Content Standard(s):
Arts Education 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.
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 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.
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.
Arts Education 5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.
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.
Concepts & Vocabulary:
Rhythm
Phrase
Notation (standard, invented, or technological)
Melody
Phrase
Notation (standard, invented, or technological)
Harmony
Phrase
Accompaniment
Progression
Form
Binary form (AB)
Ternary form (ABA)
Style
Genre
Structure (melodic, rhythmic, and harmonic)
Expression
Other
Age-appropriate audience and performer etiquette Skill Examples:
Performing
Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
Perform middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.
Creating
Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
Compose melodic and/or rhythmic phrases.
Compose accompaniments using I, IV, and V chords.
Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
Create musical compositions in AB form using instruments or technology.
Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
Using notation (standard, invented, and/or through technology) record musical ideas.
Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
Respond, using appropriate vocabulary, to personal musical creations.
Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Arts Education 12) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Concepts & Vocabulary:
Choral Rhythm
Sixteenth notes
Dotted notes/ rhythms
Compound meter
3/4 time
6/8 time
Cut time
Beat
Tempo
Syncopated rhythm
Melody
Intervals of thirds, fourths, and fifths
Subdominant arpeggio
Dominant arpeggio
Relative minor
Harmony
Soprano, alto, tenor, bass
3-part singing (SSA, TTB, SAB)
4-part singing (SATB, SSAA, TTBB)
Chord progression
Form
Rondo
D.S. al Coda
D.C. al Coda
Expression
Legato
Staccato
Tenuto
Accent
Other
Instrumental Rhythm
Dotted Quarter Note
Sixteenth Note & Rest
Compound Meter
6/8
Cut Time
Syncopation
Melody
Minor
Theme
Upper Register
Lower Register
Conjunct
Disjunct
Harmony
Form
Endings
Dal Segno (D.S.)
Da Capo (D.C.)
Coda
Fin
Expression
Pianissimo Fortissimo Crescendo
Decrescendo
Diminuendo
Fermata
Other
Alternate Fingerings
Conducting Patterns
Gesture
Cue
Cutoff Skill Examples:
Choral Performing
Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
Respond appropriately to the cues of a conductor during performance and rehearsal.
Creating
Describe a varied repertoire of music using correct music vocabulary.
Define vocabulary and music terms in all rehearsal and performance music.
Reading/ Writing
Demonstrate sight-reading abilities at an age-appropriate level of complexity.
Read and notate music which represents a variety of meters and rhythms.
Responding/ Evaluating
Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast. Instrumental Performing
Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
Sing, move, and respond to music from world cultures and different composers.
Improvise and compose simple rhythmic and melodic phrases.
Creating
Listen to and identify to music of different composers, historical periods and world cultures.
Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
Reading/ Writing
Notice and describe what is heard in selected pieces of music and compare responses to those of others.
Responding/ Evaluating
Analyze music in terms of how it communicates words, feelings, moods, or images.
Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
Use constructive feedback to improve and refine musical performance.
Develop and apply criteria for critiquing more complex performances of live and recorded music.
Arts Education 10) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Concepts & Vocabulary:
Rhythm
Beat (division into twos and threes)
Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
Notes and Rests (dotted quarter, eighth)
Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
Other (syncopation, anticipation, a tempo)
Melody
Scales (chromatic, whole tone, harmonic minor, blues scale)
Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
Staff Notation (accidentals, enharmonic notes)
Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
Circle of Fifths
Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
Triads (four qualities, inversions)
Seventh Chords (M7, Mm7, m7)
Function (tonic, dominant, subdominant)
Cadences (open, closed)
Other (consonance/ dissonance)
Expression
Dynamics (pp-ff, cresc., dim. )
Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
See Beat and Tempo above
Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate / Intermediate student)
Playing techniques/ practice techniques
Scales and Arpeggios
I-IV-V7-I/i-iv-V7-i cadences
Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
Sight-Reading
Ensemble Playing
Repertoire, representative of various styles, memorized and performed Skill Examples:
Performing
Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
Creating
Define musical vocabulary terms that appear in selected repertoire.
Identify various composers, historical periods and world cultures found in selected repertoire.
Describe tempo changes within a piece and what effect that has on the desired performance outcome.
Reading/ Writing
Develop sight-reading benchmarks and growth goals in line with local guidelines.
Identify key signatures of 4 major scales.
Read and notate music which represents a variety of meters and rhythms.
Responding/ Evaluating
Analyze music in terms of how it communicates words, feelings, moods, or images.
Develop constructive feedback to improve and refine musical performances.
Develop and apply criteria for critiquing more complex performances of live and recorded music.
Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
Digital Literacy and Computer Science 15) Identify emerging technologies in computing.
Unpacked Content
Evidence Of Student Attainment:
Students will:
research and report on emerging technologies and their possible impacts on mankind. Knowledge:
Students know:
how to research for emerging technologies. Skills:
Students are able to:
gather information about new products.
share information in a legal and responsible way. Understanding:
Students understand that:
technology is ever changing.
Digital Literacy and Computer Science 14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
Unpacked Content
Evidence Of Student Attainment:
Students will:
identify emerging technologies and share impacts to society. Knowledge:
Students know:
all technologies impact society in some way. Skills:
Students are able to:
identify impacts of emerging technologies. Understanding:
Students understand that:
emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
Digital Literacy and Computer Science 14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.
Unpacked Content
Evidence Of Student Attainment:
Students will:
research current events related to computing.
analyze possible effects of current events on education, the workplace, individuals, communities, and global society. Knowledge:
Students know:
technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology. Skills:
Students are able to:
analyze current events related to computing.
analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society. Understanding:
Students understand that:
it is important to examine the benefits and costs associated with implementing new technology.
