Courses of Study

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
• Guitar: Perform solo, accompanied, or in ensemble.
• Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
• http://www.almta.org/AMTA_Member_Handbook.pdf.

Creating

• Compose a simple melody of at least eight measures.
• Harmonize the melody using primary chords I IV V or V7 and/or vi.

Reading/ Writing

• Notate a simple self-composed melody using notational software.
• Sight read an appropriate piece selected by the teacher.

Responding/ Evaluating

• Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
• Guitar: Perform solo, accompanied, or in ensemble.
• Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
• http://www.almta.org/AMTA_Member_Handbook.pdf.

Creating

• Compose a simple melody of at least eight measures.
• Harmonize the melody using primary chords I IV V or V7 and/or vi.

Reading/ Writing

• Notate a simple self-composed melody using notational software.
• Sight read an appropriate piece selected by the teacher.

Responding/ Evaluating

• Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
• Guitar: Perform solo, accompanied, or in ensemble.
• Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
• http://www.almta.org/AMTA_Member_Handbook.pdf.

Creating

• Compose a simple melody of at least eight measures.
• Harmonize the melody using primary chords I IV V or V7 and/or vi.

Reading/ Writing

• Notate a simple self-composed melody using notational software.
• Sight read an appropriate piece selected by the teacher.

Responding/ Evaluating

• Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
• Guitar: Perform solo, accompanied, or in ensemble.
• Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
• http://www.almta.org/AMTA_Member_Handbook.pdf.

Creating

• Compose a simple melody of at least eight measures.
• Harmonize the melody using primary chords I IV V or V7 and/or vi.

Reading/ Writing

• Notate a simple self-composed melody using notational software.
• Sight read an appropriate piece selected by the teacher.

Responding/ Evaluating

• Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.

Artistic Process: Performing

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

Process Components: Select

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
• Pieces can be solo or small ensemble.
• Performances should be contrasting styles and genres.
• Perform a simple melody that you composed.

Creating

• Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
• Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
• Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

• With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
• 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

• Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
• Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Artistic Process: Performing

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

Process Components: Analyze

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
• Pieces can be solo or small ensemble.
• Performances should be contrasting styles and genres.
• Perform a simple melody that you composed.

Creating

• Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
• Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
• Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

• With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
• 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

• Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
• Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Artistic Process: Performing

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

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
• Pieces can be solo or small ensemble.
• Performances should be contrasting styles and genres.
• Perform a simple melody that you composed.

Creating

• Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
• Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
• Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

• With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
• 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

• Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
• Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
• Pieces can be solo or small ensemble.
• Performances should be contrasting styles and genres.
• Perform a simple melody that you composed.

Creating

• Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
• Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
• Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

• With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
• 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

• Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
• Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
• Pieces can be solo or small ensemble.
• Performances should be contrasting styles and genres.
• Perform a simple melody that you composed.

Creating

• Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
• Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
• Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.

Reading/ Writing

• With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
• 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

• Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
• Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
• Piano: Perform a 2-chord song using block or broken chords.
• Perform 2 pieces of contrasting styles to demonstrate proficiency.
• Perform alone and with others a varied repertoire of music selected by students based on their interests.
• Perform in small groups for daily class assessments.
• Demonstrate proper posture and body/ instrument positioning.
• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
• Create a melodic line and notate using a technology source.
• Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
• Read and notate simple melodies in treble and/or bass clef.
• Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.

Reading/ Writing

• Develop sight-reading benchmarks and growth goals in line with local guidelines.
• Identify key signatures of 2 major scales.
• Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
• Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).

Responding/ Evaluating

• Analyze a varied repertoire of music to determine differences in tempo.
• Designate dynamic levels to various sections of music by listening only.
• Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
• Compare and contrast a variety of live and recorded performances using appropriate terminology.
• Identify and connect a concept shared between music and another curricular subject.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
• Piano: Perform a 2-chord song using block or broken chords.
• Perform 2 pieces of contrasting styles to demonstrate proficiency.
• Perform alone and with others a varied repertoire of music selected by students based on their interests.
• Perform in small groups for daily class assessments.
• Demonstrate proper posture and body/ instrument positioning.
• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
• Create a melodic line and notate using a technology source.
• Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
• Read and notate simple melodies in treble and/or bass clef.
• Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.

Reading/ Writing

• Develop sight-reading benchmarks and growth goals in line with local guidelines.
• Identify key signatures of 2 major scales.
• Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
• Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).

