Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Plan and Make
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic progressions with more than two chords.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Evaluate and Refine
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Present
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying expressive intent.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
  • Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
  • Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
  • Perform middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
  • Compose melodic and/or rhythmic phrases.
  • Compose accompaniments using I, IV, and V chords.
  • Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
  • Create musical compositions in AB form using instruments or technology.
  • Examine, with guidance, how musical compositions are arranged for various ensembles.
Reading/ Writing
  • Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
  • Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
  • Using notation (standard, invented, and/or through technology) record musical ideas.
  • Cite specific example from music performed or composed that demonstrate the composer's musical intent.
Responding/ Evaluating
  • Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
  • Respond, using appropriate vocabulary, to personal musical creations.
  • Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
  • Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
  • Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.
Performing
Select
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Analyze
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Explain and demonstrate the structure of contrasting pieces of music selected for performance including how elements of music are used.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Identify how cultural and historical contexts inform performances and result in musical intent and meaning.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Interpret
Arts Education (2017)
Grade(s): 7
Music: General
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11) Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Rehearse, Evaluate, and Refine
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12) Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.

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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Present
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Music: General
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13) Perform the music with technical accuracy and stylistic expression to convey the creator's intent.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Responding
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14) Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music technically appropriate for middle level learners.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music from a variety of time periods, cultures, styles, and genres.
  • Select and perform music for a specific purpose (Veterans Day, Black History Month, Holidays, etc.).
  • Discuss how composers use of the elements of music and how the elements contribute to the context, expressive qualities, and technical challenges of the piece.
Creating
  • Create a program of music for performance that examines a culturally significant event (e.g. American Revolution, Mardi Gras, Chinese Lantern Festival, Carnival, etc.) and be able to discuss how composers' use of the elements of music and expressive qualities convey intent.
  • Create, alone or with peers, a variation of a theme found in a piece for performance.
Reading/ Writing
  • Identify, with guidance, the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Identify and perform, with guidance, the use of standard symbols for the elements of music in selected pieces for performance.
  • Compare and Contrast, with guidance, the use of standard symbols for the elements of music of two pieces selected for performance.
  • Compare and contrast, with guidance, the structure (rhythmic, and/or melodic, and/or harmonic) of two pieces selected for performance.
Responding/ Evaluating
  • Develop criteria, with peers and teacher, to evaluate music for performance in musical programs with attention to expressive qualities, technical challenges, purpose and context.
  • Develop a rehearsal plan, with peers and teacher, for music selected for performance.
  • Create program notes for musical performance that discuss the meaning and intent of music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influenced the music selected for performance.
  • Compare and contrast how venue, context, and purpose will influence performer and audience etiquette.
  • (Indoor Concert vs. Outdoor Concert, Rock Concert vs. Symphony Concert, Requiem Mass vs. African American Funeral, etc.)
  • Develop a multimedia presentation to be played before a concert to educate the audience about proper etiquette.
Select
Arts Education (2017)
Grade(s): 7
Music: General
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15) Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of 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
  • Phrase
  • Notation (standard,
  • invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
  • Perform music appropriate for middle level learners that represents personal interests or experiences.
  • Compare and contrast, with guidance, context of music, selected for performance.
Creating
  • Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
  • Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
Reading/ Writing
  • Use standard notation skills, with guidance, to analyze music to be performed.
  • Use standard notation skills, with guidance, to explain music created by self and peers.
  • Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
Responding/ Evaluating
  • Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
  • Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
  • Discuss how musical products are evaluated by professional musicians.
  • Evaluate musical performances and products, with criteria provided by the teacher.
  • Compare and contrast how cultural and societal convention influences responses to music.
  • Develop, with guidance, personal criteria for responding to music.
Analyze
Arts Education (2017)
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Music: General
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16) Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze 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
  • Phrase
  • Notation (standard,
  • invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
  • Perform music appropriate for middle level learners that represents personal interests or experiences.
  • Compare and contrast, with guidance, context of music, selected for performance.
Creating
  • Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
  • Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
Reading/ Writing
  • Use standard notation skills, with guidance, to analyze music to be performed.
  • Use standard notation skills, with guidance, to explain music created by self and peers.
  • Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
Responding/ Evaluating
  • Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
  • Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
  • Discuss how musical products are evaluated by professional musicians.
  • Evaluate musical performances and products, with criteria provided by the teacher.
  • Compare and contrast how cultural and societal convention influences responses to music.
  • Develop, with guidance, personal criteria for responding to music.
Arts Education (2017)
Grade(s): 7
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Identify and compare the context of music from a variety of genres, cultures, and historical periods.

