UP:AE17.MU.8.9

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: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
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