Unpacked Content
Essential Questions
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
EQ: How do we discern musical creators' and performers' expressive intent?
Skills Examples
Choral
Performing
Instrumental
Performing
Performing
- Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
- Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
- Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
- Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
- Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
- Identify non-traditional harmonic progressions in selected music.
- Demonstrate sight-reading abilities at a mastery level of skill and complexity.
- Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
- Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
- Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
- Evaluate personal musical career choices and determine the path to achieve these goals.
Instrumental
Performing
- Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
- Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
- Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
- Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
- Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
- Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
- Define vocabulary in all rehearsed and performed music.
- Identify musical terms and symbols for articulation and expression.
- Identify and trace the development of the elements of music across musical styles and world cultures.
- Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
- Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
- Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
- Apply assessment practices to select, organize and present personal works to show their growth and development in music.
- Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
- Develop and articulate a personal philosophy about the purpose and value of music.
Vocabulary
Choral
Rhythm
Instrumental
Rhythm
Rhythm
- Duplet
- Polyrhythm
- Tonal center/ key relations
- Scale construction
- Non-standard notation
- Transpositions
- Modal
- ionian
- dorian
- phrygian
- lydian
- mixolydian
- aeolian
- locrain
- Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
- Heterophonic
- Homophonic
- Monophonic
- Polyphonic
- Tonal pattern
- Advanced polyphony, such as fugue
- Texture
- Culturally authentic performance
- Sensitivity
- Stylistic expression
- Interpretation
- 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
- Melodic Minor
- Harmonic Minor
- Modes
- Atonal
- Polytonal
- Sonata Form
- Minuet and Trio
- Scherzo
- Rubato
- Cadenza
- Ad lib
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
