Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments 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
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments 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
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments 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
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and and two- to three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal 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
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Describe and demonstrate how a varied repertoire of music is selected based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, 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/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, including some based on reading standard notation.

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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, 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/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and describe interpretations and understandings of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, chordal accompaniments, and repertoire pieces.

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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, 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/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and identify practice 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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, 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/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Present
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Music: Harmonizing Instruments - Intermediate
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9) Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or 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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, 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/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Responding
Select
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10) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
  • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
    Analyze
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    Music: Harmonizing Instruments - Intermediate
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    11) Describe how the ways that elements of music are manipulated and knowledge of the context (social and cultural) 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
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
  • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
    Interpret
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    Music: Harmonizing Instruments - Intermediate
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    12) Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

    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
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
  • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
    Evaluate
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    Music: Harmonizing Instruments - Intermediate
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    13) Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.

    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
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
  • Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate / Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Play a 3-chord song using open chords (CAGED) using a down-up strumming pattern.
    • Piano: Play C, G, F, D, A and E major scales, one octave, hands separate.
    • Perform 3 pieces of contrasting styles with varied time signatures to demonstrate proficiency.
    • Perform while focusing on how musical elements such as tempo, melody, harmony and dynamics help convey meaning within a piece.
    • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo and meter.
    Creating
    • Define musical vocabulary terms that appear in selected repertoire.
    • Identify various composers, historical periods and world cultures found in selected repertoire.
    • Describe tempo changes within a piece and what effect that has on the desired performance outcome.
    Reading/ Writing
    • Develop sight-reading benchmarks and growth goals in line with local guidelines.
    • Identify key signatures of 4 major scales.
    • Read and notate music which represents a variety of meters and rhythms.
    Responding/ Evaluating
    • Analyze music in terms of how it communicates words, feelings, moods, or images.
    • Develop constructive feedback to improve and refine musical performances.
    • Develop and apply criteria for critiquing more complex performances of live and recorded music.
    • Examine performances of self and others to determine accuracy of parts in relation to pitch, rhythm, dynamic contrast and phrasing.
    • Discuss personal preferences for certain musical pieces, performance, composers and musical genres.
    Connecting
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    Music: Harmonizing Instruments - Intermediate
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    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
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • 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.
    Creating
    • Choose a melody (from a teacher list) and harmonize with I, IV, and V7 chords.
    • Compose a piece that has a repeated 4-chord pattern (e.g., F G C Am). Choose your own figuration.
    • Choose major or minor pentatonic, and compose a melody in AABA form.
    • Choose a popular song, find/ determine the chord progression, and create your version of the piece.
    Reading/ Writing
    • In a specified key, take dictation (pentatonic melodic patterns).
    • Given a set of written examples, identify a triad shape as root, 1st, or 2nd inversion. Then identify the root of each chord.
    • Notate your pentatonic melody in AABA form (see above).
    • Write letter chord names/ symbols in an appropriate repertoire selection. Block the chords in the piece.
  • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, Note Construction, Interval Identification and Construction, Keyboard and Fretboard Interval Identification and Chord Identification.
  • Responding/ Evaluating
    • Given a list of styles/ periods (Baroque, Classical, Romantic, Impressionist, Modern, Pop, Rock, Jazz, World, etc.), identify the style/ period of listening examples. Discuss.
    • Listen to your teacher play two phrases; decide whether you hear a phrase repeated or antecedent/consequent phrases.
    • 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.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Note, Interval, Chord, and Scale Ear Training.