AE17.MU.HI.N.5

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

AE17.MU.HI.N.5
Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

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

Performing

Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
Pieces can be solo or small ensemble.
Performances should be contrasting styles and genres.
Perform a simple melody that you composed.

Creating

Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.

Responding/ Evaluating

Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Vocabulary

Rhythm

Beat (steady beat, rit., accel., fermata)
Meter (2/4, 3/4, 4/4, barline, pickup measure)
Notes and rests (quarter, half, dotted half, whole)
Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
Other (ties)

Melody

Scales (pentatonic, major, natural minor)
Intervals (half step, whole step; second, third, fourth, fifth, octave)
Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
Melodic figures (step/leap, arpeggio, phrase)

Harmony

Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
Triads (root, third, fifth; major and minor qualities)
Function (tonic, dominant)
I-IV-V7-I cadences

Form

Form (phrase, ostinato)
Texture (melody, bassline, accompaniment)
Notation (phrase mark, double bar, repeat sign)

Expression

Dynamics (soft/loud, p, mf, f)
Articulation (staccato, legato)

Other

Historical significance of instrument
Posture, hand position, finger numbers, basic playing techniques

Anchor Standards

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