AE17.MU.1.17

Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.17
Demonstrate and identify expressive qualities that reflect creators’/performers’ expressive intent.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.

Creating

Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).

Reading/ Writing

Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").

Responding/ Evaluating

Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

Vocabulary

Rhythm

Quarter note, quarter rest, paired eighth notes
Strong/ weak beat
Steady beat/ rhythm
Allegro/ adagio

Melody

Pitch set: Mi, So, La
Steps/ skips/ repeated notes
Melodic direction
Modified staff
Line notes and space notes

Harmony/texture

Rhythmic ostinati
Simple bordun

Form

AB, ABA

Expression

Legato, staccato
Piano (p), forte (f)
Classroom instrument classifications
Clarinet, trombone, cello, drum
Orchestral music: ballet
Non-Western music celebrations

Other

Proper singing posture
Age-appropriate pitch matching (C4 - C5)¹
Mallet/ drumming technique — hands together

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

COS Examples

Example: Play instruments to reflect dynamics in a piece of music.

Aligned Learning Resources

Exploring Expressive Qualities in Music

Making Rain

Exploring the Sky with Van Gogh and Mozart

Emotions in Music

Grieg and Chopin: Day and Night

Introducing Tempo