Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 7
Learning Activities: 3
Lesson Plans: 4
Classroom Resources: 0
Unit Plans: 0
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Plan and Make
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate and choose favorite musical ideas.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Evaluate and Refine
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Apply personal, peer, and teacher feedback in refining personal musical ideas.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Present
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Demonstrate a final version of personal musical ideas to peers.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Performing
Select
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and state personal interest in varied musical selections.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Analyze
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 4
Learning Activities: 4
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Interpret
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Demonstrate awareness of expressive qualities that support the creators' expressive intent.

Example: Interpret a story through vocal exploration, dynamics, and tempo.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Apply personal, teacher, and peer feedback to refine performances.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Use suggested strategies in rehearsal to improve the expressive qualities of music.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, & 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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Present
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Perform music with expression.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform appropriately for the audience.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.
Responding
Select
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Analyze
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Interpret
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

Example: Use body percussion to reflect dynamics in a piece of music.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Evaluate
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Apply personal and expressive preferences in the evaluation of music.

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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Connecting
Arts Education (2017)
Grade(s): K
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) 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
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud /Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Sing patriotic songs from various time periods, i.e., "Yankee Doodle," "My Country 'Tis of Thee," and "This Land Is Your Land."
  • March to the steady beat of America's National March, "Stars and Stripes Forever," while waving an American flag in accordance with appropriate flag etiquette.
Creating
  • Create new verses with animal sounds while singing "Old MacDonald" to demonstrate knowledge of living things.
Reading/ Writing
  • Sing "Rain, Rain Go Away" while following a written melodic contour and discuss how to respond to severe weather.
Responding/ Evaluating
  • Analyze the lyrics of "The Star-Spangled Banner" to understand the story behind our National Anthem.
  • Discuss the sequence of events after listening to "The Fox" to demonstrate how animals provide for their needs.
Creating
Imagine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 5
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Plan and Make
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate and discuss personal reasons for selecting musical ideas that represent 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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Organize personal musical ideas using iconic notation and/or recording technology.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Evaluate and Refine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Present
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Performing
Select
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Analyze
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 5
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Read and perform rhythmic patterns using iconic or standard notation.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Interpret
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate and describe music's expressive qualities.

Example: Identify the tempo of a piece of music in a listening example.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Apply personal, teacher, and peer feedback to refine performances.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Recall and apply suggested strategies in rehearsal.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Present
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform music for a specific purpose with expression.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Perform appropriately for the audience and specific occasion.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Responding
Select
Arts Education (2017)
Grade(s): 1
Music: General
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Analyze
Arts Education (2017)
Grade(s): 1
Music: General
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Learning Activities: 0
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Classroom Resources: 0
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16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Interpret
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Evaluate
Arts Education (2017)
Grade(s): 1
Music: General
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Learning Activities: 0
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Classroom Resources: 0
Unit Plans: 0
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Connecting
Arts Education (2017)
Grade(s): 1
Music: General
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Learning Activities: 0
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Classroom Resources: 0
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19) 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
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform traditional Native American music and dances, focusing on tribes that are indigenous to Alabama.
  • Perform music related to the Civil Rights Movement and describe its significance.
Creating
  • Create a sound carpet for a Native American folk tale.
Reading/ Writing
  • Using knowledge of expressive qualities, choose music from Western cultural traditions (march, lullaby, etc.) to create a ballet based on a fairy tale or other story.
Responding/ Evaluating
  • Analyze the meaning and significance of lyrics found in music of the Civil Rights movement.
Creating
Imagine
Arts Education (2017)
Grade(s): 2
Music: General
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Plan and Make
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent 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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 5
Learning Activities: 5
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Evaluate and Refine
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Interpret and apply personal, peer, and teacher feedback to revise personal music.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Present
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Performing
Select
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Analyze
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the tonality of a piece of music.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 8
Learning Activities: 6
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
9) Read and perform rhythmic and melodic patterns using iconic or standard notation.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Interpret
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.

94, "Surprise," through movement.
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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

Example: Assess a peer performance using a predetermined rubric.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, & 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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Present
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform music for a specific purpose with expression and technical accuracy.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Perform appropriately for the audience, purpose, and specific occasion.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Responding
Select
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Analyze
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Interpret
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Evaluate
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Connecting
Arts Education (2017)
Grade(s): 2
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) 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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform an early American verse/refrain song such as "Frog Went a-Courtin'."
Creating
  • Create an accompaniment to a spiritual such as "Follow the Drinking Gourd" that aurally illustrates the mood and setting of the song.
Reading/ Writing
  • Identify expressive markings (such as crescendo and decrescendo), and describe how they are used in a piece of programmatic music, such as "In the Hall of the Mountain King."
Responding/ Evaluating
  • Identify aural indicators of storyline progression in a programmatic piece of music such as The Sorcerer's Apprentice.
Creating
Imagine
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, "The Three Little Pigs.

"
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Plan and Make
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Evaluate and Refine
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Present
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Present the final version of personally created music to others and describe its 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
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Performing
Select
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Analyze
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate understanding of the structure in music selected for performance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Interpret
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
9) Read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Describe how context can inform a performance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.

Example: Assess an ensemble performance using a predetermined rubric.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Present
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Perform music with expression and technical accuracy.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
  • Sing, move and respond to music from diverse cultures.
  • Sing, move and respond to age-appropriate music of various composers.
  • Play a variety of classroom instruments with proper technique.
Creating
  • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
  • Create new words for familiar songs.
Reading/ Writing
  • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
  • Read, write and perform extended pentatonic melodies.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Develop criteria and use it to critique their own performances and the performances of others.
Responding
Select
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
    • Melody
      • Pitch set: Low So, Low La, High Do
      • Treble clef reading (Mi, Re, Do)
      • Middle C to high G
      • Ledger lines
      Harmony
      • Partner songs
      • Rounds
      • Ostinati
      Form
      • Theme and variations
      • Coda
      • D.S. al coda
      • Repeat sign
      • Fermata
      Expression
      • Phrase/ phrasing
      • Pianissimo (pp), fortissimo (ff)
      Other
      • Age-appropriate audience and performer etiquette
      • Orchestral instruments: 4 families
      • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
Creating
  • Express melodic contour through movement.
Reading/ Writing
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
  • Develop criteria and use them to critique their own performances and the performances of others.
Responding/ Evaluating
  • Identify and respond to simple music forms (e.g., AB, ABA).
  • Identify elements of music using appropriate vocabulary.
Analyze
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
    • Melody
      • Pitch set: Low So, Low La, High Do
      • Treble clef reading (Mi, Re, Do)
      • Middle C to high G
      • Ledger lines
      Harmony
      • Partner songs
      • Rounds
      • Ostinati
      Form
      • Theme and variations
      • Coda
      • D.S. al coda
      • Repeat sign
      • Fermata
      Expression
      • Phrase/ phrasing
      • Pianissimo (pp), fortissimo (ff)
      Other
      • Age-appropriate audience and performer etiquette
      • Orchestral instruments: 4 families
      • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
Creating
  • Express melodic contour through movement.
Reading/ Writing
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
  • Develop criteria and use them to critique their own performances and the performances of others.
Responding/ Evaluating
  • Identify and respond to simple music forms (e.g., AB, ABA).
  • Identify elements of music using appropriate vocabulary.
Interpret
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and 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
  • Bar lines
  • Measures
    • Melody
      • Pitch set: Low So, Low La, High Do
      • Treble clef reading (Mi, Re, Do)
      • Middle C to high G
      • Ledger lines
      Harmony
      • Partner songs
      • Rounds
      • Ostinati
      Form
      • Theme and variations
      • Coda
      • D.S. al coda
      • Repeat sign
      • Fermata
      Expression
      • Phrase/ phrasing
      • Pianissimo (pp), fortissimo (ff)
      Other
      • Age-appropriate audience and performer etiquette
      • Orchestral instruments: 4 families
      • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
Creating
  • Express melodic contour through movement.
Reading/ Writing
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
  • Develop criteria and use them to critique their own performances and the performances of others.
Responding/ Evaluating
  • Identify and respond to simple music forms (e.g., AB, ABA).
  • Identify elements of music using appropriate vocabulary.
Evaluate
Arts Education (2017)
Grade(s): 3
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
    • Melody
      • Pitch set: Low So, Low La, High Do
      • Treble clef reading (Mi, Re, Do)
      • Middle C to high G
      • Ledger lines
      Harmony
      • Partner songs
      • Rounds
      • Ostinati
      Form
      • Theme and variations
      • Coda
      • D.S. al coda
      • Repeat sign
      • Fermata
      Expression
      • Phrase/ phrasing
      • Pianissimo (pp), fortissimo (ff)
      Other
      • Age-appropriate audience and performer etiquette
      • Orchestral instruments: 4 families
      • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
Creating
  • Express melodic contour through movement.
Reading/ Writing
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
  • Develop criteria and use them to critique their own performances and the performances of others.
Responding/ Evaluating
  • Identify and respond to simple music forms (e.g., AB, ABA).
  • Identify elements of music using appropriate vocabulary.
Connecting
Arts Education (2017)
Grade(s): 3
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
  • Bar lines Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Demonstrate appropriate audience etiquette at live performances.
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • When analyzing selected music, read, write, or perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).
Creating
Imagine
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Plan and Make
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Evaluate and Refine
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Present
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Present the final version of personally created music to others and explain 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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Performing
Select
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Analyze
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Read and perform with increased fluency, using iconic and/or standard notation.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
10) Explain how context informs a performance.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Interpret
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Example: Experiment with instrumentation to explore the impact on a known piece.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Present
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Perform music, alone or with others, with expression and technical accuracy.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from world cultures and different composers.
  • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
Creating
  • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
Reading/ Writing
  • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
Responding/ Evaluating
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
  • Use student developed criteria to critique their own performances and the performances of others.
Responding
Select
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.
Analyze
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.
Interpret
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize 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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.
Evaluate
Arts Education (2017)
Grade(s): 4
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.
Connecting
Arts Education (2017)
Grade(s): 4
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
  • Conducting patterns in
  • Syncopation
Melody
  • Pitch set: Do, Re, Mi, Fa, So, Ti
  • Treble clef reading (La, So, Mi, Re, Do)
  • Middle C through High B
  • Create melodic sequences
  • Half-step
  • Whole step
Harmony
  • Canons
  • Chord components
  • Chord progression (I, V)
  • Crossover bordun
Form
  • Phrasing: antecedent and consequent
  • D.C. al coda
  • Fine
Expression
  • pp through ff
Other
  • Age-appropriate audience and performer etiquette
  • Orchestra instruments within the 4 families
  • Age-appropriate pitch matching (A3-E5)
Skill Examples:
Performing
  • Sing, move and respond to music from a variety of sources and cultures.
  • Demonstrate appropriate audience and performer etiquette at live performances.
Creating
  • Interpret a selected musical work using dance, drama or visual art.
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • When analyzing selected music, read and perform using standard notation with voice, body percussion, and/or instruments.
  • Use notation and/or recording technology to document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, simple harmonies, introduction, coda, interlude, etc.).
Responding/ Evaluating
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).
Creating
Imagine
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Plan and Make
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Evaluate and Refine
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Present
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Present to others the final version of personal created music that demonstrates craftsmanship, and explain connection to 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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Performing
Select
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their own and others' technical skill.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Analyze
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

