AE17.MU.7.7

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.7
Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.

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?

Skills Examples

Performing

Perform music technically appropriate for middle level learners.
Perform middle level appropriate music with good posture and producing an appropriate tone quality.
Perform music reading standard musical notation.
Perform music from a variety of time periods, cultures, styles, and genres.
Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.

Creating

Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
Create, alone or with peers, a variation of a theme found in a piece for performance.

Reading/ Writing

Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.

Responding/ Evaluating

Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
Develop a rehearsal plan, with peers and teacher, for music selected for performance.
Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.

Vocabulary

Rhythm

Phrase
Notation (standard, invented, or technological)

Melody

Phrase
Notation (standard, invented, or technological)

Harmony

Phrase
Accompaniment
Progression

Form

Binary form (AB)
Ternary form (ABA)
Style
Genre
Structure (melodic, rhythmic, and harmonic)

Expression

Tempo
Dynamics

Other

Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.