Unpacked Content
Essential Questions
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Choose a piece from a varied repertoire in various musical styles. With the teacher's help, work on phrasing to achieve the appropriate expressive quality.
- Identify assessment practices that can help improve students' performance and demonstrate progress.
- Identify social contexts from which music of other cultures evolved.
- Identify musical forms used in various historical periods.
- Compare and contrast selected composers and their works.
- Describe how performance settings affect response of audience (example: church performance vs. school gym performance).
- Describe how roles of composers, performers and others involved in music are similar or different to those involved in other art forms.
- Compare common terms and contrasting definitions used for artistic elements as used in music and other art forms.
Instrumental
Performing
- Sing and play intermediate-level excerpts of musical works representative of musical time periods, cultures, styles, and genres.
- Sing and play intermediate-level world music of historical and cultural significance.
- Demonstrate a basic understanding of how period, culture, style, and genre impact the interpretation and performance of musical works.
- Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
- As appropriate, create and execute movements to bring additional meaning to music.
- Improvise simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period.
- Compose simple rhythmic and melodic patterns up to 4 measures in length within a given style or reflective of a specific county, culture, or period using standard music notation.
- Apply intermediate-level music reading skills to music of various time periods, cultures, styles, and genres.
- Create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
- Listen to and identify the title and composers of well-known patriotic music and other music of historical and cultural significance from the United States.
- Listen to well-known world music and other music of historical and cultural significance.
- Listen to and identify the musical period of various musical work.
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 10: Synthesize and relate knowledge and personal experiences.