Example: Compose music in the jazz style and include syncopated rhythms.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) When analyzing selected music, read and perform using standard notation.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Interpret
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Explain how context (such as social, cultural, and historical) informs performances.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Present
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Responding
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, 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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing intervals on pitch within a major diatonic scale.
  • Perform melodies on recorder while reading standard and/or iconic music notation.
  • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
  • Sing partner songs to create harmony.
  • Sight-read and prepare a performance.
Creating
  • Demonstrate appropriate use of legato and staccato in a song.
  • Create a personal playlist and explain why each piece was selected.
  • Improvise, compose and arrange music.
  • Use technology and the media arts to create and perform music.
Reading/ Writing
  • Read, write, and perform rhythms in 2/4, 3/4.
  • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
  • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
  • Identify tempo markings such as allegro, presto, largo, and andante.
  • Identify ledger-line notes A, B, and C above the treble clef staff.
  • Identify whole and half steps of the major diatonic scale in printed music.
  • Recognize the difference between major and minor tonalities.
  • Write program notes to accompany performances.
Responding/ Evaluating
  • Discuss melodic and harmonic elements used in a piece of music.
  • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
  • Demonstrate appropriate audience etiquette at live performances.
  • Write performance reviews of performances.
Select
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Analyze the formal structure of music that is to be performed.
  • Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
  • Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
  • Consider and articulate the influence of technology on music careers.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.
Analyze
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Analyze the formal structure of music that is to be performed.
  • Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
  • Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
  • Consider and articulate the influence of technology on music careers.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.
Interpret
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize 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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Analyze the formal structure of music that is to be performed.
  • Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
  • Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
  • Consider and articulate the influence of technology on music careers.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.
Evaluate
Arts Education (2017)
Grade(s): 5
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Analyze the formal structure of music that is to be performed.
  • Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).
Creating
  • Choose a literary work, such as a poem or story, to generate musical ideas for performance.
Reading/ Writing
  • Examine performance music for expressive elements, and use correct notation to indicate placement.
Responding/ Evaluating
  • Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
  • Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
  • Consider and articulate the influence of technology on music careers.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.
Connecting
Arts Education (2017)
Grade(s): 5
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
Melody
  • Pitch set: Do-centered diatonic
  • Treble clef reading (choral octavos)
  • Grand staff
  • Bass clef
  • Accidentals
  • Major scale
Harmony
  • Part singing/ playing
  • Chord progression (I, IV, V)
  • Arpeggio
  • Descant
  • Level bordun
Form
  • Rondo form
  • 12-Bar blues
Expression
  • Vibrato
  • Tremolo
  • Reggae
  • Blues
  • Timbre: soprano, alto, tenor, bass
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (Ab3-F5)
Skill Examples:
Performing
  • Choose appropriate music for performance based on context and personal preference.
Creating
  • Compose music for a specific event/holiday, such as an honors program or patriotic celebration.
Reading/ Writing
  • Using notation software such as Finale, notate musical compositions that relate to a specific event/holiday.
Responding/ Evaluating
  • Identify eras of music such as Baroque, Classical, Romantic, Twentieth Century, and contemporary music, and connect them with events in World History.
  • Describe how the process of learning in music connects to learning in other arts and other subject areas.
  • Defend interpretations of music via dance, drama and visual art using appropriate vocabulary.
Creating
Imagine
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA 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
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
  • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
    • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
      • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

        • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
          • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise ideas for melodies and rhythmic passages based on characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff
Skill Examples:
Choral
Performing
  • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
  • Experiment with different stylistic performances of musical passages.
Creating
  • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
Responding/ Evaluating
  • Identify characteristics common to music studied in rehearsal.
  • Identify relationships between music and text.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
  • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
  • Play legato bowings and slur across strings (strings).
  • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
  • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
Creating
  • Complete unfinished compositions using standard music notation.
  • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
  • Given a call, improvise a response.
Reading/ Writing
  • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Identify by name and notate common musical elements (endings, codas, etc.).
  • Demonstrate the construction of a major scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
  • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
  • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo
Skill Examples:
Choral
Performing
  • Perform music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
  • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compose and improvise musical ideas for a variety of purposes and contexts.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

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

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

Example: Create chordal accompaniments for "Mary Had a Little Lamb.

"
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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

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
  • meter
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

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
  • Beat (strong and weak beats, backbeat, division/subdivision)
  • Notes and Rests (dotted eighth, sixteenth)
  • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
  • Tempo (all standard Italian tempo terms, using the metronome to practice)
  • Other (triplet, swing eighths)
Melody
  • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
  • Intervals (compound)
  • Staff Notation (double sharps and flats)
  • Melodic Figures (motive, theme, trill, passing tone)
Harmony
  • Triads (suspended chords)
  • Seventh Chords (five qualities, four inversions, suspensions)
  • Function (all diatonic chord functions)
  • Cadences (half, authentic, deceptive)
  • Lead Sheets
Form
  • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
  • Texture (homophonic, polyphonic)
Expression
  • Dynamics (all standard Italian terms, abbreviations, and symbols)
  • Articulation (all standard terms and symbols characteristic to the instrument)
  • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
  • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., around circle of fifths)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles and style periods, memorized and performed
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

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
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic and harmonic ideas, for compositions or improvisations using digital tools.

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

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
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
  • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer
Skill Examples:
Performing
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, resources, and systems.

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
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation
Skill Examples:
Performing
  • Compose original music based on stimuli from dance, theater, visual art and other media arts.
  • Record and edit multitrack digital audio and master to portable media.
  • Demonstrate proficiency while using equalization and mastering techniques.
Creating
  • Improvise, compose and arrange music using various digital tools.
  • Create or arrange a large multi-track music compositions utilizing sequencing software.
  • Reproduce/ Create medium to large scale music scores utilizing standard music notation software.
Reading/ Writing
  • Explain the concept of sound design.
  • Explain the concept of a computer based studio.
  • Produce a journal or portfolio that records the creative process.
Responding/ Evaluating
  • Identify various applications of music in multimedia, and complete projects involving multimedia such as, film/video, the internet, and graphic presentations.
  • Compare and contrast various DAW software programs.
  • Demonstrate critical listening skills in order to improve the quality of a mix.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.

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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.

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:
Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation
Skill Examples:
Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, 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
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and draft melodic and rhythmic ideas or motives that demonstrate understanding of the characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
  • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
    • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
      • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

        • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
          • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and draft melodies and rhythmic passages that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff
Skill Examples:
Choral
Performing
  • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
  • Experiment with different stylistic performances of musical passages.
Creating
  • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
Responding/ Evaluating
  • Identify characteristics common to music studied in rehearsal.
  • Identify relationships between music and text.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
  • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
  • Play legato bowings and slur across strings (strings).
  • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
  • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
Creating
  • Complete unfinished compositions using standard music notation.
  • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
  • Given a call, improvise a response.
Reading/ Writing
  • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Identify by name and notate common musical elements (endings, codas, etc.).
  • Demonstrate the construction of a major scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
  • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
  • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo
Skill Examples:
Choral
Performing
  • Perform music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
  • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

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

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

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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

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
  • meter
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

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
  • Beat (strong and weak beats, backbeat, division/subdivision)
  • Notes and Rests (dotted eighth, sixteenth)
  • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
  • Tempo (all standard Italian tempo terms, using the metronome to practice)
  • Other (triplet, swing eighths)
Melody
  • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
  • Intervals (compound)
  • Staff Notation (double sharps and flats)
  • Melodic Figures (motive, theme, trill, passing tone)
Harmony
  • Triads (suspended chords)
  • Seventh Chords (five qualities, four inversions, suspensions)
  • Function (all diatonic chord functions)
  • Cadences (half, authentic, deceptive)
  • Lead Sheets
Form
  • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
  • Texture (homophonic, polyphonic)
Expression
  • Dynamics (all standard Italian terms, abbreviations, and symbols)
  • Articulation (all standard terms and symbols characteristic to the instrument)
  • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
  • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., around circle of fifths)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles and style periods, memorized and performed
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

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
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select melodic, rhythmic and harmonic ideas, using digital tools and resources.

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

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
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
  • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer
Skill Examples:
Performing
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select, develop, and organize multiple melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.

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
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation
Skill Examples:
Performing
  • Compose original music based on stimuli from dance, theater, visual art and other media arts.
  • Record and edit multitrack digital audio and master to portable media.
  • Demonstrate proficiency while using equalization and mastering techniques.
Creating
  • Improvise, compose and arrange music using various digital tools.
  • Create or arrange a large multi-track music compositions utilizing sequencing software.
  • Reproduce/ Create medium to large scale music scores utilizing standard music notation software.
Reading/ Writing
  • Explain the concept of sound design.
  • Explain the concept of a computer based studio.
  • Produce a journal or portfolio that records the creative process.
Responding/ Evaluating
  • Identify various applications of music in multimedia, and complete projects involving multimedia such as, film/video, the internet, and graphic presentations.
  • Compare and contrast various DAW software programs.
  • Demonstrate critical listening skills in order to improve the quality of a mix.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected extended sonic experiences or abstract ideas.

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:
Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation
Skill Examples:
Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 2
Learning Activities: 2
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 two chord harmonic musical ideas.

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
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft compositions and improvisations through standard notation and audio recording with guidance.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
  • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
    • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
      • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

        • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
          • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft compositions and improvisations through standard notation and audio recording with limited guidance.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff
Skill Examples:
Choral
Performing
  • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
  • Experiment with different stylistic performances of musical passages.
Creating
  • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
Responding/ Evaluating
  • Identify characteristics common to music studied in rehearsal.
  • Identify relationships between music and text.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
  • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
  • Play legato bowings and slur across strings (strings).
  • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
  • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
Creating
  • Complete unfinished compositions using standard music notation.
  • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
  • Given a call, improvise a response.
Reading/ Writing
  • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Identify by name and notate common musical elements (endings, codas, etc.).
  • Demonstrate the construction of a major scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
  • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
  • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft compositions and improvisations through standard notation and audio recording.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo
Skill Examples:
Choral
Performing
  • Perform music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
  • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Preserve draft musical works through standard notation, audio, or video recording.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

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

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

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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

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
  • meter
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Develop and apply criteria to critique, improve, and refine drafts of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

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
  • Beat (strong and weak beats, backbeat, division/subdivision)
  • Notes and Rests (dotted eighth, sixteenth)
  • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
  • Tempo (all standard Italian tempo terms, using the metronome to practice)
  • Other (triplet, swing eighths)
Melody
  • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
  • Intervals (compound)
  • Staff Notation (double sharps and flats)
  • Melodic Figures (motive, theme, trill, passing tone)
Harmony
  • Triads (suspended chords)
  • Seventh Chords (five qualities, four inversions, suspensions)
  • Function (all diatonic chord functions)
  • Cadences (half, authentic, deceptive)
  • Lead Sheets
Form
  • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
  • Texture (homophonic, polyphonic)
Expression
  • Dynamics (all standard Italian terms, abbreviations, and symbols)
  • Articulation (all standard terms and symbols characteristic to the instrument)
  • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
  • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., around circle of fifths)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles and style periods, memorized and performed
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

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
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies.

