Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
1) Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
2) Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
3) Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
4) Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
  • http://www.almta.org/AMTA_Member_Handbook.pdf
Creating
  • Compose a sixteen-measure piece in the style of a designated period or composer.
Reading/ Writing
  • Guitar: Identify all notes on the fingerboard by note name and its corresponding note placement on the staff. Recite vertically on fingerboard going string to string one fret at a time. Ex. Fret One: String 1-F-5th line of staff, String 2-C-3rd space, String 3, G#, Ab- 3rd line, 2nd space, String 4, D-first space below, String 5, A-2nd ledger line below, String 6, E-4th space below. Repeat for all twelve frets up to the octave.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
5) Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Performing
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
6) Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Performing
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
7) Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator's intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Performing
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
8) Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Performing
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
9) Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
Creating
  • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
  • Compose a piece using modes other than minor/ major for melody and harmony.
  • Compose a piece using a 12-tone row.
  • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
  • Reharmonize a familiar hymn tune using jazz chords.
Reading/ Writing
  • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
10) Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
Responding
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
11) Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context (social, cultural, and historical) and creative decisions inform the response.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
Responding
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
12) Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
Responding
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
13) Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally-developed and established criteria, personal decision making, and knowledge and understanding of context.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
    • Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Improvise a 16-measure melody over a given chord progression.
  • Piano: Perform all major and minor scales 2 octaves, hands together.
  • Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions of a varied repertoire of musical styles/ genres.
  • Identify non-traditional harmonic progressions in selected music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Evaluate personal musical career choices and determine the path to achieve these goals.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
14) 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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V V
    • I viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Choose and perform a repertoire piece from a wide selection in at least two of the following styles/ periods.
    • Baroque
    • Classical
    • Romantic
    • Impressionist
    • Modern
    • Pop/ Rock/ Jazz/ World
  • Understand and interpret all expression markings in repertoire played.
  • Perform at least one duet or ensemble piece; discuss the challenges of ensemble work.
  • Perform a composition of your own.
  • Choose repertoire to perform for an event with a specific purpose or function (e.g., church, wedding).
Creating
  • Choose a well-known melody and write a set of variations, one in each of several styles (Baroque, Classical, Romantic, Impressionist, Modern, Pop/ Rock/ Jazz/ World).
  • Realize a Baroque bassline with figured bass and practice it until you are proficient. Then write modern letter chord symbols above the staff. If desired, "realize" the progression in a modern style.
  • Looking at the circle of fifths chart, play and improvise on three chords as follows:
    • Two adjacent chords (C/F/G)
    • One away (C/Bb/D)
    • Two away (C/Eb/A)
    • Three away (C/Ab/E)
    • Four away (C/Db/B)
    • Five away (C/Gb)
  • Learn or create a rhythmic chord figuration that contains 3 against 4 (e.g., eighth note triplets against four 16th notes). When proficient, change to other chords to create an improvisation.
Reading/ Writing
  • With links to Music Theory.Net Customized Exercises, become proficient at exercises at Advanced Levels.
  • Given excerpts with advanced notation conventions, study and perform for the teacher without help.
Responding/ Evaluating
  • Identify the period/ style/ composer/ form of listening selections. Discuss.
  • Analyze each repertoire piece, identify the form, and label each formal section. Analyze and write in the chord progression(s) with letter and Roman numeral analysis, and identify modulation and cadences.
  • Identify different types of non-harmonic tones in repertoire and determine the how to perform each type (accented/not accented, etc.).
  • Listen to several different recordings of each of your repertoire pieces (YouTube, purchase from Amazon, CD, teacher, etc.). Analyze what you like/don't like about each performance. Decide what you can do to improve your performance of the piece.
  • Video yourself performing a repertoire piece. Notice your posture and hand position, good points of the performance, and spots that need practice. Work on problem spots and re-record. Repeat several times during the last two weeks before the performance of a piece.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training on several advancing levels.