AE17.MU.T.AD.5

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

AE17.MU.T.AD.5

Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer’s technical skill using digital tools, resources, and systems.

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
  • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
  • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
Creating
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
  • Create loops and use them in new compositions.
  • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
  • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
  • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
Reading/ Writing
  • Using notation software, notate different elements of an overall composition.
  • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
Responding/ Evaluating
  • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
  • Write a narrative explaining the choices you used in your own musical creations/ compositions.
  • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
  • Record a video explaining the meaning(s) and inspiration(s) for your work.
  • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.

Vocabulary

Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation

Anchor Standards

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