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
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

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

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
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
  • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer
Skill Examples:
Performing
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.

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
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation
Skill Examples:
Performing
  • Compose original music based on stimuli from dance, theater, visual art and other media arts.
  • Record and edit multitrack digital audio and master to portable media.
  • Demonstrate proficiency while using equalization and mastering techniques.
Creating
  • Improvise, compose and arrange music using various digital tools.
  • Create or arrange a large multi-track music compositions utilizing sequencing software.
  • Reproduce/ Create medium to large scale music scores utilizing standard music notation software.
Reading/ Writing
  • Explain the concept of sound design.
  • Explain the concept of a computer based studio.
  • Produce a journal or portfolio that records the creative process.
Responding/ Evaluating
  • Identify various applications of music in multimedia, and complete projects involving multimedia such as, film/video, the internet, and graphic presentations.
  • Compare and contrast various DAW software programs.
  • Demonstrate critical listening skills in order to improve the quality of a mix.
Plan and Make
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary).

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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.

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:
Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation
Skill Examples:
Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
Arts Education (2017)
Grade(s): 6
Music: General
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate their own work, applying teacher-provided criteria, such as application of selected elements of music 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 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
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine draft compositions and improvisational skills based on knowledge and teacher-provided criteria.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
  • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
    • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
      • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

        • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
          • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine draft compositions and improvisational skills based on knowledge, skill, and collaboratively-developed criteria.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff
Skill Examples:
Choral
Performing
  • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
  • Experiment with different stylistic performances of musical passages.
Creating
  • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
Responding/ Evaluating
  • Identify characteristics common to music studied in rehearsal.
  • Identify relationships between music and text.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
  • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
  • Play legato bowings and slur across strings (strings).
  • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
  • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
Creating
  • Complete unfinished compositions using standard music notation.
  • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
  • Given a call, improvise a response.
Reading/ Writing
  • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Identify by name and notate common musical elements (endings, codas, etc.).
  • Demonstrate the construction of a major scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
  • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
  • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established criteria.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo
Skill Examples:
Choral
Performing
  • Perform music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
  • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Evaluate and refine varied draft musical works based on appropriate criteria.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform two to three pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book A and B, Magrath Masterwork Classics Levels 1-2, American Popular Piano Repertoire Books 1 and 2, etc.).
  • Guitar: Perform solo, accompanied, or in ensemble.
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf.
Creating
  • Compose a simple melody of at least eight measures.
  • Harmonize the melody using primary chords I IV V or V7 and/or vi.
Reading/ Writing
  • Notate a simple self-composed melody using notational software.
  • Sight read an appropriate piece selected by the teacher.
Responding/ Evaluating
  • Analyze and grade various performances (other students in class, YouTube videos, a video of your own performance, etc.) using a rubric.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and and two- to three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • meter
  • time signature (with 6/8, 3/8, cut time
  • eighth notes, sixteenth notes, dotted eighth notes
  • ties, accents, fermatas
  • time signature (cut or 2/2; 6/8)
  • dotted half note
  • dotted quarter note
  • eighth note/ rest
  • tied notes
  • accent
  • fermata
Melody
  • interval
  • whole steps, half steps
  • accidentals
  • key signatures
Harmony
  • chords
  • principal chords-tonic, subdominant, dominant
  • note stem direction to indicate right hand fingering (guitar)
  • harmonic intervals-3rd, 5th
  • arpeggio
Form
  • binary form-AB
  • ternary form-ABA
  • Song form-Verse, Chorus, Bridge
  • D.C. al Fine, D.S. al Fine, Coda
Expression
  • dynamics (pianissimo -fortissimo-pp-ff)
  • crescendo
  • decrescendo, diminuendo
  • staccato
  • legato
  • slurred notes (guitar- "hammer ons," "pull offs")
Other
  • barre (guitar)
  • harmonic (guitar)
  • rasgueado (guitar)
  • tambora (guitar)
  • pizzicato (guitar)
Skill Examples:
Performing
  • Piano: Perform three or four pieces in contrasting styles (level comparable to Hal Leonard Piano Lessons Book C and D, Magrath Masterwork Classics Levels 3 and 4, American Popular Piano Repertoire Books 3 and 4, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I, by age level, on p. 11
  • http://www.almta.org/AMTA_Member_Handbook.pdf
  • Guitar: perform two contrasting solo pieces in first-second position.
  • Equivalent to repertoire found in Levels "Introductory" through Level Two of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: demonstrate accompaniment to a folk song using principal chords, I, IV, V or V7 and demonstrate two contrasting strum patterns (i.e., D DuDuDu, or syncopated strum D, Du, u Du (D=down, U=Up strum).
Creating
  • Define musical terms and tempo markings (i.e., Andante, Moderato, Allegro).
  • Identify historical periods within music, Renaissance, Baroque, Classical, Romantic, and 20th Century, and identify two significant composers from each period.
Reading/ Writing
  • Identify key signatures for major keys, C, G, D, A, E, F, Bb, Eb.
  • Compose a melody and harmonize it using chords, I, IV, V, vi.
  • Determine if a piece is in a major of minor key based on the key signature, melody and harmony.
Responding/ Evaluating
  • Critique music performance based on interpretation, stylistic accuracy, attention to dynamics and phrasing, and overall execution.
  • Discuss the differences between classical music and popular music and how the differences have evolved over time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Perform final versions of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Beat (strong and weak beats, backbeat, division/subdivision)
  • Notes and Rests (dotted eighth, sixteenth)
  • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
  • Tempo (all standard Italian tempo terms, using the metronome to practice)
  • Other (triplet, swing eighths)
Melody
  • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
  • Intervals (compound)
  • Staff Notation (double sharps and flats)
  • Melodic Figures (motive, theme, trill, passing tone)
Harmony
  • Triads (suspended chords)
  • Seventh Chords (five qualities, four inversions, suspensions)
  • Function (all diatonic chord functions)
  • Cadences (half, authentic, deceptive)
  • Lead Sheets
Form
  • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
  • Texture (homophonic, polyphonic)
Expression
  • Dynamics (all standard Italian terms, abbreviations, and symbols)
  • Articulation (all standard terms and symbols characteristic to the instrument)
  • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
  • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., around circle of fifths)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles and style periods, memorized and performed
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level I or II, by age level, on p. 11 and 12
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Perform final versions of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Rubato
  • Meter (changing meter: beat stays the same or division stays the same)
  • Notes and Rests (32nd notes, double dotted notes)
  • Other (hemiola, 2 against 3)
Melody
  • Scales (modes)
  • Melodic Figures (appoggiatura, suspension)
Harmony
  • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
  • Function (secondary dominants, pedal point)
  • Cadences (imperfect authentic, plagal)
  • I-IV-V7-I/i-iv-V7-i cadences
Form
  • Sonata-allegro
  • Exposition
  • Development
  • Recapitulation
  • Thematic development
Expression
  • comping
  • soloing
  • phrasing
  • dynamics
  • articulation
  • tempo
Other
  • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Guitar: perform two octave major scales in the following keys: C, G, D, A, E, F.
  • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Meter (non-metered)
  • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
  • Other (3 against 4)
Melody
  • Scales (symmetrical, exotic)
  • Melodic Figures (nonharmonic tones)
Harmony
  • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
  • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
  • Function (modulation, pivot chords, borrowed chords)
  • Non-Tertian harmony
  • Figured bass
Form
  • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
  • Texture (hetereophonic, mixed textures)
Expression
  • Performance practice conventions in various periods/styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
  • Improvisation with non-tertian harmony
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
Skill Examples:
Performing
  • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Perform two octave major and minor scales in all keys.
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
  • Piano: appropriate level scales and arpeggiated chords (comparable to AMTA requirements to Level II or III, by age level, on p. 12 and 13.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as well as the use of digital tools and resources in the development and organization of musical ideas in developing and organizing musical ideas.

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Click Track
  • Compound Meter
  • Duple
  • Mixed Meter
  • Quantize
  • Simple Meter
  • Traditional and Iconic Notation
  • Traditional Notation/ Music Symbols
  • Triple
Melody
  • Frequency
  • Instrumentation Choice
  • Interval
  • Key Signature (Minor)
  • Multitrack Recording
  • Traditional and Iconic Notation
  • Tone Generator
  • Transpose
  • Virtual Instruments
Harmony
  • Atonal
  • Chord Progression
  • Consonance
  • Dissonance
  • Tension-Release
  • Transpose
Form
  • Binary (AB)
  • Coda
  • Cut/ Paste
  • Editing
  • Interlude
  • Mixing
  • Sampling
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Amplitude
  • Articulation
  • Delay
  • Electronic Music
  • Musique Concréte
  • Panning
  • Pitch Bending
  • Timbre
  • Tone Color
Other
  • Bit
  • Bouncing (to)
  • Byte
  • Compress/ Compression
  • Copyright/ Intellectual Property Rights
  • Decibel (dB)
  • Difference between Digital and Analog Recording
  • Digital Audio
  • Workstation (DAW)
  • Digital Citizenship
  • Effect(s)
  • Equalization
  • Event List
  • Master Tracks (Tempo, Audio)
  • MIDI Controller
  • Panning
  • Patch
  • Piano Roll
  • Reverb (Reverberation)
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Synthesizer
  • Streaming
  • Sample (as in live instrument sample)
  • Sampling Rate
  • Sequence/ Sequencer
Skill Examples:
Performing
  • Reproduce music literature from a variety of historical periods, styles, and cultures.
  • Incorporate music technology and digital tools in performing or recorded music.
  • Improvise over familiar melodies using accompaniment software.
  • Improvise over familiar melodies using sequencing software.
Creating
  • Improvise and compose short compositions using a variety of digital tools and technology.
  • Demonstrate technical accuracy while using various digital tools.
  • Demonstrate proper signal flow when using digital tools
  • Describe equalization and mastering techniques.
Reading/ Writing
  • Identify analog and digital recording and editing techniques.
  • Identify music forms used in vocal and instrumental genres from various historical periods.
  • Discuss and analyze signal flow as it relates to audio interface connections.
Responding/ Evaluating
  • Analyze and describe how form and technique help to convey the meaning of a given piece of music.
  • Trace the development of electronic music and digital tools from the 1980's to the present.
  • Discuss and write about the importance of intellectual property rights as it relates to music technology.
Arts Education (2017)
Grade(s): 6 - 12
Music: Technology - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Share a portfolio of musical creations representing varied styles and genres that demonstrates an advanced level of musical and technological craftsmanship as well as the use of digital and analog tools, resources, and systems in developing and organizing musical ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Asymmetrical
  • Measure
  • Mixed Meter
  • Quantize
  • Polyrhythm
  • Symmetrical
  • Syncopation
  • Velocity
Melody
  • Audio Interface
  • Effects
  • Envelope
  • Gain/ Gain Staging
  • Sound Wave
  • Inversion/ Retrograde
  • Key Signature (Major, Minor, Modal)
  • Monophonic
  • Motif
  • Theme
  • Tonality
  • Transpose
Harmony
  • Harmonic Progression
  • Harmonics (Overtones)
  • Homophony
  • Modulation
  • Part Writing
  • Polyphony
  • Suspension
Form
  • Binary (AB)
  • Cadenza
  • Dubbing/ Overdub
  • Head (Jazz Reference)
  • Improvised Solo
  • Mapping
  • Rondo
  • Strophic
  • Style
  • Ternary (ABA)
Expression
  • Crossfade
  • Decibel (dB)
  • Portamento
  • Slurring
  • Velocity
Other
  • Clipping
  • College and Career Opportunities as a Music Technologist
  • Copyright/ Intellectual Property Rights
  • Digital Audio Workstation (DAW)
  • Digital Citizenship
  • Directional
  • Effect(s)
  • Master Tracks (Tempo, Audio)
  • Omnidirectional
  • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
  • Room (wet, dry, live, etc.)
  • Transcribe/ Transcription
  • Virtual Instruments
  • Waveform manipulation
Skill Examples:
Performing
  • Compose original music based on stimuli from dance, theater, visual art and other media arts.
  • Record and edit multitrack digital audio and master to portable media.
  • Demonstrate proficiency while using equalization and mastering techniques.
Creating
  • Improvise, compose and arrange music using various digital tools.
  • Create or arrange a large multi-track music compositions utilizing sequencing software.
  • Reproduce/ Create medium to large scale music scores utilizing standard music notation software.
Reading/ Writing
  • Explain the concept of sound design.
  • Explain the concept of a computer based studio.
  • Produce a journal or portfolio that records the creative process.
Responding/ Evaluating
  • Identify various applications of music in multimedia, and complete projects involving multimedia such as, film/video, the internet, and graphic presentations.
  • Compare and contrast various DAW software programs.
  • Demonstrate critical listening skills in order to improve the quality of a mix.
Evaluate and Refine
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

