Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods studied in rehearsal.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
  • Demonstrate mastery of a variety of historical performance practices.
Creating
  • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
  • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
Responding/ Evaluating
  • Identify stylistic and historical influences in notated music.
  • Determine similarities and differences among pieces of music from various historical periods.
  • Evaluate the historical authenticity of commercially published music.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
  • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
  • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
  • Play alone and with others, music graded 2.5 to 3 and medium.
Creating
  • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
  • Improvise call and responses.
Reading/ Writing
  • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
  • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
  • Identify the form of large works.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
  • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
  • Demonstrate mastery of a variety of historical performance practices.
Creating
  • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
  • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
Responding/ Evaluating
  • Identify stylistic and historical influences in notated music.
  • Determine similarities and differences among pieces of music from various historical periods.
  • Evaluate the historical authenticity of commercially published music.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
  • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
  • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
  • Play alone and with others, music graded 2.5 to 3 and medium.
Creating
  • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
  • Improvise call and responses.
Reading/ Writing
  • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
  • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
  • Identify the form of large works.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
  • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft compositions and improvisations through standard notation and audio recording.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Plan and Make
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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
  • Demonstrate mastery of a variety of historical performance practices.
Creating
  • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
  • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
Responding/ Evaluating
  • Identify stylistic and historical influences in notated music.
  • Determine similarities and differences among pieces of music from various historical periods.
  • Evaluate the historical authenticity of commercially published music.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
  • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
  • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
  • Play alone and with others, music graded 2.5 to 3 and medium.
Creating
  • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
  • Improvise call and responses.
Reading/ Writing
  • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
  • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
  • Identify the form of large works.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
  • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established 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' 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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
  • Demonstrate mastery of a variety of historical performance practices.
Creating
  • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
  • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
Responding/ Evaluating
  • Identify stylistic and historical influences in notated music.
  • Determine similarities and differences among pieces of music from various historical periods.
  • Evaluate the historical authenticity of commercially published music.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
  • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
  • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
  • Play alone and with others, music graded 2.5 to 3 and medium.
Creating
  • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
  • Improvise call and responses.
Reading/ Writing
  • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
  • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
  • Identify the form of large works.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
  • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share personally-developed melodies, rhythmic passages, and arrangements - individually or as an ensemble - that address identified purposes.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Present
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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform excerpts with stylistic accuracy relative to its historical period or the historical period of its inspiration.
  • Demonstrate mastery of a variety of historical performance practices.
Creating
  • Improvise melodies consistent with the styles of the historical periods studied in rehearsal.
  • Adapt original and/or pre-existing music to the styles of various historical periods studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Compose exercises employing a variety of historical styles and genres (e.g., madrigal, chorale, recitative, etc.).
Responding/ Evaluating
  • Identify stylistic and historical influences in notated music.
  • Determine similarities and differences among pieces of music from various historical periods.
  • Evaluate the historical authenticity of commercially published music.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone within the practical range of the assigned instrument(s) at dynamic ranges between pianissimo and fortissimo.
  • On a steady beat and at slow to quick tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using quarter and eighth note triplets in a variety of meters.
  • Play the concert Db, D, and G scales with arpeggios (winds and percussion). Play scales and arpeggios up to three flats and three sharps (strings). Play the eleven-stroke roll, thirteen-stroke roll, seventeen-stroke roll, single drag, double drag, single ratamacue, triple ratamacue, and controlled open long roll rudiments (percussion). Play a two-octave chromatic scale (winds and percussion).
  • Play alone and with others, music graded 2.5 to 3 and medium.
Creating
  • Improvise simple rhythmic and melodic patterns up to 8 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 8 measures in length within given parameters using standard music notation.
  • Improvise call and responses.
Reading/ Writing
  • Read given rhythmic notation using quarter and eighth note triplets in a variety of meters.
  • Identify by name, define, and/or notate common musical elements (caesura, tremolo, etc.).
  • Identify the form of large works.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 8 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 8 measures in length using quarter and eighth note triplets in a variety of meters.
  • Listen to and dictate simple melodic patterns up to 8 measures in length within a given range.
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
Performing
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or 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: 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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

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: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Interpret
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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Rehearse, Evaluate, and Refine
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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Apply prior knowledge and continue to develop fundamental skills, including characteristic tone.
  • Select a contrasting program from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
  • Demonstrate fundamental voice control while performing varied repertoire of music in ensemble settings, 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.
  • Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.
  • Demonstrate technical accuracy through appropriate use of 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 3- and/or 4-part literature including selections in two languages
  • Perform literature accurately that indicates tempo markings of allegro, andante, and accelerando.
  • Perform literature accurately that indicates dynamic markings including crescendo and decrescendo.
  • Produce a supported tone with proper breath control for 16 beats.
  • Perform literature accurately that indicates an accent mark.
  • Respond vocally to conductor cues concerning dynamic contrasts.
Creating
  • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate the musical ideas of others (teacher/director).
  • Improvise harmonies.
Reading/ Writing
  • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.
  • Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.
  • Identify all major key signatures.
  • Sight-sing four-part literature.
  • Identify the chordal structure within a tonal key.
  • Perform music containing all intervals in the diatonic scale.
  • Count rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
  • Respond to aesthetic qualities of a performance using music terminology.
  • Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
  • Identify assessment practices that can help demonstrate their learning and progress made in music.

