AE17.MU.8.7

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

AE17.MU.8.7
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain 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 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.

Creating

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.

Reading/ Writing

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.

Responding/ Evaluating

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)

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