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
  • Simple meter
  • Compound meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Monophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary form (AB)
  • Ternary form (ABA)
Expression
  • Dynamics
  • Tempo markings
  • Phrase
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Rhythmic dictation
Skill Examples:
Creating
  • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
  • Select music that expresses a specific mood, visual image, or storyline.
Reading/ Writing
  • Complete simple rhythmic dictation.
Responding/ Evaluating
  • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

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
  • Mixed meter
Melody
  • Contour
  • Conjunct/ disjunct
Harmony
  • Major/ minor
  • Homophonic
  • Heterophonic
  • Polyphonic
Form
  • Call and response
  • Round
  • Canon
  • Binary (AB)
  • Ternary (ABA)
Expression
  • Articulations
  • Stylistic markings
Other
  • Key signatures
  • Treble or bass clef (dependent on student voicing/ instrument)
  • Simple aural skills (ear training)
  • Simple sight reading
  • Melodic dictation
  • Improvisation
Skill Examples:
Creating
  • Provide suggestions, using musical terminology, that help improve a musical performance.
  • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
  • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
Reading/ Writing
  • Complete melodic and rhythmic dictation of increased difficulty.
Arts Education (2017)
Grade(s): 6 - 12
Music: Composition and Theory - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Research, identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

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:
Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation
Skill Examples:
Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
Arts Education (2017)
Grade(s): 6
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 their teacher.

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
Melody
  • Pitch set: La- centered diatonic (minor)
  • Clef reading (diatonic)
  • Octave
  • Unison/ harmony
Harmony
  • Polyphonic
  • 2-part songs
  • 3-part songs
  • Descant
  • Bass clef
  • Accompaniment
Form
  • AB form
  • ABA form
  • Form
  • Canon
  • Composer
  • Composite forms
Expression
  • Tone Quality
  • Articulation
Other
  • Age-appropriate audience and performer etiquette
  • Age-appropriate pitch matching (G3-G5)
  • Historical periods
Skill Examples:
Performing
  • Perform original music that adheres to a simple formal structure.
Creating
  • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
  • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
  • Create movement to illustrate the form of a composition.
Reading/ Writing
  • Identify instruments used in Western and world music ensembles.
  • Identify different functions and uses of music in American and other cultures.
Responding/ Evaluating
  • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
  • Describe roles and skills musicians assume in various cultures and settings.
Present
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share personally-developed melodic and rhythmic ideas or motives - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Measure
  • Bar line
  • Time signature
  • Simple meter
  • Common time
  • 2/4 time
  • Whole note/ rest
  • Half note/ rest
  • Quarter note/ rest
  • Eighth note/ rest
  • Tempo
Melody
  • Head voice/ chest voice
  • Staff
  • Clef (treble and bass)
  • Major key signature
  • Diatonic major scale
  • Tonic major arpeggio
  • Pitch
  • Stepwise motion
  • Skip motion
Harmony
  • Unison
  • 2-part singing
  • Vocal ostinati
  • Imitative harmony (canon, etc.)
Form
  • Phrase
  • Verse
  • Chorus
  • Section
  • AB
  • ABA
  • Repeat sign
Expression
  • Balance/ blend
  • Phrasing
  • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
  • Uniform vowels
  • Fermata
Other
  • Sharps
  • Flats
  • Naturals
  • Diction
  • Posture
  • Performance etiquette
  • Correct breathing

Instrumental
Rhythm
  • Beat
  • Tempo
    • Adagio
    • Andante
    • Moderato
  • Counting System
  • Simple Meter
  • Time Signature
    • 4/4
    • Common
    • 2/4
    • 3/4
  • Barline
  • Measure/ Bar
  • Whole Note & Rest
  • Half Note & Rest
  • Quarter Note & Rest
  • Eighth Note & Rest
  • Dotted Half Note
  • Tie
  • Pick-up Note
  • Rudiment
Melody
  • Staff
  • Clef
    • Treble
    • Bass
    • Alto
  • Key Signature
  • Sharp
  • Flat
  • Natural
  • Accidental
  • Pitch
  • Range
  • Register
  • Middle Register
  • Tonality
  • Major
  • Diatonic
  • Chromatic
  • Scale
  • Arpeggio
  • Half-Step
  • Whole-Step
  • Stepwise Motion
  • Intervals
Harmony
  • Unison
  • Solo
  • Duet
  • Tutti
  • Chord
  • Progression
Form
  • Phrase
  • Repeats/ Repeat Sign
  • Double Bar Line
Expression
  • Dynamic
    • Piano
    • Mezzo Piano
    • Mezzo Forte
    • Forte
  • Articulation
    • Tonguing
    • Slurring
    • Accent
    • Legato
    • Staccato
    • Detaché
    • Pizzicato
  • Breath Mark
Other
  • Posture
  • Instrument Carriage
  • Instrument Assembly
  • Instrument Maintenance
  • Embouchure
  • Grip
  • Characteristic Tone Quality
  • Tone Color
  • Range
  • Timbre
  • Breathing
  • Support
  • Sustain
  • Release
  • Intonation
  • Balance
Skill Examples:
Choral
Performing
  • Read rhythmic notation aloud using a consistent system (e.g., counting, neutral syllables, etc.).
  • Read melodic notation aloud using a consistent system (e.g., numbers, solfege, etc.).
  • Creating
    • Improvise 4-8 beat rhythms using body percussion and call/ response.
    • Improvise 4-beat melodic patterns using visual stimuli and call/ response.
    • Collaborate to synthesize original compositions with peers using improvised elements.
    • Reading/ Writing
      • Create and share 8-16 measure unison rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
      • Responding/ Evaluating
        • Identify thematic elements and repetition in notated music.
        • Identify challenging elements in notated music.

        • Instrumental
          Performing
          • Assemble, disassemble, and perform routine maintenance on the assigned instrument(s).
          • Hold the assigned instrument(s) with appropriate posture.
          • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between piano and forte (Winds).
          • Perform pizzicato, up and down bows with a detaché bow stroke with 2 to 4 slurred notes (Strings).
          • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using whole, half, quarter, eighth notes and rests and dotted half notes in 4/4, common, 2/4, and 3/4 meters.
          • On a steady beat and at slow to medium, speak the letter names of and sing on pitch and/or using solfege melodic notation within a given range.
          • Play the concert Bb, Eb, and Ab scales with arpeggios (winds and percussion). Play a one octave concert C, G, D, and A scales with arpeggios (strings).
          • Play five-stroke roll, nine-stroke rolls, flam, single paradiddle, and flamacue rudiments (percussion). Play a one octave chromatic scale (winds and percussion).
          • Play alone and with others, music graded .5 to 1 and beginner to very easy.
          Creating
          • Complete unfinished compositions using standard music notation.
          • Improvise simple rhythmic and melodic patterns of 1-2 measures within given parameters.
          • Compose simple rhythmic and melodic patterns of 1-2 measures within given parameters using standard music notation.
          Reading/ Writing
          • Read given rhythmic notation using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Read melodic notation within the middle register of the assigned instruments(s).
          • Identify by name and notate common musical elements (staff, clefs, rhythms, etc.).
          Responding/ Evaluating
          • Identify parts of the assigned instrument(s).
          • Listen to and identify intervals by ear.
          • Listen to and echo simple rhythmic and melodic patterns 1 to 2 measures in length using body percussion, the voice, and instruments.
          • Listen to and dictate simple rhythmic patterns 1 to 2 measures in length using whole, half, quarter, eighth, and dotted half notes and rests in 4/4, common, 2/4, and 3/4 meters.
          • Listen to and dictate simple melodic patterns 1 to 2 measures in length within a given range.
          • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles.
          • Listen to live and recorded music from a variety of time periods and cultures, of varying styles, from various composers.
          • Recognize conducting patterns used in 4/4, common, 2/4, and 3/4 meters.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share personally-developed melodies and rhythmic passages - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff
Skill Examples:
Choral
Performing
  • Perform musical passages with technique and expression characteristic of music or text studied in rehearsal.
  • Experiment with different stylistic performances of musical passages.
Creating
  • Improvise rhythms and melodies representative of the stylistic characteristics of music or texts studied in rehearsal.
Reading/ Writing
  • Create and share 8-16 measure unison/two-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create notated exercises representative of the stylistic characteristics of music or texts studied in rehearsal.
Responding/ Evaluating
  • Identify characteristics common to music studied in rehearsal.
  • Identify relationships between music and text.

