Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

Example: Create chordal accompaniments for "Mary Had a Little Lamb.

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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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • 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.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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 for drafts of simple melodies (such as two phrase) and chordal 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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • 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.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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 simple melodies (such as two-phrase) and chordal 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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • 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.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share final versions of simple melodies (such as two-phrase) and chordal 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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • 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.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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 that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • 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
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Identify prominent melodic and harmonic characteristics in a varied repertoire of music 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • 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
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance.

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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • 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
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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 apply 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • 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
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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 understanding of the audience and the context.

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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • 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
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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10) Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
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Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate and explain, citing evidence, similarities and contrasts in musical selections and how these and knowledge of the context (social or 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation 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 (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Guitar: Perform a 2-chord song using open chords (C, A, G, E, D) and a simple down strumming pattern.
  • Piano: Perform a 2-chord song using block or broken chords.
  • Perform 2 pieces of contrasting styles to demonstrate proficiency.
  • Perform alone and with others a varied repertoire of music selected by students based on their interests.
  • Perform in small groups for daily class assessments.
  • Demonstrate proper posture and body/ instrument positioning.
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Compose an AB form piece using 2 major chords and incorporate whole, half and quarter notes/ rests.
  • Create a melodic line and notate using a technology source.
  • Develop a rhythmic ostinato (percussion) to use while playing simple chord songs and melodies.
  • Read and notate simple melodies in treble and/or bass clef.
  • Read and notate simple rhythm patterns of 2-4 measures in 2/4, 3/4, 4/4, and 6/8.
Reading/ Writing
  • Develop sight-reading benchmarks and growth goals in line with local guidelines.
  • Identify key signatures of 2 major scales.
  • Read a biography on your favorite jazz musician/ composer (or other type notable musician/composer) and listen to 2 of their songs.
  • Complete a slideshow using Prezi (or other slideshow app) to demonstrate your knowledge of an influential Alabama musician (5 slides).
Responding/ Evaluating
  • Analyze a varied repertoire of music to determine differences in tempo.
  • Designate dynamic levels to various sections of music by listening only.
  • Examine performances of self and others to determine accuracy of parts in relation to pitch and rhythm.
  • Compare and contrast a variety of live and recorded performances using appropriate terminology.
  • Identify and connect a concept shared between music and another curricular subject.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Choose and perform two or three repertoire pieces in contrasting styles from a wide selection of choices.
  • Understand and interpret the title/ genre/ purpose of the piece (e.g., "March," "Prelude," "Gavotte," "Boogie," "Water Lilies") and all expression markings in repertoire played.
  • Perform several repertoire pieces as duets with teacher.
  • Perform a composition of your own for the class and/or publicly.
Creating
  • Given note parameters (e.g., three black keys, FGAB, etc.) improvise above a teacher accompaniment.
  • "Spell" words with note letter names (feed, ace, cabbage, etc.) and play them. Combine "words" to create a musical phrase.
  • Compose a pentatonic melody with two phrases; one ending on the dominant and one on the tonic. Repeat with a minor pentatonic scale.
  • Reading/ Writing
    • Given note parameters, for each exercise (e.g., CDE, CEG, ABC, FAC, etc.), take melodic dictation.
    • Given note value parameters (e.g., quarter and half, half and whole, etc.), take rhythmic dictation.
    • Play, then notate "anchor notes" on the staff.
    • With teacher assistance, notate your compositions, on paper, or on music software, such as (free) Noteflight.
    • Become proficient at Music Theory.Net Customized Exercises provided by teacher on Keyboard/ Fretboard Note Identification, and Note Construction (Beginner Levels).
    Responding/ Evaluating
    • Given a list of styles to be played (e.g., classical, rock, movie music, jazz, etc.), identify the style of listening examples. Discuss.
    • Listen to your teacher play passages with contrasting dynamics, tempos, articulations and identify whether you hear forte or piano, Allegro or Adagio, legato or staccato, etc.
    • Class members perform pieces with descriptive titles (e.g., "Heavy Machinery," "Song of the Steppes," "Galop," "Evocation of Butterflies"), and discuss the expressive markings and compositional elements that evoke the image of the title.
    • 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 Ear Training (pentatonic scale notes).