Content Standard(s):
Arts Education 3) Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
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.
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
Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
Perform pre-written musical ideas.
Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
Notate simple rhythms and melodies within a specified meter and tonality.
Creating
Create a 12-bar blues song using appropriate chordal structure and lyrics.
Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
Write an original blues song.
Identify elements of music including tonality, dynamics, tempo and meter.
Identify patterns of whole and half steps in a major scale.
Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
Review and refine a composition.
Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
Identify terms related to form.
Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
Identify vocal timbre as soprano, alto, tenor, or bass.
Write short self-reflections about his/her composition and the creative process.
Arts Education 8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
Example: Compose music in the jazz style and include syncopated rhythms.
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.
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.