Instrumental
Performing
  • Using the proper embouchure, breath support, articulation, and release, produce a characteristic tone in the middle register at dynamic ranges between pianissimo and fortissimo.
  • Demonstrate a clear and consistent tone on a stringed instrument with the ability to control the bows proximity from the bridge and fingerboard to create dynamic contrasts between pianissimo and fortissimo ((strings).
  • Play legato bowings and slur across strings (strings).
  • On a steady beat and at slow to medium tempi, clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Play the concert F and C scales with arpeggios (winds and percussion). Play the F and Bb major scale and d and g minor scales with arpeggios (strings) . Play seven-stroke roll, flam accent, flam paradiddle, ruff, double paradiddle, and controlled open roll rudiments (percussion).
  • Play alone and with others, music graded 1.5 to 2 and easy to medium easy.
Creating
  • Complete unfinished compositions using standard music notation.
  • Improvise simple rhythmic and melodic patterns up to 4 measures in length within given parameters.
  • Compose simple rhythmic and melodic patterns up to 4 measures in length within given parameters using standard music notation.
  • Given a call, improvise a response.
Reading/ Writing
  • Read given rhythmic notation using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Identify by name and notate common musical elements (endings, codas, etc.).
  • Demonstrate the construction of a major scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to and identify intervals by ear.
  • Listen to and echo simple rhythmic and melodic patterns up to 4 measures in length using body percussion, the voice, and instruments.
  • Listen to and dictate simple rhythmic patterns up to 4 measures in length using sixteenth notes and rests and dotted half and dotted quarter notes in 4/4, common, 2/4, 3/4, 6/8 meters, and cut time.
  • Listen to and dictate simple melodic patterns up to 4 measures in length within a given range.
  • Listen to a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles to evaluate and describe tone quality.
  • Recognize conducting patterns used in 4/4, common, 2/4, 3/4, and 6/8 meters and cut time.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share personally-developed melodies, rhythmic passages, and arrangements - individually or as an ensemble - that address identified purposes.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Present
Essential Questions:
EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Choral
Rhythm
  • Triplets
Melody
  • Natural minor scale and arpeggio
  • Harmonic minor scale and arpeggio
  • Melodic minor scale and arpeggio
  • Raised fourth scale degree
  • Lowered seventh scale degree
Harmony
  • Three- and four-part homophony
  • Secondary dominant
Form
  • Motet
  • Madrigal
  • Recitative
  • Chorale
Expression
  • Sforzando
  • Expressive intent
  • Energy
  • Articulation
  • Style
  • Mood
  • Accent
Other
  • Purpose
  • Genre
  • Rubric
  • Refinement

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

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Mixed meter
  • Syncopation
Melody
  • Full chromatic scale
  • Modal melodies
  • Minor scale
Harmony
  • Chromatic mediant and submediant chords
  • Counter melodies
  • Harmonic sequences
Form
  • Various cultural forms
Expression
  • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
  • Creative intent
  • Stylistic characteristics
  • Facial expression
  • Historical context
  • Cultural context
  • Artistic delivery

Instrumental
Rhythm
  • 5/4
  • 6/4
  • 3/8
  • 9/8
  • 12/8
  • Largo
  • Grave
  • Vivace
  • Presto
Melody
  • Double Flat
  • Double Sharp
  • Relative Minor
  • Pure Minor
  • Natural Minor
Harmony
  • Monophony
  • Polyphony
  • Homophony
  • Tonic
  • Dominant
Form
  • Tonic
  • Dominant
  • Subdominant
  • Cadence
  • Imitation
  • Counterpoint
  • Rondo
Skill Examples:
Choral
Performing
  • Perform music in a manner that is appropriate to the context of its culture of origin.
  • Publicly present music in a manner that is consistent with the culture of its origin or inspiration.
Creating
  • Improvise melodies representative of distinct cultures studied in rehearsal.
  • Adapt pre-existing music to the styles of various cultures studied in rehearsal.
Reading/ Writing
  • Create and share 16-32 measure three- and four-part rhythmic and melodic exercises using standard notation within teacher-provided guidelines.
  • Create and share rhythmic, melodic, and harmonic exercises representative of distinct cultural styles studied in rehearsal.
Responding/ Evaluating
  • Identify cultural influences in notated music.
  • Discuss the origins or reasoning behind cultural composition or performance practices.
  • Evaluate the cultural authenticity of commercially published music.

Instrumental
Performing
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Play all major scales and arpeggios (winds, strings, percussion).
  • Play pure minor scales and arpeggios (winds.
  • strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
  • Play alone and with others, music graded 3.5 to 4 and medium advanced.
Creating
  • Given an accompaniment, compose melodic lines up to 16 measures in length within given parameters using standard music notation.
  • Improvise rhythmic and melodic patterns up to 16 measures in length within given parameters.
Reading/ Writing
  • Read given rhythmic and melodic notation in 5/4, 6/4, 3/8, 9/8, and 12/8 meters.
  • Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
Responding/ Evaluating
  • Listen to, analyze, describe, and evaluate a variety of live and recorded music performed by self, peers, instructors, and professional soloists and ensembles with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
  • Describe ways in which concepts of music relate to concepts in other disciplines.
Arts Education (2017)
Grade(s): 6 - 12
Music: Traditional and Emerging Ensembles - Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Share varied, personally-developed musical works, individually or as an ensemble, that address identified purposes and contexts.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Choral
Rhythm
  • Duplet
  • Polyrhythm
Melody
  • Tonal center/ key relations
  • Scale construction
  • Non-standard notation
  • Transpositions
  • Modal
    • ionian
    • dorian
    • phrygian
    • lydian
    • mixolydian
    • aeolian
    • locrain
Harmony
  • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
  • Heterophonic
  • Homophonic
  • Monophonic
  • Polyphonic
  • Tonal pattern
Form
  • Advanced polyphony, such as fugue
Expression
  • Texture
  • Culturally authentic performance
  • Sensitivity
  • Stylistic expression
  • Interpretation
Other
  • Serialism
  • Chamber literature
  • Theoretical characteristics
  • Structural characteristics
  • Compositional devices
  • Personally-developed criteria
  • Musical intent
  • Musical purpose

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

Instrumental
Performing
  • Produce a characteristic tone in all registers at all dynamic ranges.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns using 32nds notes and rests in all meters.
  • Clap, speak on neutral syllables, count aloud, and play on instruments given rhythmic patterns in 3/8, 7/8, and mixed meters.
  • Play melodic and harmonic minor scales and arpeggios (winds, strings, percussion).
  • Play full range chromatic scale (winds, strings, percussion).
  • Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a soloist with and without accompaniment.
  • Play alone and with others, music graded 4.5 and advanced or greater.
Creating
  • Independently improvise over an accompaniment.
  • Compose 2-part rhythmic and melodic exercises up to 16 measures in length within given parameters using standard music notation.
Reading/ Writing
  • Read given rhythmic and melodic notation in 3/8, 7/8, and mixed meters.
  • Demonstrate the construction of a harmonic and melodic minor scales using the whole step-half step pattern.
Responding/ Evaluating
  • Program a variety of music for a recital or concert.
Performing
Select
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Novice
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

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
  • Beat (steady beat, rit., accel., fermata)
  • Meter (2/4, 3/4, 4/4, barline, pickup measure)
  • Notes and rests (quarter, half, dotted half, whole)
  • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
  • Other (ties)
Melody
  • Scales (pentatonic, major, natural minor)
  • Intervals (half step, whole step; second, third, fourth, fifth, octave)
  • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
  • Melodic figures (step/leap, arpeggio, phrase)
Harmony
  • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
  • Triads (root, third, fifth; major and minor qualities)
  • Function (tonic, dominant)
  • I-IV-V7-I cadences
Form
  • Form (phrase, ostinato)
  • Texture (melody, bassline, accompaniment)
  • Notation (phrase mark, double bar, repeat sign)
Expression
  • Dynamics (soft/loud, p, mf, f)
  • Articulation (staccato, legato)
Other
  • Historical significance of instrument
  • Posture, hand position, finger numbers, basic playing techniques
Skill Examples:
Performing
  • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
  • Pieces can be solo or small ensemble.
  • Performances should be contrasting styles and genres.
  • Perform a simple melody that you composed.
Creating
  • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
  • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
  • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
Reading/ Writing
  • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
  • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Describe and demonstrate how a varied repertoire of music is selected based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

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
  • Beat (division into twos and threes)
  • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
  • Notes and Rests (dotted quarter, eighth)
  • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
  • Other (syncopation, anticipation, a tempo)
Melody
  • Scales (chromatic, whole tone, harmonic minor, blues scale)
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Staff Notation (accidentals, enharmonic notes)
  • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
Harmony
  • Circle of Fifths
  • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
  • Triads (four qualities, inversions)
  • Seventh Chords (M7, Mm7, m7)
  • Function (tonic, dominant, subdominant)
  • Cadences (open, closed)
  • Other (consonance/ dissonance)
Expression
  • Dynamics (pp-ff, cresc., dim.)
  • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
  • See Beat and Tempo above
  • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
Other (at a level appropriate to the Early Intermediate/ Intermediate student)
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles, memorized and performed
Skill Examples:
Performing
  • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
Creating
  • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
Reading/ Writing
  • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
  • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
Responding/ Evaluating
  • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
Arts Education (2017)
Grade(s): 6 - 12
Music: Harmonizing Instruments - Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

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
  • Beat (strong and weak beats, backbeat, division/ subdivision)
  • Notes and Rests (dotted eighth, sixteenth)
  • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
  • Tempo (all standard Italian tempo terms, using the metronome to practice)
  • Other (triplet, swing eighths)
Melody
  • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
  • Intervals (compound)
  • Staff Notation (double sharps and flats)
  • Melodic Figures (motive, theme, trill, passing tone)
Harmony
  • Triads (suspended chords)
  • Seventh Chords (five qualities, four inversions, suspensions)
  • Function (all diatonic chord functions)
  • Cadences (half, authentic, deceptive)
  • Lead Sheets
Form
  • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
  • Texture (homophonic, polyphonic)
Expression
  • Dynamics (all standard Italian terms, abbreviations, and symbols)
  • Articulation (all standard terms and symbols characteristic to the instrument)
  • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
  • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
Other
  • Playing techniques/ practice techniques
  • Scales and Arpeggios
  • I-IV-V7-I/i-iv-V7-i cadences
  • Improvisation (e.g., around circle of fifths)
  • Sight-Reading
  • Ensemble Playing
  • Repertoire, representative of various styles and style periods, memorized and performed
Skill Examples:
Performing
  • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
  • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
  • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
  • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of styles.

    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
    • Rubato
    • Meter (changing meter: beat stays the same or division stays the same)
    • Notes and Rests (32nd notes, double dotted notes)
    • Other (hemiola, 2 against 3)
    Melody
    • Scales (modes)
    • Melodic Figures (appoggiatura, suspension)
    Harmony
    • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
    • Function (secondary dominants, pedal point)
    • Cadences (imperfect authentic, plagal)
    • I-IV-V7-I/i-iv-V7-i cadences
    Form
    • Sonata-allegro
    • Exposition
    • Development
    • Recapitulation
    • Thematic development
    Expression
    • comping
    • soloing
    • phrasing
    • dynamics
    • articulation
    • tempo
    Other
    • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    Skill Examples:
    Performing
    • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
    • Creating
      • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
      • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
      Reading/ Writing
      • Use staff paper or notation software to notate your composition or improvisation.
      • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
      • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
      Responding/ Evaluating
      • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
      • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Advanced
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    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
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Technology - Proficient
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer's technical and technological skill.

