Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 8
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 harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, and balance, as well as convey expressive intent.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Plan and Make
Arts Education (2017)
Grade(s): 8
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 more complex personal rhythmic phrases, melodic phrases, and harmonic sequences.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate their own work by selecting and applying criteria, including appropriate application of compositional techniques, style, form, and 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 & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Evaluate and Refine
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Present
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
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 the application of compositional techniques for creating unity and variety, tension and release, and balance to convey 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
  • Create a YouTube video to teach the chordal accompaniment for a song.
  • Perform alone and with others middle level literature on a variety of classroom instruments.
  • Sing alone and with others middle level literature with proper technique.
Creating
  • Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
  • Compose music to transition between two pieces of music or sections of a song.
  • Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
  • Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
  • Compare and contrast how composers arrange musical products for various ensembles.
  • Examine how current events influence the creative process.
  • Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
  • Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
  • Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
  • Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
  • Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
  • Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
  • Identify the structure of composite forms of music.
  • Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
  • Create a composition journal (physical or virtual) to document development of musical ideas.
  • Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
  • Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
  • Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
  • Compare and contrast selected composers and their work.
  • Identify careers in music that are non-performance based.
  • Identify and describe ways that technology is used to create music.
Performing
Select
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and explain 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Analyze
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Sight-read simple rhythmic, melodic, and/or harmonic notation in treble or bass clef.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Arts Education (2017)
Grade(s): 8
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 different musical effects.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Interpret
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Perform contrasting pieces of music, demonstrating and explaining how the music's intent is conveyed by their interpretations of the elements of music and expressive qualities.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify and apply personally-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, & 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Present
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform the music with technical accuracy, stylistic expression, and culturally authentic practices 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a varied repertoire of music from different cultures and historical periods and be able to discuss the context, expressive qualities, technical challenges, and reason for selection.
  • Perform a varied repertoire of music and be able to discuss, using appropriate vocabulary, how the composer used the elements of music in each piece.
  • Perform harmonic accompaniments (ukulele, piano, guitar, classroom instruments, etc.) for songs.
  • Perform middle level appropriate music with good posture and producing an appropriate tone quality.
  • Perform music reading standard musical notation.
  • Perform music of various cultures with technical accuracy, stylistic expression, and culturally authentic.
Creating
  • Improvise within a provided harmonic structure.
  • Compose music for personal and collaborative performance.
  • Examine how the creative process influences the performance of music.
  • Arrange music for a specific ensemble, and/or instrument, and/or vocal part.
Reading/ Writing
  • Create a presentation, using appropriate vocabulary and specific musical examples, comparing the structure and use of musical elements in music selected for performance.
  • Compare
  • Sight read rhythmic, melodic, and/or harmonic notation in bass and treble clefs.
  • Describe how the elements of music (rhythmic, melodic, and/or harmonic) and expressive qualities of selected music for performance.
  • Compare and Contrast the use of standard symbols for the elements of music for a program of music for performance.
  • Compare and contrast the structure (rhythmic, and/or melodic, and/or harmonic) of music for a program of music for performance.
Responding/ Evaluating
  • Identify and describe ways that technology is used to perform music.
  • Identify careers in music that are performance based.
  • Describe how the historical and cultural contexts influence personal and collaborative music performance practices.
  • Develop a multimedia presentation to be played before a concert that explains proper audience and performance etiquette for the context and venue.
  • Develop criteria, to evaluate a program of music for performance attention to expressive qualities, technical challenges, purpose and context.
  • Develop a personal rehearsal plan for music selected for performance.
  • Create program notes for musical performance that discuss the cultural, and/or historical time period, and/or societal influences of the music selected for performance.
Responding
Select
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Select programs of music and demonstrate the connections to an interest or experience 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
  • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
Analyze
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Compare how the elements of music and expressive qualities relate to the structure within music programming.

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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
  • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Identify and compare the context of a programmed sequence of musical works 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
  • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
Interpret
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Summarize personal interpretations of contrasting music programming and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods, to convey 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
  • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
Evaluate
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Apply appropriate personally-developed 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: 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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Perform a program of music that is for a specific purpose, interest, or experience and explain your choices.
  • Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent.
  • Compare and contrast the context of music selected for performance.
Creating
  • Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece.
  • Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression.
Reading/ Writing
  • Analyze music using standard notation and appropriate vocabulary.
  • Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent.
  • Cite specific examples and use appropriate vocabulary.
  • Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces.
  • Compare common terms and how they are used in various pieces to demonstrate intent.
Responding/ Evaluating
  • Compare and contrast programs of music for connections to history and culture.
  • Develop personal criteria based on personal knowledge and skills for including music in performance programs.
  • Develop personal criteria based on the elements of music for including music in performance programs.
  • Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music.
  • Identify how criteria based on the elements of music support personal preference for specific musical works.
  • Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
Connecting
Arts Education (2017)
Grade(s): 8
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Melody
  • Tension and release
  • Phrase
  • Notation (standard, iconic, technological)
Harmony
  • Texture
  • Tension and release
  • Sequence
  • Notation (standard, iconic, technological)
Form
  • Arrangement
  • Song structure
  • Expanded forms
  • Introduction
  • Transition
  • Coda
  • Style
  • Genre
  • Structure
Expression
  • Timbre
  • Balance
Other
  • Sound sources (instruments, voices, found sounds, & technology)
  • Age-appropriate audience and performer etiquettes
Skill Examples:
Performing
  • Explore how context, intent, cultural, and personal knowledge influences the performance of music.
  • Explore how the cultural and societal customs of a specific time period or culture influences the performance practice of music.
Creating
  • Compare and contrast the creation process in different Arts disciplines (Visual Arts, Music, Dance, Media Arts, Theatre).
  • Compare and contrast how creative thinking is used in the Arts and fields outside the Arts.
  • Create a multimedia presentation examining similarities and difference of different composers from a specific time period.
Reading/ Writing
  • Apply music reading skills to music of various time periods, cultures, styles and genres.
  • Compare and contrast how the creation process in music relates to the creation process in other Arts.
  • Compare and contrast how expressive qualities are used in different Arts.
  • Compare common terms and contrasting definitions used in music and other arts disciplines.
Responding/ Evaluating
  • Evaluate music of different time periods and present ways in which music influenced culture and ways in which the culture influenced music.
  • Use appropriate vocabulary and provide specific musical examples.
  • Choose a culturally significant, and/or societal, or historical event (September 11, American Revolution, Great Depression, etc.) and examine how music and the other Arts were used to respond to the experience.
  • Explore how certain styles and genres of music represent the experiences of groups of people.
  • Describe how composers, performers, and others involved in music are similar and different from those in other art forms.
  • Demonstrate how the context and setting influence performance and audience etiquette.