UP:AE17.MU.8.3
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- 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?
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.
- 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.
- 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.
- 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.
