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: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
- Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
- Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
- Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
- Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
- Define musical vocabulary terms that appear in selected repertoire.
- Identify various composers, historical periods and world cultures found in selected repertoire.
- Describe tempo changes within a piece and what effect that has on the desired performance outcome.
- Develop sight-reading benchmarks and growth goals in line with local guidelines.
- Identify key signatures of 4 major scales.
- Read and notate music which represents a variety of meters and rhythms.
- Analyze music in terms of how it communicates words, feelings, moods, or images.
- Develop constructive feedback to improve and refine musical performances.
- Develop and apply criteria for critiquing more complex performances of live and recorded music.
- Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
- Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
Vocabulary
Rhythm
Circle of Fifths
Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
Triads (four qualities, inversions)
Seventh Chords (M7, Mm7, m7)
Function (tonic, dominant, subdominant)
Cadences (open, closed)
Other (consonance/ dissonance)
Expression
- Beat (division into twos and threes)
- Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
- Notes and Rests (dotted quarter, eighth)
- Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
- Other (syncopation, anticipation, a tempo)
- Scales (chromatic, whole tone, harmonic minor, blues scale)
- Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
- Staff Notation (accidentals, enharmonic notes)
- Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
- Dynamics (pp-ff, cresc., dim.)
- Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
- See Beat and Tempo above
- Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
- Playing techniques/ practice techniques
- Scales and Arpeggios
- I-IV-V7-I/i-iv-V7-i cadences
- Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
- Sight-Reading
- Ensemble Playing
- Repertoire, representative of various styles, memorized and performed
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
