Unpacked Content
Essential Questions
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Skills Examples
Choral
Performing
Instrumental
Performing
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.
- Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
- Embellish melodies vocally using neighboring tones.
- 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 2nd, 3rd, 4th, 5th, and octave.
- Identify major key signatures up to three flats and sharps.
- 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.
- Demonstrate ability to improvise on basic melodies.
- Fill a measure with rests and notes in 6/8 time and Cut Time.
- 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.
- 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
Instrumental
Rhythm
Rhythm
- Sixteenth notes
- Dotted notes/ rhythms
- Compound meter
- 3/4 time
- 6/8 time
- Cut time
- Beat
- Tempo
- Syncopated rhythm
- Intervals of thirds, fourths, and fifths
- Subdominant arpeggio
- Dominant arpeggio
- Relative minor
- Soprano, alto, tenor, bass
- 3-part singing (SSA, TTB, SAB)
- 4-part singing (SATB, SSAA, TTBB)
- Chord progression
- Rondo
- D.S. al Coda
- D.C. al Coda
- Legato
- Staccato
- Tenuto
- Accent
- Intonation
Instrumental
Rhythm
- Dotted Quarter Note
- Sixteenth Note & Rest
- Compound Meter
- 6/8
- Cut Time
- Syncopation
- Minor
- Theme
- Upper Register
- Lower Register
- Conjunct
- Disjunct
- Texture
- Orchestration
- Endings
- Dal Segno (D.S.)
- Da Capo (D.C.)
- Coda
- Fin
- Pianissimo
- Fortissimo
- Crescendo
- Decrescendo
- Diminuendo
- Fermata
- Alternate Fingerings
- Conducting Patterns
- Gesture
- Cue
- Cutoff
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
