AE17.MU.TEE.AD.7

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

AE17.MU.TEE.AD.7
Examine, evaluate, and critique how the structure and context impact and inform prepared and improvised performances.

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

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