UP:AE17.MU.8.3

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
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