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?
EQ: How do performers select repertoire?
Skills Examples
Performing
- Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
- Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
- Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
- Perform middle level appropriate music with good posture and producing an appropriate tone quality.
- Perform music reading standard musical notation.
- Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
- Improvise within a provided harmonic structure.
- Compose music for personal and collaborative performance.
- Examine how the creative process influences the performance of music.
- Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
- Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
- Compare
- Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
- Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
- Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
- Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
- Identify and describe ways that technology is used to perform music.
- Identify careers in music that are performance based.
- Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
- Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
- Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
- Develop a personal rehearsal plan for music selected for performance.
- Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Vocabulary
Rhythm
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Tension and release
- Phrase
- Notation (standard, iconic, technological)
- Texture
- Tension and release
- Sequence
- Notation (standard, iconic, technological)
- Arrangement
- Song structure
- Expanded forms
- Introduction
- Transition
- Coda
- Style
- Genre
- Structure
- Timbre
- Balance
- Sound sources (instruments, voices, found sounds, & technology)
- Age-appropriate audience and performer etiquettes
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
