Courses of Study

Artistic Process: Creating

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

Process Components: Plan and Make

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Creating

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

Process Components: Plan and Make

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Creating

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

Process Components: Plan and Make

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Creating

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

Process Components: Plan and Make

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
• Create a YouTube video to teach the chordal accompaniment for a song.
• Perform alone and with others middle level literature on a variety of classroom instruments.
• Sing alone and with others middle level literature with proper technique.

Creating

• Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
• Compose music to transition between two pieces of music or sections of a song.
• Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
• Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
• Compare and contrast how composers arrange musical products for various ensembles.
• Examine how current events influence the creative process.
• Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.

Reading/ Writing

• Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
• Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
• Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
• Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
• Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
• Identify the structure of composite forms of music.
• Sight read melodic, rhythmic, and/or harmonic passages in composed music.

Responding/ Evaluating

• Create a composition journal (physical or virtual) to document development of musical ideas.
• Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
• Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
• Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
• Compare and contrast selected composers and their work.
• Identify careers in music that are non-performance based.
• Identify and describe ways that technology is used to create music.

Artistic Process: Performing

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

Process Components: Select

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Analyze

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Analyze

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Analyze

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Interpret

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Rehearse, Evaluate, and Refine

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Performing

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

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
• Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
• Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
• Perform middle level appropriate music with good posture and producing an appropriate tone quality.
• Perform music reading standard musical notation.
• Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.

Creating

• Improvise within a provided harmonic structure.
• Compose music for personal and collaborative performance.
• Examine how the creative process influences the performance of music.
• Arrange music for a specific ensemble, and/or instrument, and/or vocal part.

Reading/ Writing

• Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
• Compare
• Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
• Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
• Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
• Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.

Responding/ Evaluating

• Identify and describe ways that technology is used to perform music.
• Identify careers in music that are performance based.
• Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
• Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
• Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
• Develop a personal rehearsal plan for music selected for performance.
• Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.

Artistic Process: Responding

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

Process Components: Select

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

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
• Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
• Compare and contrast the context of music selected for performance.

Creating

• Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
• Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

• Analyze music using standard notation and appropriate vocabulary.
• Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Cite specific examples and use appropriate vocabulary.
• Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
• Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

• Compare and contrast programs of music for connections to history and culture.
• Develop personal criteria based on personal knowledge and skills for including music in performance programs.
• Develop personal criteria based on the elements of music for including music in performance programs.
• Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
• Identify how criteria based on the elements of music support personal preference for specific musical works.
• Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
• Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
• Compare and contrast the context of music selected for performance.

Creating

• Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
• Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

• Analyze music using standard notation and appropriate vocabulary.
• Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Cite specific examples and use appropriate vocabulary.
• Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
• Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

• Compare and contrast programs of music for connections to history and culture.
• Develop personal criteria based on personal knowledge and skills for including music in performance programs.
• Develop personal criteria based on the elements of music for including music in performance programs.
• Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
• Identify how criteria based on the elements of music support personal preference for specific musical works.
• Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Artistic Process: Responding

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

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
• Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
• Compare and contrast the context of music selected for performance.

Creating

• Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
• Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

• Analyze music using standard notation and appropriate vocabulary.
• Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Cite specific examples and use appropriate vocabulary.
• Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
• Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

• Compare and contrast programs of music for connections to history and culture.
• Develop personal criteria based on personal knowledge and skills for including music in performance programs.
• Develop personal criteria based on the elements of music for including music in performance programs.
• Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
• Identify how criteria based on the elements of music support personal preference for specific musical works.
• Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
• Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
• Compare and contrast the context of music selected for performance.

Creating

• Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
• Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

• Analyze music using standard notation and appropriate vocabulary.
• Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Cite specific examples and use appropriate vocabulary.
• Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
• Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

• Compare and contrast programs of music for connections to history and culture.
• Develop personal criteria based on personal knowledge and skills for including music in performance programs.
• Develop personal criteria based on the elements of music for including music in performance programs.
• Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
• Identify how criteria based on the elements of music support personal preference for specific musical works.
• Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
• Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
• Compare and contrast the context of music selected for performance.

Creating

• Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
• Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.

Reading/ Writing

• Analyze music using standard notation and appropriate vocabulary.
• Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
Cite specific examples and use appropriate vocabulary.
• Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
• Compare common terms and how they are used in various pieces to demonstrate intent.

Responding/ Evaluating

• Compare and contrast programs of music for connections to history and culture.
• Develop personal criteria based on personal knowledge and skills for including music in performance programs.
• Develop personal criteria based on the elements of music for including music in performance programs.
• Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
• Identify how criteria based on the elements of music support personal preference for specific musical works.
• Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.

Artistic Process: Connecting

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

EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?

Rhythm

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Melody

• Tension and release
• Phrase
• Notation (standard, iconic, technological)

Harmony

• Texture
• Tension and release
• Sequence
• Notation (standard, iconic, technological)

Form

• Arrangement
• Song structure
• Expanded forms
• Introduction
• Transition
• Coda
• Style
• Genre
• Structure

Expression

• Timbre
• Balance

Other

• Sound sources (instruments, voices, found sounds, & technology)
• Age-appropriate audience and performer etiquettes

Performing

• Explore how context, intent, cultural, and personal knowledge influences the performance of music.
• Explore how the cultural and societal customs of a specific time period or culture influences the performance practice of music.

Creating

• Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
• Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
• Create a multimedia presentation examining similarities and difference of different composers from a specific time period.

Reading/ Writing

• Apply music reading skills to music of various time periods, cultures, styles and genres.
• Compare and contrast how the creation process in music relates to the creation process in other Arts.
• Compare and contrast how expressive qualities are used in different Arts.
• Compare common terms and contrasting definitions used in music and other arts disciplines.

Responding/ Evaluating

• Evaluate music of different time periods and present ways in which music influenced culture and ways in which the culture influenced music.
Use appropriate vocabulary and provide specific musical examples.
• Choose a culturally significant, and/or societal, or historical event (September 11, American Revolution, Great Depression, etc.) and examine how music and the other Arts were used to respond to the experience.
• Explore how certain styles and genres of music represent the experiences of groups of people.
• Describe how composers, performers, and others involved in music are similar and different from those in other art forms.
• Demonstrate how the context and setting influence performance and audience etiquette.