Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise musical ideas for a variety of purposes and contexts.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Plan and Make
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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft musical works through standard notation, audio, or video recording.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine varied draft musical works based on appropriate criteria.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share varied, personally-developed musical works, individually or as an ensemble, that address identified purposes and contexts.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Read music composed within non-traditional notation styles.
  • Perform original student compositions in concerts, recitals, or other events open to the public.
Creating
  • Notate and format original compositions or arrangements within a publisher's guidelines.
  • Record and publish performances of original compositions or arrangements.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and rehearse complete musical compositions derived from the stylistic, historical, and cultural contexts studied in rehearsal.
Responding/ Evaluating
  • Engage in student-led critical discourse regarding various compositions.
  • Perform formal and harmonic analyses of notated music.

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Performing
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Examine, evaluate, and critique how the structure and context impact and inform prepared and improvised performances.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances, as well as performers' technical skill to connect with the audience.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire in multiple types of ensembles.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate an ability to connect with audience members through prepared and improvised performances.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Demonstrate concepts and skills to continue the enjoyment of music in community or professional settings.
  • Select three contrasting pieces that include technically/ musically challenging pieces from their ensemble, solo, or chamber literature.
  • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble setting(s) while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, and sense of ensemble.
  • Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
  • Demonstrate technical accuracy through appropriate use of tonal center/ key relations, scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Perform a varied repertoire of multipart literature, including selections in various languages.
  • Perform tempo markings accurately in the literature being performed.
  • Perform dynamic markings accurately in the literature being performed.
  • Perform articulation markings accurately in the literature being performed.
  • Perform solo and ensemble literature independently.
  • Respond vocally to conductor cues.
Creating
  • Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others.
  • Perform using vocal improvisation in various musical styles (examples: jazz, blues, gospel).
Reading/ Writing
  • Interpret a variety of note and rest durations in simple duple, simple triple, compound, triple compound and mixed meters.
  • Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations.
  • Identify three forms of minor scales.
  • Sight-sing multipart literature fluently.
  • Identifying key signatures in all major keys.
  • Performing music that contains accidentals.
  • Counting rhythm patterns, including syncopation, mixed meters, and irregular meters.
  • Performing atonal music.
  • Use advanced technical and interpretive skills to sing difficult literature, which requires the ability to perform music with complex rhythms and meters, attention to phrasing and interpretation, and subtle dynamic changes.
  • Exemplify independence and collaboration as a musician.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
  • Describe how compositional devices and techniques (e.g., motives, imitation, suspension and retrograde) are used to provide unity, variety, tension and release in a music work.
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
  • Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including mixed meter.
  • Perform all minor scales and arpeggios including harmonic and melodic demonstrate ability to perform atonal and non-traditional music including modern techniques.
  • Demonstrate ability to perform music in all genres from all time periods and cultural backgrounds.
  • Within repertoire perform a variety of advanced bow strokes including flautando, sautille, ricochet, and louré (strings).
  • Perform in higher positions across all four strings with the ability to execute large leaps (strings).
  • Cello and Bass players perform and read in the treble clef (strings).
Creating
  • Compose three- and four-part harmonies using correct part writing guidelines.
  • Demonstrate ability to use music as a force in society and culture.
  • Create a personal philosophy of music and its role in society and culture.
Reading/ Writing
  • Determine style, time period, and other music aspects based on music parts and score.
  • Demonstrate mastery of all technical and expressive music markings including modern music techniques.
  • Identify the use of compositional techniques to guide musical phrasing.
Responding/ Evaluating
  • Apply strategies to correct mistakes made during rehearsal and performance.
  • Apply strategies to evaluate others' musical performance based on a consistent rubric.
  • Develop and apply assessment practices to evaluate personal and ensemble performance.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music and individual and ensemble 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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
  • Identify non-traditional harmonic progressions in selected music.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
  • Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing
  • Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
  • Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
  • Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
Creating
  • Define vocabulary in all rehearsed and performed music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
  • Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
Reading/ Writing
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs responses to music.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
  • Identify non-traditional harmonic progressions in selected music.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
  • Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing
  • Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
  • Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
  • Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
Creating
  • Define vocabulary in all rehearsed and performed music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
  • Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
Reading/ Writing
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
  • Identify non-traditional harmonic progressions in selected music.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
  • Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing
  • Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
  • Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
  • Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
Creating
  • Define vocabulary in all rehearsed and performed music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
  • Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
Reading/ Writing
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.

