Unpacked Content
Essential Questions
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
EQ: How do individuals choose music to experience?
Skills Examples
Performing
- Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
- Piano: Perform a 2-chord song using block or broken chords.
- Perform 2 pieces of contrasting styles to demonstrate proficiency.
- Perform alone and with others a varied repertoire of music selected by students based on their interests.
- Perform in small groups for daily class assessments.
- Demonstrate proper posture and body/ instrument positioning.
- Perform songs of various genres while reflecting appropriate stylistic characteristics.
- Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
- Create a melodic line and notate using a technology source.
- Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
- Read and notate simple melodies in treble and/or bass clef.
- Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
- Develop sight-reading benchmarks and growth goals in line with local guidelines.
- Identify key signatures of 2 major scales.
- Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
- Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
- Analyze a varied repertoire of music to determine differences in tempo.
- Designate dynamic levels to various sections of music by listening only.
- Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
- Compare and contrast a variety of live and recorded performances using appropriate terminology.
- Identify and connect a concept shared between music and another curricular subject.
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)
- 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)
- 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 (phrase, ostinato)
- Texture (melody, bassline, accompaniment)
- Notation (phrase mark, double bar, repeat sign)
- Dynamics (soft/loud, p, mf, f)
- Articulation (staccato, legato)
- Historical significance of instrument
- Posture, hand position, finger numbers, basic playing techniques
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
