Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic and harmonic ideas, for compositions or improvisations using digital tools.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
  • Use amplification and playback systems to produce and edit sound.
  • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
Creating
  • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
  • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
  • Improvise new lyrics to known songs using digital tools and technology.
  • Identify the properties of sound using developmentally appropriate vocabulary.
Reading/ Writing
  • Explain the role of technology in creating, performing and listening to music.
  • Describe basic MIDI technology and its applications.
  • Differentiate between various entry methods in notation, sequencing and recording.
Responding/ Evaluating
  • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
  • Discuss what digital citizenship means and how it applies to music technology.
  • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select melodic, rhythmic and harmonic ideas, using digital tools and resources.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
  • Use amplification and playback systems to produce and edit sound.
  • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
Creating
  • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
  • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
  • Improvise new lyrics to known songs using digital tools and technology.
  • Identify the properties of sound using developmentally appropriate vocabulary.
Reading/ Writing
  • Explain the role of technology in creating, performing and listening to music.
  • Describe basic MIDI technology and its applications.
  • Differentiate between various entry methods in notation, sequencing and recording.
Responding/ Evaluating
  • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
  • Discuss what digital citizenship means and how it applies to music technology.
  • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
  • Use amplification and playback systems to produce and edit sound.
  • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
Creating
  • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
  • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
  • Improvise new lyrics to known songs using digital tools and technology.
  • Identify the properties of sound using developmentally appropriate vocabulary.
Reading/ Writing
  • Explain the role of technology in creating, performing and listening to music.
  • Describe basic MIDI technology and its applications.
  • Differentiate between various entry methods in notation, sequencing and recording.
Responding/ Evaluating
  • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
  • Discuss what digital citizenship means and how it applies to music technology.
  • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as well as the use of digital tools and resources in the development and organization of musical ideas in developing and organizing musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Present and perform a varied repertoire of music representing diverse genres and cultures using digital tools.
  • Use amplification and playback systems to produce and edit sound.
  • Accurately recognize and interpret pitches, rhythms and other traditional notational symbols.
Creating
  • Demonstrate basic sequencing techniques to manipulate known songs using digital tools.
  • Compose and notate a simple melody as well as melodic variation using traditional and digital tools.
  • Improvise new lyrics to known songs using digital tools and technology.
  • Identify the properties of sound using developmentally appropriate vocabulary.
Reading/ Writing
  • Explain the role of technology in creating, performing and listening to music.
  • Describe basic MIDI technology and its applications.
  • Differentiate between various entry methods in notation, sequencing and recording.
Responding/ Evaluating
  • Describe how the elements of music are used in a given work to make it unique, interesting and expressive.
  • Discuss what digital citizenship means and how it applies to music technology.
  • Research and write about important performers, composers, artists, etc. who contributed to the development of digital music tools and production.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer's technical and technological skill.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Describe how context, structural aspects of the music, and digital media/tools 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:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influences prepared or improvised performances.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Identify and implement rehearsal strategies that improve the technical and expressive aspects of prepared and improvised performances 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:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) 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:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate an understanding of the context of music 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:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create a click track and improvise using a single electronic instrument (virtual instrument) and a controller.
  • Record an improvised track and describe the expressive elements you used.
  • Using virtual instruments, rehearse creating a sequenced piece of electronic music live, on the spot, using either rhythm or melody along with timbre.
  • Select from your electronically created or notated works which one or ones you want to share publicly on your own, or your school's website, or in another public forum.
Creating
  • Use pre-existing melody and/or rhythmic loops in software (like GarageBand, Cubase, Studio One, etc.) to create various musical forms (AB, ABA, etc.)
  • Create original loops rhythmic loops.
  • Create original melodic loops.
  • Create original loops that include both melody and harmony.
  • Use original loops to create musical forms that are in AB and ABA forms.
Reading/ Writing
  • Using notation software, notate your original rhythmic and melodic loops.
  • Using notation software, notate a peer's rhythmic and melodic loops.
  • Notate warm ups for your band/ choir/ orchestra program.
Responding/ Evaluating
  • Self-evaluate two different electronic musical works. Create an audio track that combines both the music you created and a track with you talking about the music at different points that you feel are significant for the listener to understand. Talk about why you made the choices you made for tempo, rhythm, melody, harmony, form, and expression.
  • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for two musical areas (choose two from: rhythm, melody, harmony, form, expression, choice of electronic tools).
Responding
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
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Learning Activities: 0
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11) Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.
Analyze
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
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Learning Activities: 0
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Classroom Resources: 0
Unit Plans: 0
12) Explain how knowledge of the structure (similarities and contrasts), technological aspects, and purpose of the music informs the audience's or performer's response.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.
Interpret
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.
Evaluate
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Click Track
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
Performing
  • Choose an existing musical work to transcribe electronically using digital tools.
  • Listen to a recorded, sequenced or live performance and describe the interpretation or methodology used.
  • Demonstrate rhythmic accuracy through beat construction.
  • Demonstrate knowledge of melodic writing through accurate pitch notation.
  • Accurately interpret pitches, rhythms and any other traditional and non-traditional notation.
Creating
  • Demonstrate knowledge of expressive markings in musical scores.
  • Identify and describe elements of music heard in various types of music, traditional and digital.
  • Create arrangements of familiar melodies using traditional notation, sequencing or digital recording software.
Reading/ Writing
  • Identify the elements of music in a given work using developmentally appropriate vocabulary.
  • Identify the properties of sound in a given work using developmentally appropriate vocabulary.
  • Identify and describe various plugins and tools available within a DAW.
Responding/ Evaluating
  • Evaluate a composition or arrangement by comparing it, through use of a rubric, to similar or exemplar models.
  • Trace the development of electronic music and digital tools from the 1940's to the 1980's.
  • Form and express opinions about music heard in formal and informal live and recorded performances.
Connecting
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Essential Questions:
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Concepts & Vocabulary:
Rhythm
  • Bar line
  • Beat/ Pulse/ BPM
  • Drum Machine
  • Duration
  • Meter
  • Metronome
  • Note Values
  • Quantize
  • Steady Beat
  • Tempo
  • Ties
  • Time Signature
  • Traditional and Iconic Notation
Melody
  • Audio Track
  • Bass Clef
  • Clef
  • Electronic Instrument
  • Pitch
  • Pitch Contour
  • Key Signature (Major)
  • Traditional and Iconic Notation
  • Treble Clef
Harmony
  • Chord
  • Instrumentation
  • Layer
  • Texture
  • Tonal
Form
  • "ABA"
  • "AB"
  • Blues Form (12-bar)
  • Bridge
  • Cut/ Paste
  • Ending
  • Improvise
  • Introduction
  • Verse-Refrain
  • Repeat Ending
Expression
  • Dynamics
  • Instrumentation
  • Fading (in/ out)
  • Mix/ Mixing
  • Tempo
  • Volume Levels
Other
  • Analog
  • Auxiliary (AUX)
  • Bandwidth
  • Channel
  • Compress/ Compression
  • Controller
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital, Digital Tools
  • Digital Citizenship
  • Effect(s)
  • File Types (wav, mp3, etc.)
  • Loop
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Music Technology History
  • Normalization
  • Notate, Notation Software
  • Panning
  • Piano Roll
  • Rehearse
  • Sequence/ Sequencer
  • Timbre
  • Track
Skill Examples:
IMPORTANT NOTE
In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
  • Choose original songs you and your peer composed using a sequencer, audio recording software, and/or notation software to include in an album. Explain the process you used when choosing your song(s).
Creating
  • Work with a peer to compose/ record music for a collaborative new album. During your creation period, keep a journal that tracks your personal and musical influences over time.
  • Take a current (or past) significant event from the news and create a unique sound montage that reflects your thoughts about the event. As you are creating, insert audio of yourself talking about the process you're using and your thoughts about the event and your montage.
  • Using editing tools in your software, amplify (increase or decrease) different sections as part of your interpretation. Consider changing the reverberation and delay in places.
  • Reading/ Writing
    • Notate the main melodic theme from two of the pieces you added to your album.
    • Notate any important rhythmic themes from two of the pieces you added to your album.
    • Define and appropriately use dynamic and other expressive markings used in musical compositions.
    Responding/ Evaluating
    • Create album art that reflects the contents of the album and projects the meaning you want to reflect.
    • Write album notes for your album that reflect what was shared (or will share) at your album release. Discuss how your album arts reflects you and your peer's influences.
    • Read several album reviews in a music-specific magazine or journal. Complete an album review for another peer group in your class/ school. Make sure you interview them and talk about the connections between their influences and their music.