Unpacked Content
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
- Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
- Demonstrate a steady beat and maintain it while performing.
- Sing using head voice and appropriate posture.
- Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
- Create a wide variety of vocal and instrumental sounds.
- Explore connections between sound and its visual representation.
- Move to music of various and contrasting styles, composers and cultures.
- Demonstrate audience behavior appropriate for the context and style of music performed.
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- Age-appropriate audience and performer etiquette
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
