Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Identify, describe, and apply teacher-provided 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share music through the use of notation, performance, or technology, and demonstrate how the elements of music 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Describe the given context and performance medium for presenting personal works, and how they 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
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 style and mood, and explain the implications for rehearsal or 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
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, and mood, explaining 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Create rehearsal plans for works, identifying repetition and variation within the form.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
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 multiple 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
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 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Identify how compositions are appropriate for an audience or 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Select specific passages, sections, or movements in musical works that express personal experiences, moods, or visual images.
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context.
Creating
  • Write a simple melody following basic chord structures.
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, or storylines through composing and arranging.
Reading/ Writing
  • Write a simple melody following basic chord structures using 4-part harmony utilizing major and minor key centers
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.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary), and describe the choices as models for composition.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Develop and explain interpretations of varied works, demonstrating an understanding of the composers' intent by citing technical and expressive aspects as well as the style/genre 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Describe the way(s) in which critiquing others' work and receiving feedback from others can be 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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Reading/ Writing
  • Listen to a teacher selected piece of music and write a short response about the perceived meaning behind the music. What is it describing? Illustrating? What elements of the composition point you to your prediction about its meaning? Following the writing activity, educators should reveal the intended meaning behind the selection and have students discuss with classmates.
Responding/ Evaluating
  • Identify and describe musical elements within a piece of music that contribute to the overall mood of the selection.
    • Describe ways in which a given selection of music could be altered (mode, dynamics, style, key, etc.) so that the selection could evoke a completely different mood, or illustrate a completely different meaning for the listener.
      • Listen to several different performances of the same selection of music, and discuss how the interpretations impact the overall presentation.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Heterophonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Performing
  • Develop interpretations of musical works based on an understanding of the elements of music, style, mood, function, and context. Explain and support how the interpretive choices reflect the composer's intent.
Creating
  • Describe and demonstrate how sounds or musical ideas can be used to represent and express visual images, concepts, texts, storylines through composing and arranging.
Reading/ Writing
  • Share music through the use of notation, performance and/or technology and demonstrate how the elements of music are used to convey expressive intent.
Responding/ Evaluating
  • Demonstrate an understanding of the composer's intent by citing technical and expressive aspects as well as the style/ genre of each work.