AE17.MU.TEE.N.14

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

AE17.MU.TEE.N.14

Identify interpretations of the expressive intent and meaning of musical works, referring to the elementsof music, contexts, and (when appropriate) the setting of the text.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Choral
Performing

Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.

Creating

Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
Identify various careers for musicians.

Reading/ Writing

Read and notate simple melodies in treble and bass clef.
Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.

Responding/ Evaluating

Compare and contrast a variety of live and recorded performances using appropriate terminology.
Describe the function of the diaphragm as it relates to singing.
Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

Instrumental
Performing

Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
Recognize the use of music for various purposes by performers and listeners in a variety of cultures.

Creating

Identify same and different (fast/slow, loud/soft, high/low, long/short).
Listen to and explore the music of various styles, composers, periods, and cultures.
Identify a musician and his or her roles (composer, conductor, performer).
Identify elements of music using developmentally appropriate vocabulary.
Explore selected musical instruments aurally and visually.
Attend live music performances.

Reading/ Writing

Discuss and write about observations of voices and instruments heard in performances.

Responding/ Evaluating

Explain how music is used for a variety of purposes and occasions.
Discuss how music communicates feelings, moods, images, and meaning.
Share ideas about musical selections of various and contrasting styles, composers and musical periods.

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