AE17.MU.3.7
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
Unpacked Content
UP:AE17.MU.3.7
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
Essential Questions
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
- Sing, move and respond to music from diverse cultures.
- Sing, move and respond to age-appropriate music of various composers.
- Play a variety of classroom instruments with proper technique.
- Improvise and compose short compositions using a variety of classroom instruments and sound sources.
- Create new words for familiar songs.
- Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
- Read, write and perform extended pentatonic melodies.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Develop criteria and use it to critique their own performances and the performances of others.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.