AE17.MU.TEE.I.6

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

AE17.MU.TEE.I.6
Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

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

Choral
Performing

Create a characteristic tone and produce a wider range of dynamics and musical expression.
With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate fundamental control, technical accuracy, and expressive qualities.
Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
Perform two-part and three-part literature, including selections in a different language.
Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
Perform literature accurately which includes the articulation markings of legato and staccato.
Produce a supported tone with proper breath control for 12 beats.
Produce a consistent blended vocal sound individually in classroom and public performance groups.
Respond vocally to conductor cues indicating meter, entrances, and cutoffs.

Creating

Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
Embellish melodies vocally using neighboring tones.

Reading/ Writing

Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
Interpret standard notation symbols for pitch in two different clefs.
Read and notate melodies in treble and bass clef using key signatures
Sight-sing two- and three-part literature in treble or bass clef.
Identifying the relationship of the key signature to "Do" or 1.
Performing music containing the intervals of a 2^nd, 3^rd, 4^th, 5^th, and octave.
Identify major key signatures up to three flats and sharps.

Responding/ Evaluating

Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Critique vocal performances to determine the accuracy of intonation and vocal techniques.
Discuss how elements of music are used in a work to create images or evoke emotions.

Instrumental
Performing

Demonstrate ability to count rhythms in compound meter.
Produce a characteristic tone in all registers at all dynamic levels.
Perform at least six major scales and arpeggios or percussion rudiments.
Perform chromatic scale at least one octave.

Creating

Demonstrate ability to improvise on basic melodies.
Fill a measure with rests and notes in 6/8 time and Cut Time.

Reading/ Writing

Identify and correctly count/play syncopated rhythms.
Identify and correctly count/play music with multiple endings and repeats.
Identify and correctly count/play music with D.S., D.C., coda, and fine.
Demonstrate ability to correctly play simple sight-reading examples.

Responding/ Evaluating

Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
Demonstrate ability to balance and blend in different textures and orchestrations.

Vocabulary

Choral
Rhythm

Sixteenth notes
Dotted notes/ rhythms
Compound meter
3/4 time
6/8 time
Cut time
Beat
Tempo
Syncopated rhythm

Melody

Intervals of thirds, fourths, and fifths
Subdominant arpeggio
Dominant arpeggio
Relative minor

Harmony

Soprano, alto, tenor, bass
3-part singing (SSA, TTB, SAB)
4-part singing (SATB, SSAA, TTBB)
Chord progression

Form

Rondo
D.S. al Coda
D.C. al Coda

Expression

Legato
Staccato
Tenuto
Accent

Other

Intonation

Instrumental
Rhythm

Dotted Quarter Note
Sixteenth Note & Rest
Compound Meter
6/8
Cut Time
Syncopation