Instrumental
Performing
  • Demonstrate ability to count rhythms in all meters including triplets.
  • Perform all twelve major scales and arpeggios or all 40 percussion rudiments.
  • Perform chromatic scale at least two octaves.
  • Manipulate the speed, weight (pressure), and the contact point (sounding point) of the bow on the string to create dynamic ranges between pianissimo and fortissimo (strings).
  • Play characteristic vibrato with a relaxed left hand (strings).
  • Shifting in second and third position for violins and violas, up to fourth position for cellos, and up to fifth position for the Double Bass.
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello and col legno (strings).
  • Creating
    • Demonstrate ability to improvise in all genres and varied styles.
    • Compose melodies in all meters, keys, and with added elements of style.
    • Compose consonant harmonies to simple melodies.
    Reading/ Writing
    • Determine style based on performance metrics such as tempo, meter, articulations, etc.
    • Determine tonality and harmony based on music parts and score.
    • Determine appropriate music to perform based on technical and expressive challenges and context.
    Responding/ Evaluating
    • Demonstrate an understanding of context in a varied repertoire of music.
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Explain how the analysis of passages and understanding the way elements of music are manipulated inform responses to music.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Perform a varied repertoire of music literature while demonstrating technical accuracy, appropriate tone quality, articulation, intonation, with a sense of musicality.
  • Respond accurately to the cues of the director.
Creating
  • Interpret music symbols and terms appropriately while performing a varied repertoire of music.
  • Select personal music experiences that represent well-developed skills, abilities, and accomplishments (ex. preparation for college auditions, portfolio, studio work performances or recordings).
Reading/ Writing
  • Sight-read advanced music at a beginning level of complexity.
  • Analyze harmonic progressions and form in a given piece of music.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Apply assessment practices to demonstrate understanding of fundamental music concepts, appropriate performance practices, and musical literacy.
  • Develop and articulate a personal philosophy of music including its value and purpose in daily life.

Instrumental
Performing
  • Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key, and meter.
  • Demonstrate and use technology and media arts to create, perform, and research music.
Creating
  • Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.
  • Discuss how current developments in music reflect society in reference to the local community and larger world.
  • Describe ways that technology and the media arts are used to create, perform, and listen to music.
  • Recognize and identify historical and cultural contexts (e.g. time and place of a music event) that have influenced music.
Reading/ Writing
  • Develop criteria based on the elements of music to support personal preferences for specific music works.
  • Explain how and why people use and respond to music.
Responding/ Evaluating
  • Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
  • Compare and contrast a varied repertoire of music on the basis of how elements of music are used to create meaning and expression.
  • Express how music performance and settings affect audience response.
  • Compare common terms and contrasting definitions used for various artistic elements used in music and other art forms.
  • Describe how roles of composers, performers, and others involved in music are similar to or different from those in other art forms.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

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
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
  • Demonstrate how the elements of music impact the overall aesthetic of a performance.
Creating
  • Recognize and convey expressive intent in musical performances.
  • Create and notate simple rhythms using traditional or digital media.
Reading/ Writing
  • Relate knowledge and personal experience to performances.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing
  • Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
  • Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
  • Describe how interests and experiences impact the selection of music for study and/or performance.
Creating
  • Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
  • Describe personal improvisational and compositional choices made.
Reading/ Writing
  • Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
  • Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
Responding/ Evaluating
  • Listen to music using period and world music instruments.
  • Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
  • Listen to and identify the genre, birthplace, cultural influences of various musical work.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
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 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Essential Questions:
EU: Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.
EQ: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

Instrumental
Rhythm
  • Quarter Note Triplets
  • Eighth Note Triplets
  • Tempo
    • Lento
    • Allegro
Harmony
  • Consonance
  • Dissonance
  • Monophonic
  • Homophonic
  • Polyphonic
Form
  • Binary
  • AB
  • Ternary
  • ABA
  • Strophic
  • Through-Composed
Expression
  • Ritardando
  • Accelerando
  • Caesura
  • Poco a poco
  • Marcato
  • Sforzando
  • Martelé
  • Tremolo
  • Multiple-Note Slur
  • Hooked Bowings
Other
  • Call and Response
Skill Examples:
Choral
Performing
  • Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
  • Demonstrate how the elements of music impact the overall aesthetic of a performance.
Creating
  • Recognize and convey expressive intent in musical performances.
  • Create and notate simple rhythms using traditional or digital media.
Reading/ Writing
  • Relate knowledge and personal experience to performances.
Responding/ Evaluating
  • Describe how music reflects the social and political events in history.
  • Demonstrate understanding of relationships between music and other disciplines throughout history.

Instrumental
Performing
  • Sing and play musical works representative of varied musical time periods, cultures, styles, and genres.
  • Describe how period, culture, style, and genre impacts the interpretation and performance of a given work.
  • With guidance, select music of various time periods, cultures, styles, and genres for study and/or performance.
  • Describe how interests and experiences impact the selection of music for study and/or performance.
Creating
  • Improvise rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period.
  • Compose rhythmic and melodic patterns up to 8 measures in length within a chosen style or reflective of a specific county, culture, or period using standard music notation.
  • Describe personal improvisational and compositional choices made.
Reading/ Writing
  • Demonstrate proficiency in the application of music reading skills to music of various time periods, cultures, styles, and genres.
  • Using technology, create timelines of major historical/cultural/musical events within periods and outline the lives of well-known composers.
Responding/ Evaluating
  • Listen to music using period and world music instruments.
  • Listen to and identify the title and composers of well-known world music and other music of historical and cultural significance.
  • Listen to and identify the genre, birthplace, cultural influences of various musical work.