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
  • Phrase
  • Notation (standard,
  • invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
  • Perform music appropriate for middle level learners that represents personal interests or experiences.
  • Compare and contrast, with guidance, context of music, selected for performance.
Creating
  • Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
  • Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
Reading/ Writing
  • Use standard notation skills, with guidance, to analyze music to be performed.
  • Use standard notation skills, with guidance, to explain music created by self and peers.
  • Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
Responding/ Evaluating
  • Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
  • Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
  • Discuss how musical products are evaluated by professional musicians.
  • Evaluate musical performances and products, with criteria provided by the teacher.
  • Compare and contrast how cultural and societal convention influences responses to music.
  • Develop, with guidance, personal criteria for responding to music.
Interpret
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Music: General
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18) Describe a personal interpretation of contrasting works and explain how creators' and performers' application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.

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
  • Phrase
  • Notation (standard,
  • invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
  • Perform music appropriate for middle level learners that represents personal interests or experiences.
  • Compare and contrast, with guidance, context of music, selected for performance.
Creating
  • Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
  • Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
Reading/ Writing
  • Use standard notation skills, with guidance, to analyze music to be performed.
  • Use standard notation skills, with guidance, to explain music created by self and peers.
  • Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
Responding/ Evaluating
  • Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
  • Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
  • Discuss how musical products are evaluated by professional musicians.
  • Evaluate musical performances and products, with criteria provided by the teacher.
  • Compare and contrast how cultural and societal convention influences responses to music.
  • Develop, with guidance, personal criteria for responding to music.
Evaluate
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19) Select from teacher-provided criteria to evaluate musical works or performances.

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
  • Phrase
  • Notation (standard,
  • invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods.
  • Perform music appropriate for middle level learners that represents personal interests or experiences.
  • Compare and contrast, with guidance, context of music, selected for performance.
Creating
  • Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related.
  • Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure.
Reading/ Writing
  • Use standard notation skills, with guidance, to analyze music to be performed.
  • Use standard notation skills, with guidance, to explain music created by self and peers.
  • Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent.
Responding/ Evaluating
  • Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent.
  • Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces.
  • Discuss how musical products are evaluated by professional musicians.
  • Evaluate musical performances and products, with criteria provided by the teacher.
  • Compare and contrast how cultural and societal convention influences responses to music.
  • Develop, with guidance, personal criteria for responding to music.
Connecting
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20) 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
  • Phrase
  • Notation (standard, invented, or technological)
Melody
  • Phrase
  • Notation (standard, invented, or technological)
Harmony
  • Phrase
  • Accompaniment
  • Progression
Form
  • Binary form (AB)
  • Ternary form (ABA)
  • Style
  • Genre
  • Structure (melodic, rhythmic, and harmonic)
Expression
  • Tempo
  • Dynamics
Other
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform music from a variety of sources that relates to the performer's interest and knowledge base.
  • Compare and contrast how performance is different in various Arts disciplines (e.g., Theatre, Visual Arts, Dance, Media Arts).
  • Compare and contrast, with guidance, how context influences performance in multiple Arts disciplines.
  • Examine, with guidance, how performance and creation are related.
Creating
  • Examine, with guidance, how creators in music and other disciplines use knowledge, interests, and personal choices.
  • Compare and contrast, with guidance, how creators in different Arts disciplines express intent in their works.
  • Examine, with guidance, how the creation process is similar and different in Arts disciplines and field outside of the Arts.
  • Examine, with guidance, how originality and craftsmanship are used in music and other disciplines.
Reading/ Writing
  • Compare and contrast, with guidance, how the creation process in music relates to the creation process in other Arts.
  • Compare and contrast, with guidance, how expressive qualities are used in different Arts.
Responding/ Evaluating
  • Interview peers about their musical choices and compare to your personal musical choices.
  • Identify how music is used in various situations, places, and times (e.g., Funerals, Birthdays, Veteran's Day, Classical Period, Civil War).
  • Examine, with guidance, how major historical (national & world) events influence music (e.g., World War II, Civil Rights Movement, Russian Revolution, etc.).
  • Identify, with guidance, how music study can lead to careers in music and other fields.