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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Perform music in a manner that is appropriate to the context of its culture of origin.
• Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

• Improvise melodies representative of distinct cultures studied in rehearsal.
• Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

• Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

• Identify cultural influences in notated music.
• Discuss the origins or reasoning behind cultural composition or performance practices.
• Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

• Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Play all major scales and arpeggios (winds, strings, percussion).
• Play pure minor scales and arpeggios (winds.
strings, percussion).
• Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
• Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

• Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
• Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

• Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
• Describe ways in which concepts of music relate to concepts in other disciplines.

Artistic Process: Creating

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

Process Components: Plan and Make

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

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Perform music in a manner that is appropriate to the context of its culture of origin.
• Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

• Improvise melodies representative of distinct cultures studied in rehearsal.
• Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

• Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

• Identify cultural influences in notated music.
• Discuss the origins or reasoning behind cultural composition or performance practices.
• Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

• Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Play all major scales and arpeggios (winds, strings, percussion).
• Play pure minor scales and arpeggios (winds.
strings, percussion).
• Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
• Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

• Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
• Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

• Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
• Describe ways in which concepts of music relate to concepts in other disciplines.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Perform music in a manner that is appropriate to the context of its culture of origin.
• Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

• Improvise melodies representative of distinct cultures studied in rehearsal.
• Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

• Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

• Identify cultural influences in notated music.
• Discuss the origins or reasoning behind cultural composition or performance practices.
• Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

• Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Play all major scales and arpeggios (winds, strings, percussion).
• Play pure minor scales and arpeggios (winds.
strings, percussion).
• Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
• Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

• Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
• Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

• Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
• Describe ways in which concepts of music relate to concepts in other disciplines.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Perform music in a manner that is appropriate to the context of its culture of origin.
• Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

• Improvise melodies representative of distinct cultures studied in rehearsal.
• Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

• Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

• Identify cultural influences in notated music.
• Discuss the origins or reasoning behind cultural composition or performance practices.
• Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

• Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Play all major scales and arpeggios (winds, strings, percussion).
• Play pure minor scales and arpeggios (winds.
strings, percussion).
• Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
• Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

• Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
• Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

• Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
• Describe ways in which concepts of music relate to concepts in other disciplines.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Perform music in a manner that is appropriate to the context of its culture of origin.
• Publicly present music in a manner that is consistent with the culture of its origin or inspiration.

Creating

• Improvise melodies representative of distinct cultures studied in rehearsal.
• Adapt pre-existing music to the styles of various cultures studied in rehearsal.

Reading/ Writing

• Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
• Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.

Responding/ Evaluating

• Identify cultural influences in notated music.
• Discuss the origins or reasoning behind cultural composition or performance practices.
• Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing

• Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Play all major scales and arpeggios (winds, strings, percussion).
• Play pure minor scales and arpeggios (winds.
strings, percussion).
• Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
• Play alone and with others, music graded 3.5 to 4 and medium advanced.

Creating

• Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
• Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.

Reading/ Writing

• Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
• Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

Responding/ Evaluating

• Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
• Describe ways in which concepts of music relate to concepts in other disciplines.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
• Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
• Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
• Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
• Perform a varied repertoire of four-part literature, including selections in three languages.
• Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
• Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
• Perform literature accurately that uses the marking of marcato.
• Responding vocally to conductor cues indicating tempo changes.

Creating

• Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
• Improvise vocally in various musical styles (examples: jazz or blues).

Reading/ Writing

• Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
• Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
• Identify whole- and half-step patterns in minor scales.

Responding/ Evaluating

• Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
• Evaluate vocal performances to identify accuracy of tone and musical effect.
• Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
• Describe how the use of elements of music affects the aesthetic impact of a music selection.
• Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
• Assess how elements of music are used in a work to create images or evoke emotions.
• Evaluate how musical forms are influenced by history.

Instrumental
Performing

Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.

Perform all-natural minor scales and arpeggios.

Perform non-traditional scales including whole tone, blues, and pentatonic.

Demonstrate ability to perform in all key signatures and read double accidentals.

Perform in the first five positions freely for violins and violas.

Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).

Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).

Creating

Develop personal practice strategies that could be shared amongst peers.

Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.

Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.

Reading/ Writing

• Determine style based on music parts and score.
• Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
Identify the use of cadences to guide musical phrasing.