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

    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
    • Click Track
    • Compound Meter
    • Duple
    • Mixed Meter
    • Quantize
    • Simple Meter
    • Traditional and Iconic Notation
    • Traditional Notation/ Music Symbols
    • Triple
    Melody
    • Frequency
    • Instrumentation Choice
    • Interval
    • Key Signature (Minor)
    • Multitrack Recording
    • Traditional and Iconic Notation
    • Tone Generator
    • Transpose
    • Virtual Instruments
    Harmony
    • Atonal
    • Chord Progression
    • Consonance
    • Dissonance
    • Tension-Release
    • Transpose
    Form
    • Binary (AB)
    • Coda
    • Cut/ Paste
    • Editing
    • Interlude
    • Mixing
    • Sampling
    • Strophic
    • Style
    • Ternary (ABA)
    Expression
    • Amplitude
    • Articulation
    • Delay
    • Electronic Music
    • Musique Concréte
    • Panning
    • Pitch Bending
    • Timbre
    • Tone Color
    Other
    • Bit
    • Bouncing (to)
    • Byte
    • Compress/ Compression
    • Copyright/ Intellectual Property Rights
    • Decibel (dB)
    • Difference between Digital and Analog Recording
    • Digital Audio
    • Workstation (DAW)
    • Digital Citizenship
    • Effect(s)
    • Equalization
    • Event List
    • Master Tracks (Tempo, Audio)
    • MIDI Controller
    • Panning
    • Patch
    • Piano Roll
    • Reverb (Reverberation)
    • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
    • Synthesizer
    • Streaming
    • Sample (as in live instrument sample)
    • Sampling Rate
    • Sequence/ Sequencer
    Skill Examples:
    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Select from your electronically created or notated works which one or ones you want to share publicly on your school's website, or in another public forum.
    • Using virtual instruments, rehearse creating live, on the spot, music where you make rhythmic, melodic, and timbral decisions.
    • Using an original background track, improvise over that track using virtual instruments. Record your improvisation and listen back.
    Creating
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.) create loops that use both melody and percussive rhythm instruments
    • Use original loops to create musical Binary, Ternary, Strophic, etc. forms.
    • Use a tablet or other portable recording device and record different sounds in your environment. Use those sounds as part of an overall electronic work.
    Reading/ Writing
    • Using notation software, notate your melodic loop (motif) and then create a logical chordal harmony for your melody.
    • Using notation software notate a 2-3 measure rhythmic motif you created using sequencing or audio recording software.
    Responding/ Evaluating
    • Listen to a peer's electronic musical work and provide feedback based on your interpretation of the music for three musical areas (choose three from: rhythm, melody, harmony, form, expression, choice of electronic tools).
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Technology - Advanced
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.

    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
    • Asymmetrical
    • Measure
    • Mixed Meter
    • Quantize
    • Polyrhythm
    • Symmetrical
    • Syncopation
    • Velocity
    Melody
    • Audio Interface
    • Effects
    • Envelope
    • Gain/ Gain Staging
    • Sound Wave
    • Inversion/ Retrograde
    • Key Signature (Major, Minor, Modal)
    • Monophonic
    • Motif
    • Theme
    • Tonality
    • Transpose
    Harmony
    • Harmonic Progression
    • Harmonics (Overtones)
    • Homophony
    • Modulation
    • Part Writing
    • Polyphony
    • Suspension
    Form
    • Binary (AB)
    • Cadenza
    • Dubbing/ Overdub
    • Head (Jazz Reference)
    • Improvised Solo
    • Mapping
    • Rondo
    • Strophic
    • Style
    • Ternary (ABA)
    Expression
    • Crossfade
    • Decibel (dB)
    • Portamento
    • Slurring
    • Velocity
    Other
    • Clipping
    • College and Career Opportunities as a Music Technologist
    • Copyright/ Intellectual Property Rights
    • Digital Audio Workstation (DAW)
    • Digital Citizenship
    • Directional
    • Effect(s)
    • Master Tracks (Tempo, Audio)
    • Omnidirectional
    • Roll of Music Technology in 20th and 21st Century Music Styles (Classical genres, popular genres, etc.)
    • Room (wet, dry, live, etc.)
    • Transcribe/ Transcription
    • Virtual Instruments
    • Waveform manipulation
    Skill Examples:
    IMPORTANT NOTE
    In this section, performing refers to playing an audio file, performing original music in a public forum, or disseminating to the public in some way (i.e., web). Performing
    • Select from your electronically created or notated works which one or ones you want to publicly share on your own or the school's website.
    • Create an accompanying audio or video interpretation of your work that focuses on the structure and the context in which the music should be heard.
    Creating
    • Using music sequencing software (like GarageBand, Cubase, Studio One, Logic, Cakewalk, Mixcraft, etc.), create a larger musical form to share with an audience of your peers or in a larger forum.
    • Create loops and use them in new compositions.
    • Use audio recording software to record acoustic elements to accompany or enhance your electronic/computer composition elements.
    • Edit your work to increase or clarify expression through tempo, dynamics, velocity, etc.
    • Use filters and other audio editing tools (normalization, equalization, amplification, reverberation, delay, etc.) to further enhance your work.
    Reading/ Writing
    • Using notation software, notate different elements of an overall composition.
    • Using notation software, listen to a peer's work and notate rhythmic, melodic, and harmonic elements that you hear.
    Responding/ Evaluating
    • Listen to peers' compositions or compositional elements and provide constructive feedback for rhythm, melody, harmony, form, expression, timbre choices, and overall creativity.
    • Write a narrative explaining the choices you used in your own musical creations/ compositions.
    • Study different historical styles of music and use some of those compositional techniques in your electronic music. Explain what elements you chose and why.
    • Record a video explaining the meaning(s) and inspiration(s) for your work.
    • Do a "newscast" interview with a peer and ask him/ her how he/ she interprets his/her own work.
    Creating
    Present
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Composition and Theory - Proficient
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize 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
    • Simple meter
    • Compound meter
    Melody
    • Contour
    • Conjunct/ disjunct
    Harmony
    • Major/ minor
    • Monophonic
    • Polyphonic
    Form
    • Call and response
    • Round
    • Canon
    • Binary form (AB)
    • Ternary form (ABA)
    Expression
    • Dynamics
    • Tempo markings
    • Phrase
    Other
    • Key signatures
    • Treble or bass clef (dependent on student voicing/ instrument)
    • Rhythmic dictation
    Skill Examples:
    Creating
    • Enhance a given melodic line with tempo markings, dynamics, articulations, and phrasing to better portray the intended meaning and mood of the piece.
    • Select music that expresses a specific mood, visual image, or storyline.
    Reading/ Writing
    • Complete simple rhythmic dictation.
    Responding/ Evaluating
    • Listen to a teacher selected musical composition and describe how the performer's performance decisions about technical and expressive elements directly impact the way the audience interprets the meaning behind the selection.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Composition and Theory - Accomplished
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize 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
    • Mixed meter
    Melody
    • Contour
    • Conjunct/ disjunct
    Harmony
    • Major/ minor
    • Homophonic
    • Heterophonic
    • Polyphonic
    Form
    • Call and response
    • Round
    • Canon
    • Binary (AB)
    • Ternary (ABA)
    Expression
    • Articulations
    • Stylistic markings
    Other
    • Key signatures
    • Treble or bass clef (dependent on student voicing/ instrument)
    • Simple aural skills (ear training)
    • Simple sight reading
    • Melodic dictation
    • Improvisation
    Skill Examples:
    Creating
    • Provide suggestions, using musical terminology, that help improve a musical performance.
    • Select a passage from literature and create a simple composition to illustrate the meaning of the text.
    • Select several pieces of music, varied in genre, to illustrate a storyline for classmates to interpret.
    Reading/ Writing
    • Complete melodic and rhythmic dictation of increased difficulty.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Composition and Theory - Advanced
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    5) Share music through the use of notation, solo or group performance, or technology, and demonstrate and explain how the elements of music, compositional techniques, and processes have been employed to realize 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:
    Harmony
    • Harmonic Rhythm
    • Modulation
    • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
    Form
    • Motive
    • Sonata Form
    • Rondo Form
    • Fugue
    • Cadence
    • Period, Double Period, Parallel Period, etc.
    Other
    • Advanced Sight Reading
    • Advanced Aural Skills
    • Transposition
    • Harmonic Dictation
    Skill Examples:
    Creating
    • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
    Reading/ Writing
    • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
    Responding/ Evaluating
    • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.
    Arts Education (2017)
    Grade(s): 6
    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 or arrangement, using craftsmanship and originality, to demonstrate an effective beginning, middle, and ending, and 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
    Melody
    • Pitch set: La- centered diatonic (minor)
    • Clef reading (diatonic)
    • Octave
    • Unison/ harmony
    Harmony
    • Polyphonic
    • 2-part songs
    • 3-part songs
    • Descant
    • Bass clef
    • Accompaniment
    Form
    • AB form
    • ABA form
    • Form
    • Canon
    • Composer
    • Composite forms
    Expression
    • Tone Quality
    • Articulation
    Other
    • Age-appropriate audience and performer etiquette
    • Age-appropriate pitch matching (G3-G5)
    • Historical periods
    Skill Examples:
    Performing
    • Perform original music that adheres to a simple formal structure.
    Creating
    • Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
    • Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
    • Create movement to illustrate the form of a composition.
    Reading/ Writing
    • Identify instruments used in Western and world music ensembles.
    • Identify different functions and uses of music in American and other cultures.
    Responding/ Evaluating
    • Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
    • Describe roles and skills musicians assume in various cultures and settings.
    Performing
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Novice
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    6) Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

    Insight Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Present
    Essential Questions:
    EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
    EQ: How do performers select repertoire?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Measure
    • Bar line
    • Time signature
    • Simple meter
    • Common time
    • 2/4 time
    • Whole note/ rest
    • Half note/ rest
    • Quarter note/ rest
    • Eighth note/ rest
    • Tempo
    Melody
    • Head voice/ chest voice
    • Staff
    • Clef (treble and bass)
    • Major key signature
    • Diatonic major scale
    • Tonic major arpeggio
    • Pitch
    • Stepwise motion
    • Skip motion
    Harmony
    • Unison
    • 2-part singing
    • Vocal ostinati
    • Imitative harmony (canon, etc.)
    Form
    • Phrase
    • Verse
    • Chorus
    • Section
    • AB
    • ABA
    • Repeat sign
    Expression
    • Balance/ blend
    • Phrasing
    • Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, diminuendo
    • Uniform vowels
    • Fermata
    Other
    • Sharps
    • Flats
    • Naturals
    • Diction
    • Posture
    • Performance etiquette
    • Correct breathing

