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
- Sight-read rhythm patterns commonly found in middle-level literature.
- Sight-read eight-beat, stepwise, and unison melodic patterns.
- Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
- Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
- Identify stylistic elements of a piece of music based on markings in the score.
- Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
- Identify the names of the lines and spaces in the bass clef.
- Identify accidentals, including flats, sharps, and naturals.
- Reflect on a variety of live or recorded music performances.
Vocabulary
Rhythm
- Pitch set: La- centered diatonic (minor)
- Clef reading (diatonic)
- Octave
- Unison/ harmony
- Polyphonic
- 2-part songs
- 3-part songs
- Descant
- Bass clef
- Accompaniment
- AB form
- ABA form
- Form
- Canon
- Composer
- Composite forms
- Tone Quality
- Articulation
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (G3-G5)
- Historical periods
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
