Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.N.9

Use self-reflection and peer feedback to refine individual and ensemble performances of a variedrepertoire of music.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Choral
Performing
  • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
  • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
  • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
  • Demonstrate chest and head voices while singing individually and in groups.
  • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
  • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
  • Demonstrate correct posture.
  • Adjust tone quality while singing.
  • Produce a supported tone using proper breath control for 8 beats.
  • Sing uniform vowels.
  • Properly enunciate beginning and ending consonants.
  • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
  • Respond appropriately to the cues of a conductor.
Creating
  • Recognize standard notation symbols used in music.
  • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
Reading/ Writing
  • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
  • Interpret standard notation symbols for pitches in the treble clef.
  • Identify key signatures C, F, and G.
  • Sight-sing unison literature.
  • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
  • Perform scales and their related arpeggios.
  • Demonstrate whole- and half-step patterns in the major scale.
Responding/ Evaluating
  • Respond to technical qualities of a performance using music terminology.
  • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

Instrumental
Performing
  • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
  • Demonstrate ability to keep a steady beat.
  • Demonstrate ability to count rhythms in simple meter.
  • Produce a characteristic tone in middle register at different dynamic levels.
  • Demonstrate ability to match pitch with others.
  • Perform at least two major scales and arpeggios or percussion rudiments.
Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
  • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
  • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
  • Vocabulary

    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
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