AE17.MU.TEE.AC.6

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

AE17.MU.TEE.AC.6
Develop and apply criteria to select a varied repertoire to study and perform, based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Choral
Performing

Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
Select a contrasting program (at least three pieces) 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 vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
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 a varied repertoire of four-part literature, including selections in three languages.
Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
Perform literature accurately that uses the marking of marcato.
Responding vocally to conductor cues indicating tempo changes.

Creating

Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
Evaluate vocal performances to identify accuracy of tone and musical effect.
Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
Describe how the use of elements of music affects the aesthetic impact of a music selection.
Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
Assess how elements of music are used in a work to create images or evoke emotions.
Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

Determine style based on music parts and score.
Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.

Responding/ Evaluating

Demonstrate ability to respond to rehearsal and performance to correct errors.
Develop strategies to correct mistakes made during rehearsal and performance.

Vocabulary

Choral
Rhythm

Mixed meter
Syncopation

Melody

Full chromatic scale
Modal melodies
Minor scale

Harmony

Chromatic mediant and submediant chords
Counter melodies
Harmonic sequences

Form

Various cultural forms

Expression

Various culture-specific expressive techniques (ululation, overtone singing, etc.)
Creative intent
Stylistic characteristics
Facial expression
Historical context
Cultural context
Artistic delivery

Instrumental
Rhythm

5/4
6/4
3/8
9/8
12/8
Largo
Grave
Vivace
Presto

Melody

Double Flat
Double Sharp
Relative Minor
Pure Minor
Natural Minor

Harmony

Monophony
Polyphony
Homophony
Tonic
Dominant

Form

Tonic
Dominant
Subdominant
Cadence
Imitation
Counterpoint
Rondo

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.