AE17.MU.TEE.AD.15

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

AE17.MU.TEE.AD.15
Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Choral
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.

Creating

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.

Reading/ Writing

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.

Responding/ Evaluating

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.

Creating

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.

Reading/ Writing

Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.

Responding/ Evaluating

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

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