    Instrumental
    Rhythm
    • Beat
    • Tempo
      • Adagio
      • Andante
      • Moderato
    • Counting System
    • Simple Meter
    • Time Signature
      • 4/4
      • Common
      • 2/4
      • 3/4
    • Barline
    • Measure/ Bar
    • Whole Note & Rest
    • Half Note & Rest
    • Quarter Note & Rest
    • Eighth Note & Rest
    • Dotted Half Note
    • Tie
    • Pick-up Note
    • Rudiment
    Melody
    • Staff
    • Clef
      • Treble
      • Bass
      • Alto
    • Key Signature
    • Sharp
    • Flat
    • Natural
    • Accidental
    • Pitch
    • Range
    • Register
    • Middle Register
    • Tonality
    • Major
    • Diatonic
    • Chromatic
    • Scale
    • Arpeggio
    • Half-Step
    • Whole-Step
    • Stepwise Motion
    • Intervals
    Harmony
    • Unison
    • Solo
    • Duet
    • Tutti
    • Chord
    • Progression
    Form
    • Phrase
    • Repeats/ Repeat Sign
    • Double Bar Line
    Expression
    • Dynamic
      • Piano
      • Mezzo Piano
      • Mezzo Forte
      • Forte
    • Articulation
      • Tonguing
      • Slurring
      • Accent
      • Legato
      • Staccato
      • Detaché
      • Pizzicato
    • Breath Mark
    Other
    • Posture
    • Instrument Carriage
    • Instrument Assembly
    • Instrument Maintenance
    • Embouchure
    • Grip
    • Characteristic Tone Quality
    • Tone Color
    • Range
    • Timbre
    • Breathing
    • Support
    • Sustain
    • Release
    • Intonation
    • Balance
    • Blend
    • Sight-reading
    • Transpose
    • Compose
    • Arrange
    • Improvise
    • Audience Etiquette
    • Performer Etiquette
    Skill Examples:
    Choral
    Performing
    • Develop characteristic tone employing the following musical concepts: rhythm, melody, form, and expression.
    • With guidance, select one piece of music from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's interest.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings, while making appropriate use of posture, breath control, tone production (head voice), pitch matching and note accuracy.
    • Demonstrate chest and head voices while singing individually and in groups.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values), range development, diction and vowel formation, expressive elements including dynamics.
    • Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
    • Demonstrate correct posture.
    • Adjust tone quality while singing.
    • Produce a supported tone using proper breath control for 8 beats.
    • Sing uniform vowels.
    • Properly enunciate beginning and ending consonants.
    • Demonstrating proper vocal techniques as a member of a larger group (balance/blend of vocal timbre within a group).
    • Respond appropriately to the cues of a conductor.
    Creating
    • Recognize standard notation symbols used in music.
    • Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
    Reading/ Writing
    • Count music that contains whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in 2/4, 3/4, 4/4 meter signature using a consistent counting system.
    • Interpret standard notation symbols for pitches in the treble clef.
    • Identify key signatures C, F, and G.
    • Sight-sing unison literature.
    • Sing standard pitch notation (including letter names, solfége, and numbers) in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth.
    • Perform scales and their related arpeggios.
    • Demonstrate whole- and half-step patterns in the major scale.
    Responding/ Evaluating
    • Respond to technical qualities of a performance using music terminology.
    • Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
    • Attend live performances and demonstrate appropriate audience etiquette.
    • Describe specific areas within a piece of music which may be challenging and identify improvement goals.

    Instrumental
    Performing
    • Demonstrate ability to care for, assemble, and properly hold an instrument with appropriate posture.
    • Demonstrate ability to keep a steady beat.
    • Demonstrate ability to count rhythms in simple meter.
    • Produce a characteristic tone in middle register at different dynamic levels.
    • Demonstrate ability to match pitch with others.
    • Perform at least two major scales and arpeggios or percussion rudiments.
    Creating
  • Demonstrate ability to compose short melodies.
  • Fill a measure with rests and notes in 4/4, 3/4, and 2/4.
  • Explain and demonstrate appropriate practice plans and techniques.
  • Reading/ Writing
  • Read rhythms using a widely accepted counting system.
  • Identify note names on a staff.
  • Demonstrate ability to read key signatures and accidentals.
  • Identify articulation markings and define their purpose.
  • Responding/ Evaluating
  • Identify key signatures by number of flats and sharps.
  • identify time signatures in music examples.
  • Identify basic intervals from one pitch to another.
  • Identify style of music and perform accordingly.
  • Demonstrate ability to balance and blend in small group and Tutti settings.
  • Demonstrate ability to follow a conductor.
  • Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Intermediate
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    6) Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

    Insight Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Select
    Essential Questions:
    EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
    EQ: How do performers select repertoire?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Sixteenth notes
    • Dotted notes/ rhythms
    • Compound meter
    • 3/4 time
    • 6/8 time
    • Cut time
    • Beat
    • Tempo
    • Syncopated rhythm
    Melody
    • Intervals of thirds, fourths, and fifths
    • Subdominant arpeggio
    • Dominant arpeggio
    • Relative minor
    Harmony
    • Soprano, alto, tenor, bass
    • 3-part singing (SSA, TTB, SAB)
    • 4-part singing (SATB, SSAA, TTBB)
    • Chord progression
    Form
    • Rondo
    • D.S. al Coda
    • D.C. al Coda
    Expression
    • Legato
    • Staccato
    • Tenuto
    • Accent
    Other
    • Intonation

    Instrumental
    Rhythm
    • Dotted Quarter Note
    • Sixteenth Note & Rest
    • Compound Meter
    • 6/8
    • Cut Time
    • Syncopation
    Melody
    • Minor
    • Theme
    • Upper Register
    • Lower Register
    • Conjunct
    • Disjunct
    Harmony
    • Texture
    • Orchestration
    Form
    • Endings
    • Dal Segno (D.S.)
    • Da Capo (D.C.)
    • Coda
    • Fin
    Expression
    • Pianissimo
    • Fortissimo
    • Crescendo
    • Decrescendo
    • Diminuendo
    • Fermata
    Other
    • Alternate Fingerings
    • Conducting Patterns
    • Gesture
    • Cue
    • Cutoff
    Skill Examples:
    Choral
    Performing
    • Create a characteristic tone and produce a wider range of dynamics and musical expression.
    • With teacher guidance, select contrasting, unrehearsed, pieces from available resources (full or small ensemble pieces, method or solo books) that reflects the performer's highest level of performance ability.
    • Demonstrate fundamental vocal control while performing varied repertoire of music in ensemble settings) while making appropriate use of posture, breath control, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate fundamental control, technical accuracy, and expressive qualities.
    • Demonstrate technical accuracy through appropriate use of: rhythm work (including pulse, note, and rest values) range development, diction, pronunciation, and vowel formation, expressive elements including dynamics and phrasing.
    • Perform two-part and three-part literature, including selections in a different language.
    • Perform literature accurately which includes the tempo markings of moderato, ritardando, and a tempo.
    • Perform literature accurately which includes the articulation markings of legato and staccato.
    • Produce a supported tone with proper breath control for 12 beats.
    • Produce a consistent blended vocal sound individually in classroom and public performance groups.
    • Respond vocally to conductor cues indicating meter, entrances, and cutoffs.
    Creating
    • Classify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
    • Embellish melodies vocally using neighboring tones.
    Reading/ Writing
    • Interpret standard musical notation for whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8-meter signatures.
    • Interpret standard notation symbols for pitch in two different clefs.
    • Read and notate melodies in treble and bass clef using key signatures
    • Sight-sing two- and three-part literature in treble or bass clef.
    • Identifying the relationship of the key signature to "Do" or 1.
    • Performing music containing the intervals of a 2nd, 3rd, 4th, 5th, and octave.
    • Identify major key signatures up to three flats and sharps.
    Responding/ Evaluating
    • Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own.
    • Critique vocal performances to determine the accuracy of intonation and vocal techniques.
    • Discuss how elements of music are used in a work to create images or evoke emotions.

    Instrumental
    Performing
    • Demonstrate ability to count rhythms in compound meter.
    • Produce a characteristic tone in all registers at all dynamic levels.
    • Perform at least six major scales and arpeggios or percussion rudiments.
    • Perform chromatic scale at least one octave.
    Creating
    • Demonstrate ability to improvise on basic melodies.
    • Fill a measure with rests and notes in 6/8 time and Cut Time.
    Reading/ Writing
    • Identify and correctly count/play syncopated rhythms.
    • Identify and correctly count/play music with multiple endings and repeats.
    • Identify and correctly count/play music with D.S., D.C., coda, and fine.
    • Demonstrate ability to correctly play simple sight-reading examples.
    Responding/ Evaluating
    • Demonstrate ability to respond to cues, style changes, and tempo changes given by a conductor.
    • Demonstrate ability to balance and blend in different textures and orchestrations.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Proficient
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    6) Explain the criteria used to select a varied repertoire of music to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

    Insight Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Select
    Essential Questions:
    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Triplets
    Melody
    • Natural minor scale and arpeggio
    • Harmonic minor scale and arpeggio
    • Melodic minor scale and arpeggio
    • Raised fourth scale degree
    • Lowered seventh scale degree
    Harmony
    • Three- and four-part homophony
    • Secondary dominant
    Form
    • Motet
    • Madrigal
    • Recitative
    • Chorale
    Expression
    • Sforzando
    • Expressive intent
    • Energy
    • Articulation
    • Style
    • Mood
    • Accent
    Other
    • Purpose
    • Genre
    • Rubric
    • Refinement

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

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

    Insight Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Select
    Essential Questions:
    EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
    EQ: How do performers select repertoire?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Mixed meter
    • Syncopation
    Melody
    • Full chromatic scale
    • Modal melodies
    • Minor scale
    Harmony
    • Chromatic mediant and submediant chords
    • Counter melodies
    • Harmonic sequences
    Form
    • Various cultural forms
    Expression
    • Various culture-specific expressive techniques (ululation, overtone singing, etc.)
    • Creative intent
    • Stylistic characteristics
    • Facial expression
    • Historical context
    • Cultural context
    • Artistic delivery

    Instrumental
    Rhythm
    • 5/4
    • 6/4
    • 3/8
    • 9/8
    • 12/8
    • Largo
    • Grave
    • Vivace
    • Presto
    Melody
    • Double Flat
    • Double Sharp
    • Relative Minor
    • Pure Minor
    • Natural Minor
    Harmony
    • Monophony
    • Polyphony
    • Homophony
    • Tonic
    • Dominant
    Form
    • Tonic
    • Dominant
    • Subdominant
    • Cadence
    • Imitation
    • Counterpoint
    • Rondo
    Skill Examples:
    Choral
    Performing
    • Extend technical skills and artistry and provide demonstrate a deeper understanding and appreciation of the study of music.
    • Select a contrasting program (at least three pieces) from available music resources (e.g., method or solo books, ensemble piece introduced in class but not rehearsed) that present technical and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Demonstrate fundamental vocal control while performing varied repertoire of music individually and in ensemble settings while making appropriate use of posture, breath control, energy, tone production (with freedom, resonance, control), pitch matching, intonation, balance and blend, sense of ensemble.
    • Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
    • Demonstrate technical accuracy through appropriate use of scale construction, rhythm work (including pulse, note, and rest values), range development, diction, pronunciation, vowel formation, and expressive elements (including dynamics, phrasing, and stylistic characteristics).
    • Perform a varied repertoire of four-part literature, including selections in three languages.
    • Perform literature accurately that indicates tempo markings of adagio, vivace, and rallentando.
    • Perform literature accurately that indicates dynamic markings of pianissimo and fortissimo.
    • Perform literature accurately that uses the marking of marcato.
    • Responding vocally to conductor cues indicating tempo changes.
    Creating
    • Use standard symbols for pitch, rhythm, dynamics, and tempo to notate personal musical ideas and the musical ideas of others.
    • Improvise vocally in various musical styles (examples: jazz or blues).
    Reading/ Writing
    • Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, simple compound, triple, compound, and mixed meters.
    • Interpret standard notation symbols for pitch in appropriate clefs using extended staves.
    • Identify whole- and half-step patterns in minor scales.
    Responding/ Evaluating
    • Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.
    • Evaluate vocal performances to identify accuracy of tone and musical effect.
    • Discuss how people differ in their responses to the aesthetic qualities of performance including their personal responses.
    • Describe how the use of elements of music affects the aesthetic impact of a music selection.
    • Discuss how the purpose, meaning and value of music changes because of the impact of life experiences.
    • Assess how elements of music are used in a work to create images or evoke emotions.
    • Evaluate how musical forms are influenced by history.

