Unpacked Content
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?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Analyze the formal structure of music that is to be performed.
- Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
- Choose a literary work, such as a poem or story, to generate musical ideas for performance.
- Examine performance music for expressive elements, and use correct notation to indicate placement.
- Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
- Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
- Consider and articulate the influence of technology on music careers.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
