Unpacked Content
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
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.
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)
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
