AE17.MU.HI.N.8

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

AE17.MU.HI.N.8
Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and apply practice strategies to address performance challenges and refine the performances.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

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 5: Develop and refine artistic techniques and work for presentation.