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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Perform a leading part in an ensemble exhibiting exceptional and advanced ensemble, performance, and leadership skills.
  • Independently prepare and perform a variety of ensemble and solo music showing performance ability, skill, and technique well above the complexity level of the music being performed.
  • Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.
Creating
  • Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
  • Improvise over chord progressions in a variety of styles (jazz, blues, and world music).
  • Identify non-traditional harmonic progressions in selected music.
Reading/ Writing
  • Demonstrate sight-reading abilities at a mastery level of skill and complexity.
  • Compose an original work or an arrangement of a pre-existing work for an ensemble performance.
Responding/ Evaluating
  • Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
  • Discuss how people differ in their evaluation of a musical experience based upon their culture, environment, education, values, and personal experiences.
  • Evaluate personal musical career choices and determine the path to achieve these goals.

Instrumental
Performing
  • Develop instrumental solo and /or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
  • Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
  • Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
  • Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
  • Recognize the roles of vocational and avocational musicians in learning, creating, and performing across history and cultures, with focus on the function of music in society.
  • Use multimedia including media arts and music technology to create, analyze, present, record, and disseminate music of a variety of styles.
Creating
  • Define vocabulary in all rehearsed and performed music.
  • Identify musical terms and symbols for articulation and expression.
  • Identify and trace the development of the elements of music across musical styles and world cultures.
  • Analyze various music works from a variety of world cultures, identifying the unique features of expressive content (role of dynamics, movement, sounds of language-pronunciation and tone colors, style, instruments and accompaniment and ornamentation) and determine how these characteristics contribute to performance style while minimizing stylistic bias.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments.
Reading/ Writing
  • Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Responding/ Evaluating
  • Apply assessment practices to select, organize and present personal works to show their growth and development in music.
  • Develop and apply a criterion for evaluating quality and effectiveness of musical performances and compositions.
  • Develop and articulate a personal philosophy about the purpose and value of music.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) 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:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

Instrumental
Rhythm
  • 32nd Notes & Rests
  • 5/8
  • 7/8
  • Mixed Meter
  • Polyrhythm
  • Double Dotted
  • Hemiola
  • Hocket
Melody
  • Melodic Minor
  • Harmonic Minor
  • Modes
Harmony
  • Atonal
  • Polytonal
Form
  • Sonata Form
  • Minuet and Trio
  • Scherzo
Expression
  • Rubato
Other
  • Cadenza
  • Ad lib
Skill Examples:
Choral
Performing
  • Apply assessment practices to demonstrate advancement of musical skills.
Creating
  • Create and notate harmonization of a simple melody using traditional or digital media.
Reading/ Writing
  • Investigate the ethical and legal issues surrounding the access and use of musical works (ex. audio and video recordings; printed sheet music).
Responding/ Evaluating
  • Describe how the purpose, meaning and value of music changes because of the impact of life experiences.

Instrumental
Performing
  • Independently select music of various time periods, cultures, styles, and genres for use on a concert or recital.
  • Study and perform on period and world instruments.
Creating
  • Justify personal improvisational and compositional choices made.
  • Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
Reading/ Writing
  • Construct composer and program notes for a concert or recital.
  • Independently research and present orally or in written form the historical and cultural background of chosen composers and works.
Responding/ Evaluating
  • Independently analyze music representing various time periods, cultures, styles, and genres.
  • Listen to and identify aurally and visually period and world music instruments.