Responding/ Evaluating

• Demonstrate ability to respond to rehearsal and performance to correct errors.
• Develop strategies to correct mistakes made during rehearsal and performance.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
• Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

• Improvise over chord progressions and symbols provided by the instructor.
• Identify the elements of music across musical styles and world cultures.
• Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

• Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
• Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

• Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

• Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

• Interpret articulations, expressive symbols, and terms while performing.
• Identify and trace the development of music forms across historical periods.
• Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
• Describe the elements of music and their functions.
• Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
• Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

• Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

• Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
• 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.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
• Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

• Improvise over chord progressions and symbols provided by the instructor.
• Identify the elements of music across musical styles and world cultures.
• Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

• Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
• Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

• Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

• Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

• Interpret articulations, expressive symbols, and terms while performing.
• Identify and trace the development of music forms across historical periods.
• Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
• Describe the elements of music and their functions.
• Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
• Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

• Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

• Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
• 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.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
• Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

• Improvise over chord progressions and symbols provided by the instructor.
• Identify the elements of music across musical styles and world cultures.
• Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

• Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
• Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

• Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

• Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

• Interpret articulations, expressive symbols, and terms while performing.
• Identify and trace the development of music forms across historical periods.
• Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
• Describe the elements of music and their functions.
• Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
• Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

• Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

• Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
• 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.

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)?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Independently prepare and accurately perform a varied repertoire of ensemble and solo music showing continuous improvement in performance ability, advanced technique, and complexity.
• Sing advanced literature demonstrating accurate intonation and rhythm, fundamental skills and a high degree of musicality.

Creating

• Improvise over chord progressions and symbols provided by the instructor.
• Identify the elements of music across musical styles and world cultures.
• Interpret music symbols in terms of historical and stylistic contexts.

Reading/ Writing

• Identify the tonality of a given work in relation to intervals, scales, primary and secondary chords, and key relationships.
• Demonstrate sight-reading abilities at an advanced level of complexity.

Responding/ Evaluating

• Apply assessment practices to select, organize and present personal works to show growth and development of musical skills and literacy.

Instrumental
Performing

• Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

Creating

• Interpret articulations, expressive symbols, and terms while performing.
• Identify and trace the development of music forms across historical periods.
• Listen to, analyze and describe various music works on the basis of their stylistic qualities and the historical and cultural contexts in which they were created.
• Describe the elements of music and their functions.
• Identify traditional harmonic progressions in selected repertoire. Identify musical forms used in vocal and instrumental genres from world cultures.
• Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Reading/ Writing

• Discuss how the purpose, meaning, and value of music changes because of the impact of life experiences.

Responding/ Evaluating

• Apply assessment practices to demonstrate the learning and progress made in their development of music skill and music literacy.
• 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.

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?

Choral
Rhythm

• Mixed meter
• Syncopation

Melody

• Full chromatic scale
• Modal melodies
• Minor scale

Harmony

• Chromatic mediant and submediant chords
• Counter melodies
• Harmonic sequences

Form

• Various cultural forms

Expression

• Various culture-specific expressive techniques (ululation, overtone singing, etc.)
• Creative intent
• Stylistic characteristics
• Facial expression
• Historical context
• Cultural context
• Artistic delivery

Instrumental
Rhythm

• 5/4
• 6/4
• 3/8
• 9/8
• 12/8
• Largo
• Grave
• Vivace
• Presto

Melody

• Double Flat
• Double Sharp
• Relative Minor
• Pure Minor
• Natural Minor

Harmony

• Monophony
• Polyphony
• Homophony
• Tonic
• Dominant

Form

• Tonic
• Dominant
• Subdominant
• Cadence
• Imitation
• Counterpoint
• Rondo

Choral
Performing

• Incorporate technology in performing or recording musical performances.

Creating

• Create and notate a simple melody using traditional or digital media.

Reading/ Writing

• Explain how the creative process is used in similar and different ways in music and other arts.

Responding/ Evaluating

• Recognize and describe aesthetic characteristics common to all art forms.
• Compare and contrast a musical work with another work of art (ex. dance, drama, visual art) from the same culture on the basis of cultural influences.

Instrumental
Performing

• Demonstrate how period, culture, style, and genre impacts the interpretation and performance of a given work.
• Independently select music of various time periods, cultures, styles, and genres for study and/or performance. Justify choices for instructors and peers.

Creating

• Improvise rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period.
• Compose rhythmic and melodic patterns up to 16 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.

Reading/ Writing

• Using a variety of available technologies, notate student-composed exercises reflecting various time periods, cultures, styles, and genres.
• With guidance, research and present orally or in written form the historical and cultural background of assigned composers and works.

Responding/ Evaluating

• Listen to recordings of or attend live performances using period and world music instruments.
• Listen to and identify the composer, composition, genre, style, likely birthplace, and cultural influences of various musical work.
• With guidance, analyze music representing various time periods, cultures, styles, and genres.