Content Standard(s):
Arts Education 13) Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.
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.
Concepts & Vocabulary:
Rhythm
Melody
Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale
Harmony
Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun
Form
Expression
Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass
Other
Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5) Skill Examples:
Performing
Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing intervals on pitch within a major diatonic scale.
Perform melodies on recorder while reading standard and/or iconic music notation.
Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing partner songs to create harmony.
Sight-read and prepare a performance.
Creating
Demonstrate appropriate use of legato and staccato in a song.
Create a personal playlist and explain why each piece was selected.
Improvise, compose and arrange music.
Use technology and the media arts to create and perform music.
Reading/ Writing
Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
Read, write and perform diatonic melodies and the major scale on the treble clef staff.
Identify tempo markings such as allegro, presto, largo, and andante.
Identify ledger-line notes A, B, and C above the treble clef staff.
Identify whole and half steps of the major diatonic scale in printed music.
Recognize the difference between major and minor tonalities.
Write program notes to accompany performances.
Responding/ Evaluating
Discuss melodic and harmonic elements used in a piece of music.
Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
Demonstrate appropriate audience etiquette at live performances.
Write performance reviews of performances.
Arts Education 14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
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.
Concepts & Vocabulary:
Rhythm
Melody
Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale
Harmony
Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun
Form
Expression
Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass
Other
Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5) Skill Examples:
Performing
Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing intervals on pitch within a major diatonic scale.
Perform melodies on recorder while reading standard and/or iconic music notation.
Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing partner songs to create harmony.
Sight-read and prepare a performance.
Creating
Demonstrate appropriate use of legato and staccato in a song.
Create a personal playlist and explain why each piece was selected.
Improvise, compose and arrange music.
Use technology and the media arts to create and perform music.
Reading/ Writing
Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
Read, write and perform diatonic melodies and the major scale on the treble clef staff.
Identify tempo markings such as allegro, presto, largo, and andante.
Identify ledger-line notes A, B, and C above the treble clef staff.
Identify whole and half steps of the major diatonic scale in printed music.
Recognize the difference between major and minor tonalities.
Write program notes to accompany performances.
Responding/ Evaluating
Discuss melodic and harmonic elements used in a piece of music.
Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
Demonstrate appropriate audience etiquette at live performances.
Write performance reviews of performances.
