UP:AE17.MU.HI.I.10

Vocabulary

Rhythm

Beat (division into twos and threes)
Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
Notes and Rests (dotted quarter, eighth)
Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
Other (syncopation, anticipation, a tempo)

Melody

Scales (chromatic, whole tone, harmonic minor, blues scale)
Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
Staff Notation (accidentals, enharmonic notes)
Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)

Harmony

Circle of Fifths

Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)

Triads (four qualities, inversions)

Seventh Chords (M7, Mm7, m7)

Function (tonic, dominant, subdominant)

Cadences (open, closed)

Other (consonance/ dissonance)

Expression

Dynamics (pp-ff, cresc., dim.)
Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
See Beat and Tempo above
Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)

Other (at a level appropriate to the Early Intermediate / Intermediate student)

Playing techniques/ practice techniques
Scales and Arpeggios
I-IV-V7-I/i-iv-V7-i cadences
Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
Sight-Reading
Ensemble Playing
Repertoire, representative of various styles, memorized and performed

Essential Questions

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Skills Examples

Performing

Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.

Creating

Define musical vocabulary terms that appear in selected repertoire.
Identify various composers, historical periods and world cultures found in selected repertoire.
Describe tempo changes within a piece and what effect that has on the desired performance outcome.

Reading/ Writing

Develop sight-reading benchmarks and growth goals in line with local guidelines.
Identify key signatures of 4 major scales.
Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

Analyze music in terms of how it communicates words, feelings, moods, or images.
Develop constructive feedback to improve and refine musical performances.
Develop and apply criteria for critiquing more complex performances of live and recorded music.
Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
Discuss personal preferences for certain musical pieces, performance, composers and musical genres.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.