AE17.MU.TEE.I.16

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

AE17.MU.TEE.I.16
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, andResponding standards. See page 86.

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?

Skills Examples

Choral
Performing

Choose a piece from a varied repertoire in various musical styles.
Identify assessment practices that can help improve students' performance and demonstrate progress.

Creating

Identify social contexts from which music of other cultures evolved.
Identify musical forms used in various historical periods.

Reading/ Writing

Compare and contrast selected composers and their works.
Describe how performance settings affect response of audience (example: church performance vs.

Responding/ Evaluating

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.

Creating

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.

Reading/ Writing

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.

Responding/ Evaluating

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

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