AE17.MU.T.P.5

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

AE17.MU.T.P.5
Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer’s technical and technological skill.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing

Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
Record an improvised track and describe the expressive elements you used.
Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.

Creating

Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
Create original loops rhythmic loops.
Create original melodic loops.
Create original loops that include both melody and harmony.
Use original loops to create musical forms that are in AB and ABA forms.

Reading/ Writing

Using notation software, notate your original rhythmic and melodic loops.
Using notation software, notate a peer's rhythmic and melodic loops.
Notate warm ups for your band/ choir/ orchestra program.

Responding/ Evaluating

Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).

Vocabulary

Rhythm

Bar line
Beat/ Pulse/ BPM
Click Track
Drum Machine
Duration
Meter
Metronome
Note Values
Quantize
Steady Beat
Tempo
Ties
Time Signature
Traditional and Iconic Notation

Melody

Audio Track
Bass Clef
Clef
Electronic Instrument
Pitch
Pitch Contour
Key Signature (Major)
Traditional and Iconic Notation
Treble Clef

Harmony

Chord
Instrumentation
Layer
Texture
Tonal

Form

"ABA"
"AB"
Blues Form (12-bar)
Bridge
Cut/ Paste
Ending
Improvise
Introduction
Verse-Refrain
Repeat Ending

Expression

Dynamics
Instrumentation
Fading (in/ out)
Mix/ Mixing
Tempo
Volume Levels

Other

Analog
Auxiliary (AUX)
Bandwidth
Channel
Compress/ Compression
Controller
Copyright/ Intellectual Property Rights
Digital Audio Workstation (DAW)
Digital, Digital Tools
Digital Citizenship
Effect(s)
File Types (wav, mp3, etc.)
Loop
Master Tracks (Tempo, Audio)
MIDI Controller
Music Technology History
Normalization
Notate, Notation Software
Piano Roll
Rehearse
Sequence/ Sequencer
Timbre
Track

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.