Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary).

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize expressive intent.

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.

Insight 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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and performance.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators' intent.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style and historical or cultural context of the work.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Identify the ways in which performances convey the formal design, style, and historical/cultural context of the works.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify and implement strategies for improving the technical and expressive aspects of varied works.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Share live or recorded performances of works (both personal and others'), and explain how the elements of music and compositional techniques are used to convey intent.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Create rehearsal plans for musical works, identifying the compositional elements, style, and historical or cultural context of the work.
  • Using established criteria, identify the ways in which performances convey the elements of music, style, and mood.
Creating
  • Analyze a work and show the different techniques the composer uses and describe their effect on the performance.
Reading/ Writing
  • Write a melody following and showing proper use of root position, first inversion and second inversion structures and voice leadings.
Responding/ Evaluating
  • Analyze the elements of music from written and aural examples relating them to style, mood, and context.
  • Describe how the analysis provides models for personal growth as composer, performer, and/or listener.
  • Identify, evaluate, and implement strategies for improving the technical and expressive aspects of various works.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.

Insight 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.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Creating
  • Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
Reading/ Writing
  • Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
Responding/ Evaluating
  • Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Creating
  • Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
Reading/ Writing
  • Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
Responding/ Evaluating
  • Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Develop and support interpretations of varied works, demonstrating an understanding of the composer's' intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Creating
  • Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
Reading/ Writing
  • Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
Responding/ Evaluating
  • Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Creating
  • Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
Reading/ Writing
  • Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
Responding/ Evaluating
  • Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Describe ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Creating
  • Work with their teacher to select pieces of appropriate difficulty to fit a specific theme or idea behind a concert or performance.
Reading/ Writing
  • Write a text to be read at a concert or performance to give the audience appropriate background information about a musical selection before it is performed.
Responding/ Evaluating
  • Listen to their individual performing ensemble rehearse a designated passage of music. Using musical terminology, describe ways in which the ensemble can improve both technically and expressively.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Insight 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
  • Mixed Meter
Harmony
  • Heterophonic
Expression
  • Articulations
  • Stylistic markings
Other
  • Simple Aural Skills (ear training)
  • Simple Sight Reading
  • Melodic Dictation
  • Improvisation
Skill Examples:
Performing
  • Share music through the use of notation, solo or group performance, or technology, and demonstrate how the elements of music and compositional techniques have been employed to realize expressive intent.
Creating
  • Describe and demonstrate how sounds and musical ideas can be used to represent events, memories, visual images, concepts, written texts or storylines.
Reading/ Writing
  • Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, text or storylines in simple forms (binary, ternary, rondo.
Responding/ Evaluating
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, disciplines, varied contexts, and daily life.