AE17.MU.TEE.AD.6

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

AE17.MU.TEE.AD.6

Develop and apply criteria to select varied programs 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
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) 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.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, 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 multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.

Vocabulary

Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib

Anchor Standards

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

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme