AE17.MU.8.2

Arts Education (2017) Grade(s): 8 - Music

AE17.MU.8.2

Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.

Vocabulary

Rhythm
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
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