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: Demonstrate proficiency by using the following the following open chords while maintaining a quality tone: A, Am, A7, C, D, D7, E, Em, E7, G.
- Piano: Play I IV V (or I, iv, V) chords (with inversions), hands separately or together.
- Perform a varied repertoire of music while demonstrating technical accuracy, dynamic contrast with an emerging sense of musicality.
- Create small ensembles to allow for a peer-evaluation process.
- 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, meter and key signature.
- Identify and interpret music symbols and terms appropriately while sight-reading a varied repertoire of music.
- Discuss current trends in music and their impact on today's society.
- Create an appropriate melodic line and accompaniment and notate using a technology source.
- Describe ways that technology has altered how humans create, perform and listen to music.
- Develop sight-reading benchmarks and growth goals in line with local guidelines.
- Analyze tempo, dynamics and form in a given piece of music.
- Identify accidentals, including flats, sharps, and naturals within selected repertoire.
- Develop criteria based on the elements of music to support personal preferences for specific music works.
- Compare and contrast selections using appropriate terminology.
- Examine performances of self and others to evaluate the quality and effectiveness while identifying areas for improvement.
- Describe the tone or mood of a selection and identify musical elements within a piece of music that contribute to the overall mood.
- Reflect on the relationship between music and the social and political events at various times in American history.
- Reflect on various live or recorded performances.
Vocabulary
Rhythm
- Beat (strong and weak beats, backbeat, division/ subdivision)
- Notes and Rests (dotted eighth, sixteenth)
- Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
- Tempo (all standard Italian tempo terms, using the metronome to practice)
- Other (triplet, swing eighths)
- Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
- Intervals (compound)
- Staff Notation (double sharps and flats)
- Melodic Figures (motive, theme, trill, passing tone)
- Triads (suspended chords)
- Seventh Chords (five qualities, four inversions, suspensions)
- Function (all diatonic chord functions)
- Cadences (half, authentic, deceptive)
- Lead Sheets
- Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
- Texture (homophonic, polyphonic)
- Dynamics (all standard Italian terms, abbreviations, and symbols)
- Articulation (all standard terms and symbols characteristic to the instrument)
- Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
- Character/ Style (all standard Italian and English terms, exposure to French and German terms)
- Playing techniques/ practice techniques
- Scales and Arpeggios
- I-IV-V7-I/ i-iv-V7-i cadences
- Improvisation (e.g., around circle of fifths)
- Sight-Reading
- Ensemble Playing
- Repertoire, representative of various styles and style periods, memorized and performed
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
