Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
1) Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music or texts studied in rehearsal.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 3
Learning Activities: 3
2) Select and draft melodic and rhythmic ideas or motives that demonstrate understanding of the characteristics of music or texts studied in rehearsal.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
3) Preserve draft compositions and improvisations through standard notation and audio recording with guidance.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
4) Evaluate and refine draft compositions and improvisational skills based on knowledge and teacher-provided criteria.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
5) Share personally-developed melodic and rhythmic ideas or motives - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
    • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
      • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
        • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

          • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
            • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Performing
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
6) Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Present
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
  • Blend
  • Sight-reading
  • Transpose
  • Compose
  • Arrange
  • Improvise
  • Audience Etiquette
  • Performer Etiquette
Skill Examples:
Choral
Performing
  • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
  • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
  • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
  • Demonstrate chest and head voices while singing individually and in groups.
  • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
  • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
  • Demonstrate correct posture.
  • Adjust tone quality while singing.
  • Produce a supported tone using proper breath control for 8 beats.
  • Sing uniform vowels.
  • Properly enunciate beginning and ending consonants.
  • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
  • Respond appropriately to the cues of a conductor.
Creating
  • Recognize standard notation symbols used in music.
  • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
Reading/ Writing
  • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
  • Interpret standard notation symbols for pitches in the treble clef.
  • Identify key signatures C, F, and G.
  • Sight-sing unison literature.
  • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
  • Perform scales and their related arpeggios.
  • Demonstrate whole- and half-step patterns in the major scale.
Responding/ Evaluating
  • Respond to technical qualities of a performance using music terminology.
  • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

Instrumental
Performing
  • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
  • Demonstrate ability to keep a steady beat.
  • Demonstrate ability to count rhythms in simple meter.
  • Produce a characteristic tone in middle register at different dynamic levels.
  • Demonstrate ability to match pitch with others.
  • Perform at least two major scales and arpeggios or percussion rudiments.
Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Analyze
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    7) Demonstrate how knowledge of formal aspects in musical works informs prepared or improvised performances.

    Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Analyze
    Essential Questions:
    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Interpret
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    8) Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.

    Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Interpret
    Essential Questions:
    EU: Performers make interpretive decisions based on their understanding of context and expressive intent
    EQ: How do performers interpret musical works?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Rehearse, Evaluate, and Refine
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    9) Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.

    Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Process Components: Rehearse, Evaluate, and Refine
    Essential Questions:
    EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
    EQ: How do musicians improve the quality of their performance?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Present
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    10) Demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

    Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Process Components: Present
    Essential Questions:
    EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
    EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    11) Demonstrate an awareness of the context of the music through prepared and improvised performances.

    Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Process Components: Present
    Essential Questions:
    EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
    EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
    • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
    • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
    		•
    Responding
    Select
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    12) Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.

    Unpacked Content
    Artistic Process: Responding
    Anchor Standards:
    Anchor Standard 7: Perceive and analyze artistic work.
    Process Components: Select
    Essential Questions:
    EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    EQ: How do individuals choose music to experience?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    Analyze
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    13) Identify how knowledge of context and the use of similarities and contrasts impact responses to music.

    Unpacked Content
    Artistic Process: Responding
    Anchor Standards:
    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Process Components: Analyze
    Essential Questions:
    EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
    EQ: How does understanding the structure and context of music inform a response?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    Interpret
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    14) Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

    Unpacked Content
    Artistic Process: Responding
    Anchor Standards:
    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Process Components: Interpret
    Essential Questions:
    EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    EQ: How do we discern musical creators' and performers' expressive intent?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    Evaluate
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    15) Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

    Unpacked Content
    Artistic Process: Responding
    Anchor Standards:
    Anchor Standard 9: Apply criteria to evaluate artistic work.
    Process Components: Evaluate
    Essential Questions:
    EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
    EQ: How do we judge the quality of musical work(s) and performance(s)?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Perform, with good posture and breath control, a varied repertoire of music representing diverse cultures at a level that includes modest ranges with appropriate dynamics and tempo.
    • Demonstrate and describe proper ensemble techniques including balance, blend, dynamics and correct vowel production.
    Creating
    • Demonstrate the use of dynamics, tempo, meter and tonality through active listening.
    • Identify various careers for musicians.
    Reading/ Writing
    • Read and notate simple melodies in treble and bass clef.
    • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
    Responding/ Evaluating
    • Compare and contrast a variety of live and recorded performances using appropriate terminology.
    • Describe the function of the diaphragm as it relates to singing.
    • Evaluate performances of self and others to determine accuracy of pitch, rhythm, and clarity of diction.

    Instrumental
    Performing
    • Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to music.
    • Recognize the use of music for various purposes by performers and listeners in a variety of cultures.
    Creating
    • Identify same and different (fast/slow, loud/soft, high/low, long/short).
    • Listen to and explore the music of various styles, composers, periods, and cultures.
    • Identify a musician and his or her roles (composer, conductor, performer).
    • Identify elements of music using developmentally appropriate vocabulary.
    • Explore selected musical instruments aurally and visually.
    • Attend live music performances.
    Reading/ Writing
    • Discuss and write about observations of voices and instruments heard in performances.
    Responding/ Evaluating
    • Explain how music is used for a variety of purposes and occasions.
    • Discuss how music communicates feelings, moods, images, and meaning.
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    Connecting
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

    Unpacked Content
    Artistic Process: Connecting
    Anchor Standards:
    Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
    Essential Questions:
    EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
    EQ: How do musicians make meaningful connections to creating, performing, and responding?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Sing pieces that recognizes the goals of the early Civil Rights Movement (e.g., "We Shall Overcome").
    Creating
    • Improvise vocal melodies using a neutral syllable over a harmonic accompaniment in the style of Bessie Smith and Florence Mills to demonstrate American culture during the Harlem Renaissance and the Jazz Age.
    • Create time period appropriate non-locomotor movements while singing "I Heard It through the Grapevine" to recognize the impact of music genres and artists on United States' culture since World War II.
    Reading/ Writing
    • Utilize music reading skills to perform the Alabama State Song, "Alabama," and discuss the poetic style and lyrics of social reformer Julia Tutwiler.
    Responding/ Evaluating
    • Analyze the posture of peers to improve sound production in relation to the circulatory, digestive, respiratory, muscular, skeletal, and nervous organ systems.
    • Describe how technological developments have impacted personal music preferences.

    Instrumental
    Performing
    • Sing and play novice-level themes of musical works representative of musical time periods, cultures, styles, and genres.
    • Sing and play novice-level patriotic music and other music of U.
      • S. historical and cultural significance.
    • As appropriate, execute given movements to bring additional meaning to music.
    Creating
    • Discuss the creation process in music.
    • "Spell" words with note letter names (feed, ace, cabbage, etc.) and play them.
    Reading/ Writing
    • Apply novice-level music reading skills to music of various time periods, cultures, styles, and genres.
    • Using maps, identify the birthplace of well-known composers, where works were composed, and places/landmarks serving as inspiration for works.
    • Create simple timelines of musical periods.
    Responding/ Evaluating
    • Listen to music of various musical time periods, cultures, styles, and genres.
    • Listen to well-known patriotic music and other music of historical and cultural significance from the United States.