AE17.MU.HI.I.12

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

AE17.MU.HI.I.12

Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

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.
Creating
  • 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.
Reading/ Writing
  • 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.
Responding/ Evaluating
  • 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
  • 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)
Melody
  • 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)
Harmony
  • 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
    • 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)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • 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 9: Apply criteria to evaluate artistic work.
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