Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
1) Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
2) Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Plan and Make
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 3
Learning Activities: 3
3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
4) Evaluate their own work, applying teacher-provided criteria, such as application of selected elements of music and use of sound sources.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from their teacher.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Present
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
6) Present the final version of their documented personal composition or arrangement, using craftsmanship and originality, to demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Performing
Select
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
7) Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each selection was chosen.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Analyze
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 1
Learning Activities: 1
8) Explain how the structure and the elements of music are used in music selected for performance.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 2
Learning Activities: 2
9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 1
Learning Activities: 1
10) Identify how cultural and historical contexts inform 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:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Interpret
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 1
Learning Activities: 1
11) Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities convey intent.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
12) Identify and apply teacher-provided criteria to rehearse and refine music, and to determine when a piece is ready to perform.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Present
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
13) Perform music with technical accuracy to convey the creator's intent.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
14) Demonstrate performance decorum and audience etiquette appropriate for context, venue, genre, style, and purpose.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Play melodies on the recorder within an octave range, using a pleasing tone quality, both independently and collaboratively.
  • Demonstrate proper posture, hand position and embouchure for playing the recorder.
  • Demonstrate proper pitch control of notes in the lower register of the soprano recorder.
  • Play two-part and three-part recorder arrangements.
  • Perform a varied repertoire of music representing diverse cultures with appropriate dynamics and tempo.
  • Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.
  • Demonstrate a characteristic sound while singing unison or two-part songs.
  • Sing descants to produce harmony.
Creating
  • Demonstrate rhythmic augmentation and diminution in a familiar tune.
  • Improvise, compose and arrange music.
Reading/ Writing
  • Read, write, perform, and compose rhythm patterns and simple melodies in 2/4, 3/4, 4/4, and 6/8.
Responding/ Evaluating
  • Identify members of the recorder family, including soprano, alto, tenor, and bass.
  • Identify the difference between duple and simple meter.
  • Identify irregular meters such as, 7/8 and 5/4.
  • Respond appropriately to the cues of a conductor.
  • Attend live performances and demonstrate appropriate audience etiquette.
  • Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
  • Recognize I, IV, and V chords in the context of a piece of music.
  • Identify composite forms, such as, opera, oratorio, and musical theatre.
  • Identify polyphonic texture.
Responding
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Select
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 1
Learning Activities: 1
16) Describe how the elements of music and expressive qualities relate to the structure of musical pieces.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Analyze
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
17) Identify the context of music from a variety of genres, cultures, and historical periods.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Interpret
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
18) Describe a personal interpretation of how creators' and performers' application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Evaluate
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
19) Apply teacher-provided criteria to evaluate musical works or performances.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Sight-read rhythm patterns commonly found in middle-level literature.
  • Sight-read eight-beat, stepwise, and unison melodic patterns.
  • Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc.
Creating
  • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
Reading/ Writing
  • Identify stylistic elements of a piece of music based on markings in the score.
  • Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc.
Responding/ Evaluating
  • Identify the names of the lines and spaces in the bass clef.
  • Identify accidentals, including flats, sharps, and naturals.
  • Reflect on a variety of live or recorded music performances.
Connecting
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Essential Questions:
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Select music for community performances based on social/cultural contexts.
Creating
  • Using music notation software, create simple rhythmic and melodic phrases that reflect a given style/genre.
Reading/ Writing
  • Demonstrate fluency in reading standard notation by performing simple diatonic phrases on a pitched instrument.
Responding/ Evaluating
  • Identify the relationship of American music to American History.
  • Identify characteristic differences in music of various cultures.
  • Identify the major periods, genres and composers in the development of Western and non-Western music.
    • Connect these periods, genres, and composers to significant events in world history.
  • Identify instruments associated with the music of a particular culture.
  • Identify ensembles which are unique to specific cultures.
  • Compare and contrast subject matter common to music and other subject areas.
  • Identify uses for technology in music.
  • Communicate the importance of music in everyday life.
  • Describe ways that music relates to other art forms using appropriate terminology.
  • Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines.