Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
1) Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Create melodies based on major, and minor scale patterns in a variety of keys.
  • Harmonize melodies using major, minor, and seventh chords.
  • Visualize and recite the corresponding note-staff placement of each note on the instrument: example: Guitar-vertically recite the notes on the first fret going string to string: -1-F-treble clef 5th line, 2-C-3rd space, 3-G#-2nd line, etc. repeat up the fingerboard. Use similar concept for piano.
Reading/ Writing
  • Create a timeline chart of major composers for the appropriate instrument: example: piano-Bach, Mozart, Beethoven, Chopin, etc., guitar-Sanz, Sor, Carulli, Tarrega, Villa Lobos, etc.
Responding/ Evaluating
  • Listen to several pieces by each of the major composers for your instrument. Write a list of the typical characteristics of each composer's compositional style. Research each composer's compositional style to confirm/expand your findings.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
2) Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Create melodies based on major, and minor scale patterns in a variety of keys.
  • Harmonize melodies using major, minor, and seventh chords.
  • Visualize and recite the corresponding note-staff placement of each note on the instrument: example: Guitar-vertically recite the notes on the first fret going string to string: -1-F-treble clef 5th line, 2-C-3rd space, 3-G#-2nd line, etc. repeat up the fingerboard. Use similar concept for piano.
Reading/ Writing
  • Create a timeline chart of major composers for the appropriate instrument: example: piano-Bach, Mozart, Beethoven, Chopin, etc., guitar-Sanz, Sor, Carulli, Tarrega, Villa Lobos, etc.
Responding/ Evaluating
  • Listen to several pieces by each of the major composers for your instrument. Write a list of the typical characteristics of each composer's compositional style. Research each composer's compositional style to confirm/expand your findings.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
3) Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Create melodies based on major, and minor scale patterns in a variety of keys.
  • Harmonize melodies using major, minor, and seventh chords.
  • Visualize and recite the corresponding note-staff placement of each note on the instrument: example: Guitar-vertically recite the notes on the first fret going string to string: -1-F-treble clef 5th line, 2-C-3rd space, 3-G#-2nd line, etc. repeat up the fingerboard. Use similar concept for piano.
Reading/ Writing
  • Create a timeline chart of major composers for the appropriate instrument: example: piano-Bach, Mozart, Beethoven, Chopin, etc., guitar-Sanz, Sor, Carulli, Tarrega, Villa Lobos, etc.
Responding/ Evaluating
  • Listen to several pieces by each of the major composers for your instrument. Write a list of the typical characteristics of each composer's compositional style. Research each composer's compositional style to confirm/expand your findings.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
4) Perform final versions of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Create melodies based on major, and minor scale patterns in a variety of keys.
  • Harmonize melodies using major, minor, and seventh chords.
  • Visualize and recite the corresponding note-staff placement of each note on the instrument: example: Guitar-vertically recite the notes on the first fret going string to string: -1-F-treble clef 5th line, 2-C-3rd space, 3-G#-2nd line, etc. repeat up the fingerboard. Use similar concept for piano.
Reading/ Writing
  • Create a timeline chart of major composers for the appropriate instrument: example: piano-Bach, Mozart, Beethoven, Chopin, etc., guitar-Sanz, Sor, Carulli, Tarrega, Villa Lobos, etc.
Responding/ Evaluating
  • Listen to several pieces by each of the major composers for your instrument. Write a list of the typical characteristics of each composer's compositional style. Research each composer's compositional style to confirm/expand your findings.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
5) Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of styles.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
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?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
    • Creating
    • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
    • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
    Reading/ Writing
    • Use staff paper or notation software to notate your composition or improvisation.
    • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
    • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
6) Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
    • Creating
    • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
    • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
    Reading/ Writing
    • Use staff paper or notation software to notate your composition or improvisation.
    • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
    • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
7) Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
    • Creating
    • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
    • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
    Reading/ Writing
    • Use staff paper or notation software to notate your composition or improvisation.
    • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
    • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
8) Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performances.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
Creating
  • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
  • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
Reading/ Writing
  • Use staff paper or notation software to notate your composition or improvisation.
  • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
  • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
9) Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
Creating
  • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
  • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
Reading/ Writing
  • Use staff paper or notation software to notate your composition or improvisation.
  • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
  • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
10) Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified purpose and context.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
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?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: Demonstrate various finger styles including classical, flamenco and folk.
  • Piano: Perform all 12 major scales, 2 octaves, hands together.
  • Sing or play advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
  • Perform a solo that is for a specific purpose, interest, or experience and explain your choices.
  • Select music of varied cultures, styles, historical time periods and/or genres and discuss musical interpretation and a composer's use of musical elements to influence the overall expressive intent.
Creating
  • Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.
  • Compose a harmonic accompaniment to a given melody using I, IV and V chords.
  • Improvise a melodic line using chord progressions and symbols provided by the instructor.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Analyze tempo, dynamics, form and harmonic progression in a selected piece of music.
  • Develop a portfolio/ resume/ vita based on personal music experiences that represent exemplary skills, abilities, and accomplishments.
  • Create a set of program notes for an actual or imagined performance of solo and ensemble literature of varying styles and historical periods.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent. Cite specific examples and use appropriate vocabulary.
Responding/ Evaluating
  • Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
11) Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections informs the response.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: Demonstrate various finger styles including classical, flamenco and folk.
  • Piano: Perform all 12 major scales, 2 octaves, hands together.
  • Sing or play advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
  • Perform a solo that is for a specific purpose, interest, or experience and explain your choices.
  • Select music of varied cultures, styles, historical time periods and/or genres and discuss musical interpretation and a composer's use of musical elements to influence the overall expressive intent.
Creating
  • Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.
  • Compose a harmonic accompaniment to a given melody using I, IV and V chords.
  • Improvise a melodic line using chord progressions and symbols provided by the instructor.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Analyze tempo, dynamics, form and harmonic progression in a selected piece of music.
  • Develop a portfolio/ resume/ vita based on personal music experiences that represent exemplary skills, abilities, and accomplishments.
  • Create a set of program notes for an actual or imagined performance of solo and ensemble literature of varying styles and historical periods.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent. Cite specific examples and use appropriate vocabulary.
Responding/ Evaluating
  • Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
12) Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and varied researched sources.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
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?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: Demonstrate various finger styles including classical, flamenco and folk.
  • Piano: Perform all 12 major scales, 2 octaves, hands together.
  • Sing or play advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
  • Perform a solo that is for a specific purpose, interest, or experience and explain your choices.
  • Select music of varied cultures, styles, historical time periods and/or genres and discuss musical interpretation and a composer's use of musical elements to influence the overall expressive intent.
Creating
  • Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.
  • Compose a harmonic accompaniment to a given melody using I, IV and V chords.
  • Improvise a melodic line using chord progressions and symbols provided by the instructor.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Analyze tempo, dynamics, form and harmonic progression in a selected piece of music.
  • Develop a portfolio/ resume/ vita based on personal music experiences that represent exemplary skills, abilities, and accomplishments.
  • Create a set of program notes for an actual or imagined performance of solo and ensemble literature of varying styles and historical periods.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent. Cite specific examples and use appropriate vocabulary.
Responding/ Evaluating
  • Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
13) Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for listening.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: Demonstrate various finger styles including classical, flamenco and folk.
  • Piano: Perform all 12 major scales, 2 octaves, hands together.
  • Sing or play advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.
  • Perform a solo that is for a specific purpose, interest, or experience and explain your choices.
  • Select music of varied cultures, styles, historical time periods and/or genres and discuss musical interpretation and a composer's use of musical elements to influence the overall expressive intent.
Creating
  • Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.
  • Compose a harmonic accompaniment to a given melody using I, IV and V chords.
  • Improvise a melodic line using chord progressions and symbols provided by the instructor.
  • Interpret music symbols in terms of historical and stylistic contexts.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Analyze tempo, dynamics, form and harmonic progression in a selected piece of music.
  • Develop a portfolio/ resume/ vita based on personal music experiences that represent exemplary skills, abilities, and accomplishments.
  • Create a set of program notes for an actual or imagined performance of solo and ensemble literature of varying styles and historical periods.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent. Cite specific examples and use appropriate vocabulary.
Responding/ Evaluating
  • Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.
  • Describe how music reflects the social and political events of history and the role of the musician in history and culture.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Describe how the use of elements of music affects the aesthetic impact of a music selection.
  • Describe the use of elements of music as they relate to expression in a varied repertoire of music.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Essential Questions:
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Choose and perform a repertoire piece from a wide selection in at least two of the following styles/ periods.
    • Baroque
    • Classical
    • Romantic
    • Impressionist
    • Modern
    • Pop/ Rock/ Jazz/ World
  • Understand and interpret all expression markings in repertoire played.
  • Perform at least one duet or ensemble piece; discuss the challenges of ensemble work.
  • Perform a composition of your own.
Creating
  • Learn the chord changes of several "standards" in a style that you like. First, "comp" the changes, then play as melody over chords.
  • Looking at the Circle of Fifths chart, play and improvise on two chords as follows:
    • Two adjacent chords (e.g., C and F)
    • One away (e.g., C and Bb)
    • Two away (e.g., C and Eb)
    • Three away (e.g., C and Ab)
    • Four away (e.g., C and Db)
    • Five away (e.g., C and Gb)
  • Learn or create a rhythmic chord figuration that contains 2 against 3 (e.g., eighth note duplets against eighth note triplets). When proficient, change to other chords to create an improvisation.
Reading/ Writing
  • Recognize and write seventh chord and triad shapes with octave doubling (root position and inversions). Transpose to different keys, based on shape.
  • Examine the notation of multi-layered music in which all notes do not change at the same time; perform.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training.
Responding/ Evaluating
  • Given a list of forms (sonatina, prelude, gigue, 12-bar blues, etc.) identify the form of listening examples. Discuss. Then try to identify style/ period/ and composer.
  • Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record. Repeat several times during the last two weeks before the performance of a piece.
  • In a sonata movement, identify and label:
    • exposition, development, and recapitulation
    • motives/ themes presented in the exposition
    • modulation in the exposition
    • motives/ themes treated in the development
    • harmonic progression in the development
  • Listen to several different recordings of each of your repertoire pieces (YouTube, purchase from Amazon, CD, teacher, etc.). Decide what you like/ don't like about each performance. Decide what you can do to improve your performance of the piece.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training.