AE17.MU.TEE.I.13

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

AE17.MU.TEE.I.13
Describe how understanding context and the way the elements of music are manipulated inform responses to music.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Choral
Performing

Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
Respond appropriately to the cues of a conductor during performance and rehearsal.

Creating

Describe a varied repertoire of music using correct music vocabulary.
Define vocabulary and music terms in all rehearsal and performance music.

Reading/ Writing

Demonstrate sight-reading abilities at an age-appropriate level of complexity.
Read and notate music which represents a variety of meters and rhythms.

Responding/ Evaluating

Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing

Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
Sing, move, and respond to music from world cultures and different composers.
Improvise and compose simple rhythmic and melodic phrases.

Creating

Listen to and identify to music of different composers, historical periods and world cultures.
Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.

Reading/ Writing

Notice and describe what is heard in selected pieces of music and compare responses to those of others.

Responding/ Evaluating

Analyze music in terms of how it communicates words, feelings, moods, or images.
Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
Use constructive feedback to improve and refine musical performance.
Develop and apply criteria for critiquing more complex performances of live and recorded music.

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