Responding/ Evaluating

• Analyze a varied repertoire of music to determine differences in tempo.
• Designate dynamic levels to various sections of music by listening only.
• Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
• Compare and contrast a variety of live and recorded performances using appropriate terminology.
• Identify and connect a concept shared between music and another curricular subject.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
• Piano: Perform a 2-chord song using block or broken chords.
• Perform 2 pieces of contrasting styles to demonstrate proficiency.
• Perform alone and with others a varied repertoire of music selected by students based on their interests.
• Perform in small groups for daily class assessments.
• Demonstrate proper posture and body/ instrument positioning.
• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
• Create a melodic line and notate using a technology source.
• Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
• Read and notate simple melodies in treble and/or bass clef.
• Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.

Reading/ Writing

• Develop sight-reading benchmarks and growth goals in line with local guidelines.
• Identify key signatures of 2 major scales.
• Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
• Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).

Responding/ Evaluating

• Analyze a varied repertoire of music to determine differences in tempo.
• Designate dynamic levels to various sections of music by listening only.
• Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
• Compare and contrast a variety of live and recorded performances using appropriate terminology.
• Identify and connect a concept shared between music and another curricular subject.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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)?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
• Piano: Perform a 2-chord song using block or broken chords.
• Perform 2 pieces of contrasting styles to demonstrate proficiency.
• Perform alone and with others a varied repertoire of music selected by students based on their interests.
• Perform in small groups for daily class assessments.
• Demonstrate proper posture and body/ instrument positioning.
• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
• Create a melodic line and notate using a technology source.
• Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
• Read and notate simple melodies in treble and/or bass clef.
• Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.

Reading/ Writing

• Develop sight-reading benchmarks and growth goals in line with local guidelines.
• Identify key signatures of 2 major scales.
• Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
• Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).

Responding/ Evaluating

• Analyze a varied repertoire of music to determine differences in tempo.
• Designate dynamic levels to various sections of music by listening only.
• Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
• Compare and contrast a variety of live and recorded performances using appropriate terminology.
• Identify and connect a concept shared between music and another curricular subject.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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?

Rhythm

• Beat (steady beat, rit., accel., fermata)
• Meter (2/4, 3/4, 4/4, barline, pickup measure)
• Notes and rests (quarter, half, dotted half, whole)
• Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
• Other (ties)

Melody

• Scales (pentatonic, major, natural minor)
• Intervals (half step, whole step; second, third, fourth, fifth, octave)
• Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
• Melodic figures (step/leap, arpeggio, phrase)

Harmony

• Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
• Triads (root, third, fifth; major and minor qualities)
• Function (tonic, dominant)
• I-IV-V7-I cadences

Form

• Form (phrase, ostinato)
• Texture (melody, bassline, accompaniment)
• Notation (phrase mark, double bar, repeat sign)

Expression

• Dynamics (soft/loud, p, mf, f)
• Articulation (staccato, legato)

Other

• Historical significance of instrument
• Posture, hand position, finger numbers, basic playing techniques

Performing

• Choose and perform two or three repertoire pieces in contrasting styles from a wide selection of choices.
• Understand and interpret the title/ genre/ purpose of the piece (e.g., "March," "Prelude," "Gavotte," "Boogie," "Water Lilies") and all expression markings in repertoire played.
• Perform several repertoire pieces as duets with teacher.
• Perform a composition of your own for the class and/or publicly.

Creating

Given note parameters (e.g., three black keys, FGAB, etc.) improvise above a teacher accompaniment.

"Spell" words with note letter names (feed, ace, cabbage, etc.) and play them. Combine "words" to create a musical phrase.

Compose a pentatonic melody with two phrases; one ending on the dominant and one on the tonic. Repeat with a minor pentatonic scale.

Reading/ Writing

• Given note parameters, for each exercise (e.g., CDE, CEG, ABC, FAC, etc.), take melodic dictation.
• Given note value parameters (e.g., quarter and half, half and whole, etc.), take rhythmic dictation.
• Play, then notate "anchor notes" on the staff.
• With teacher assistance, notate your compositions, on paper, or on music software, such as (free) Noteflight.
• Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, and Note Construction (Beginner Levels).

Responding/ Evaluating

• Given a list of styles to be played (e.g., classical, rock, movie music, jazz, etc.), identify the style of listening examples. Discuss.
• Listen to your teacher play passages with contrasting dynamics, tempos, articulations and identify whether you hear forte or piano, Allegro or Adagio, legato or staccato, etc.
• Class members perform pieces with descriptive titles (e.g., "Heavy Machinery," "Song of the Steppes," "Galop," "Evocation of Butterflies"), and discuss the expressive markings and compositional elements that evoke the image of the title.
• 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.
• Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note Ear Training (pentatonic scale notes).