Unpacked Content
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
- Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
- Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
- Demonstrate technical accuracy through appropriate use of Scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
- Perform 3- and/or 4-part literature including selections in two languages
- Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
- Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
- Produce a supported tone with proper breath control for 16 beats.
- Perform literature accurately that indicates an accent mark.
- Respond vocally to conductor cues concerning dynamic contrasts.
- Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director). Improvise harmonies.
- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
- Identify all major key signatures.
- Sight-sing four-part literature.
- Identify the chordal structure within a tonal key.
- Perform music containing all intervals in the diatonic scale.
- Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
- Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
- Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
- Respond to aesthetic qualities of a performance using music terminology.
- Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
- Identify assessment practices that can help demonstrate their learning and progress made in music.
Instrumental
Performing
- Demonstrate ability to count rhythms in all meters including triplets.
- Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
- Perform chromatic scale at least two octaves.
- Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
- Play characteristic vibrato with a relaxed left hand (strings).
- Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
- Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings). Creating
- Demonstrate ability to improvise in all genres and varied styles.
- Compose melodies in all meters, keys, and with added elements of style.
- Compose consonant harmonies to simple melodies.
- Determine style based on performance metrics such as tempo, meter, articulations, etc.
- Determine tonality and harmony based on music parts and score.
- Determine appropriate music to perform based on technical and expressive challenges and context.
- Demonstrate an understanding of context in a varied repertoire of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Triplets
- Natural minor scale and arpeggio
- Harmonic minor scale and arpeggio
- Melodic minor scale and arpeggio
- Raised fourth scale degree
- Lowered seventh scale degree
- Three- and four-part homophony
- Secondary dominant
- Motet
- Madrigal
- Recitative
- Chorale
- Sforzando
- Expressive intent
- Energy
- Articulation
- Style
- Mood
- Accent
- Purpose
- Genre
- Rubric
- Refinement
Instrumental
Rhythm
- Quarter Note Triplets
- Eighth Note Triplets
- Tempo
- Lento
- Allegro
- Consonance
- Dissonance
- Monophonic
- Homophonic
- Polyphonic
- Binary
- AB
- Ternary
- ABA
- Strophic
- Through-Composed
- Ritardando
- Accelerando
- Caesura
- Poco a poco
- Marcato
- Sforzando
- Martelé
- Tremolo
- Multiple-Note Slur
- Hooked Bowings
- Call and Response
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
