
- Structure (melodic, rhythmic, and harmonic)
- Tempo
- Dynamics
- 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?
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.
- 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.
- 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.
- 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.
