AE17.MU.TEE.P.6

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

AE17.MU.TEE.P.6
Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

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?

Skills Examples

Choral
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.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).

Reading/ Writing

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.

Responding/ Evaluating

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).

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

Triplets

Melody

Natural minor scale and arpeggio
Harmonic minor scale and arpeggio
Melodic minor scale and arpeggio
Raised fourth scale degree
Lowered seventh scale degree

Harmony

Three- and four-part homophony
Secondary dominant

Form

Motet
Madrigal
Recitative
Chorale

Expression

Sforzando
Expressive intent
Energy
Articulation
Style
Mood
Accent

Other

Purpose
Genre
Rubric
Refinement

Instrumental
Rhythm

Quarter Note Triplets
Eighth Note Triplets
Tempo

Lento
Allegro