AE17.MU.HI.N.15

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

AE17.MU.HI.N.15
Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music.

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

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.

Creating

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.

Reading/ Writing

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).

Responding/ Evaluating

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)

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 9: Apply criteria to evaluate artistic work.