    Instrumental
    Performing
  • Demonstrate ability to count rhythms in 5/4, 6/4, 3/8, 9/8, and 12/8.
  • Perform all-natural minor scales and arpeggios.
  • Perform non-traditional scales including whole tone, blues, and pentatonic.
  • Demonstrate ability to perform in all key signatures and read double accidentals.
  • Perform in the first five positions freely for violins and violas.
  • Cellists expand range up to 7th position and perform using the tenor clef. Cellists and Bass players perform in thumb position (strings).
  • Within repertoire perform a variety of bow strokes including hooked bowings, staccato, spiccato, and tremello, martalé and collegno (Strings).
  • Creating
  • Develop personal practice strategies that could be shared amongst peers.
  • Demonstrate ability to select multiple pieces of music to create a program that conveys all styles and genres and represents different time periods and cultures.
  • Demonstrate ability to use mastery of technical and expressive elements to connect with an audience.
  • Reading/ Writing
    • Determine style based on music parts and score.
    • Demonstrate mastery of all technical and expressive music markings through thoughtful interpretation while performing.
    • Identify the use of cadences to guide musical phrasing.
    Responding/ Evaluating
    • Demonstrate ability to respond to rehearsal and performance to correct errors.
    • Develop strategies to correct mistakes made during rehearsal and performance.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Traditional and Emerging Ensembles - Advanced
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Classroom Resources: 0
    Unit Plans: 0
    6) Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

    Insight Unpacked Content
    Artistic Process: Performing
    Anchor Standards:
    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Process Components: Select
    Essential Questions:
    EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
    EQ: How do performers select repertoire?
    Concepts & Vocabulary:
    Choral
    Rhythm
    • Duplet
    • Polyrhythm
    Melody
    • Tonal center/ key relations
    • Scale construction
    • Non-standard notation
    • Transpositions
    • Modal
      • ionian
      • dorian
      • phrygian
      • lydian
      • mixolydian
      • aeolian
      • locrain
    Harmony
    • Non-traditional tonalities (atonality, octatonic scales, polytonality, etc.)
    • Heterophonic
    • Homophonic
    • Monophonic
    • Polyphonic
    • Tonal pattern
    Form
    • Advanced polyphony, such as fugue
    Expression
    • Texture
    • Culturally authentic performance
    • Sensitivity
    • Stylistic expression
    • Interpretation
    Other
    • Serialism
    • Chamber literature
    • Theoretical characteristics
    • Structural characteristics
    • Compositional devices
    • Personally-developed criteria
    • Musical intent
    • Musical purpose

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

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

    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
    • Beat (steady beat, rit., accel., fermata)
    • Meter (2/4, 3/4, 4/4, barline, pickup measure)
    • Notes and rests (quarter, half, dotted half, whole)
    • Tempo (metronome markings = beats per minute; basic Italian and English terms, e.g., slow, fast, allegro, andante, largo)
    • Other (ties)
    Melody
    • Scales (pentatonic, major, natural minor)
    • Intervals (half step, whole step; second, third, fourth, fifth, octave)
    • Staff notation (treble and bass clefs, grand staff, lines, spaces, ledger lines, treble G, bass F, sharps, flats, key signatures)
    • Melodic figures (step/leap, arpeggio, phrase)
    Harmony
    • Intervals (half step, whole step; second, third, fourth, fifth, octave; also, M3, m3)
    • Triads (root, third, fifth; major and minor qualities)
    • Function (tonic, dominant)
    • I-IV-V7-I cadences
    Form
    • Form (phrase, ostinato)
    • Texture (melody, bassline, accompaniment)
    • Notation (phrase mark, double bar, repeat sign)
    Expression
    • Dynamics (soft/loud, p, mf, f)
    • Articulation (staccato, legato)
    Other
    • Historical significance of instrument
    • Posture, hand position, finger numbers, basic playing techniques
    Skill Examples:
    Performing
    • Perform 2 pieces of 4-8 measures that demonstrate appropriate skill sets.
    • Pieces can be solo or small ensemble.
    • Performances should be contrasting styles and genres.
    • Perform a simple melody that you composed.
    Creating
    • Compose a simple melody using I, vi, IV, V7 chords in root position with dynamic contrast.
    • Compose a simple melodic line in varying rhythmic patterns in 2/4, 3/4, and 4/4.
    • Write out a simple harmonization of a short melody such as "Ode to Joy" using major and minor chords.
    Reading/ Writing
    • With the teacher's help, mark all phrases in pieces to be performed. Be able to play each phrase by itself. Be able to identify each note name, note value, dynamic marking, and articulation marking.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Search online for recordings of the pieces you are playing. Decide what you like/ dislike about the recordings. Decide whether you would want to incorporate any ideas you hear into your own performance.
    • Make video and audio recordings of your playing. Listen, practice the difficult spots, and re-record.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Intermediate
    All Resources: 0
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    6) Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, including some based on reading standard notation.

    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
    • Beat (division into twos and threes)
    • Meter (2/2, 3/8, 6/8, common time, cut time, alla breve)
    • Notes and Rests (dotted quarter, eighth)
    • Tempo (more Italian terms, such as adagio, allegretto, andantino, con brio, con moto, lento, moderato, vivace, vivo; metronome ranges for tempos)
    • Other (syncopation, anticipation, a tempo)
    Melody
    • Scales (chromatic, whole tone, harmonic minor, blues scale)
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Staff Notation (accidentals, enharmonic notes)
    • Melodic Figures (sequence, Guitar: hammer-on, pull-off; Piano: grace note)
    Harmony
    • Circle of Fifths
    • Intervals (P1, m2, M2, m3, M3, P4, tritone [A4, D5], P5, m6, M6, m7, M7, P8)
    • Triads (four qualities, inversions)
    • Seventh Chords (M7, Mm7, m7)
    • Function (tonic, dominant, subdominant)
    • Cadences (open, closed)
    • Other (consonance/ dissonance)
    Expression
    • Dynamics (pp-ff, cresc., dim.)
    • Articulation (accent, sfz, tenuto; Guitar: hammer ons, pull offs; Piano: two note slurs)
    • See Beat and Tempo above
    • Character/ Style (English and Italian terms, e.g., cantabile, dolce, espressivo, giocoso, scherzando, spiritoso)
    Other (at a level appropriate to the Early Intermediate/ Intermediate student)
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., diatonic chord progressions, such as F-G-C-Am)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles, memorized and performed
    Skill Examples:
    Performing
    • Perform three or four repertoire pieces in contrasting styles (see Artistic Process/ Creating).
    Creating
    • Choose one of your repertoire pieces, analyze the texture, chords, and form, and write a piece of your own in the same style.
    Reading/ Writing
    • Notate your piece with staff paper or in a music notation software, such as Noteflight or Finale, etc.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Research the time period and composers of the pieces you are performing. Find out "performance practice" information for each time period, style, composer, or piece. Determine whether your research affects the way you perform pieces.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Proficient
    All Resources: 0
    Learning Activities: 0
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    6) Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

    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
    • Beat (strong and weak beats, backbeat, division/ subdivision)
    • Notes and Rests (dotted eighth, sixteenth)
    • Meter (duple, triple, and quadruple simple and compound meters [2/2, 2/4, 6/8; 3/2, 3/4, 9/8; 4/2, 4/4, 12/8], asymmetrical meters [5/4, 7/8, etc.])
    • Tempo (all standard Italian tempo terms, using the metronome to practice)
    • Other (triplet, swing eighths)
    Melody
    • Scales (3 minor scale forms: natural, harmonic, melodic; relative and parallel minor)
    • Intervals (compound)
    • Staff Notation (double sharps and flats)
    • Melodic Figures (motive, theme, trill, passing tone)
    Harmony
    • Triads (suspended chords)
    • Seventh Chords (five qualities, four inversions, suspensions)
    • Function (all diatonic chord functions)
    • Cadences (half, authentic, deceptive)
    • Lead Sheets
    Form
    • Forms (AABA song form, verse, chorus, bridge, 12-bar blues, sonatina, rondo, theme and variations
    • Texture (homophonic, polyphonic)
    Expression
    • Dynamics (all standard Italian terms, abbreviations, and symbols)
    • Articulation (all standard terms and symbols characteristic to the instrument)
    • Tempo and Changing Tempo (all standard Italian, English terms and abbreviations, exposure to French, German terms)
    • Character/ Style (all standard Italian and English terms, exposure to French and German terms)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Improvisation (e.g., around circle of fifths)
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of various styles and style periods, memorized and performed
    Skill Examples:
    Performing
    • Guitar: perform two contrasting solo pieces in first-fifth position equivalent to repertoire found in Levels Three through Four of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 4-6, American Popular Piano Repertoire Books 4-6, etc.).
    • Perform music from a variety of popular genres such as: Blues, Country, Ragtime, Rock, Jazz, etc.
    Creating
  • Choose a genre/ style and with your teacher's help, realize a chord progression in an appropriate figuration/ style.
  • Choose a familiar melody and create a Theme and Variations featuring several different styles.
  • Reading/ Writing
    • Notate your compositions, using staff paper or notational software.
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Responding/ Evaluating
    • Find several different recordings of each repertoire piece you are learning. Notice differences/ similarities in tempo, phrasing, technical skill, and overall effect. Decide which characteristics make a convincing performance.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Accomplished
    All Resources: 0
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    6) Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

    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
    • Rubato
    • Meter (changing meter: beat stays the same or division stays the same)
    • Notes and Rests (32nd notes, double dotted notes)
    • Other (hemiola, 2 against 3)
    Melody
    • Scales (modes)
    • Melodic Figures (appoggiatura, suspension)
    Harmony
    • Triads (diatonic triad qualities in major keys: I ii iii IV V vi viio)
    • Function (secondary dominants, pedal point)
    • Cadences (imperfect authentic, plagal)
    • I-IV-V7-I/i-iv-V7-i cadences
    Form
    • Sonata-allegro
    • Exposition
    • Development
    • Recapitulation
    • Thematic development
    Expression
    • comping
    • soloing
    • phrasing
    • dynamics
    • articulation
    • tempo
    Other
    • periods/ styles (Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World)
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    Skill Examples:
    Performing
    • Guitar: perform two contrasting solo pieces in first-seventh position equivalent to repertoire found in Levels Five and Six of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform three to four pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 5-8, American Popular Piano Repertoire Books 5-7, etc.).
    • Creating
      • Create a composition for your instrument that contains changing meter, hemiola, or 2 against 3.
      • Import a midi rhythm in a style (such as Groove Monkee midi loops) into notation software (such as Noteflight or Sonar). Improvise to the rhythm track in an appropriate style. Prepare an improvisation for performance.
      Reading/ Writing
      • Use staff paper or notation software to notate your composition or improvisation.
      • Notate your composition/ improvisation as a lead sheet with chord symbols and melody.
      • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
      Responding/ Evaluating
      • Have your teacher help you find compositions with 2 against 3 rhythms, hemiola, and changing meters. Analyze where these occur in the music, and describe the effect of the rhythmic devices.
      • Study the rhythmic devices used in a particular popular style, such as Latin Jazz.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Harmonizing Instruments - Advanced
    All Resources: 0
    Learning Activities: 0
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    6) Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    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
    • Meter (non-metered)
    • Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
    • Other (3 against 4)
    Melody
    • Scales (symmetrical, exotic)
    • Melodic Figures (nonharmonic tones)
    Harmony
    • Triads (diatonic triad qualities in minor keys: i iio III+ iv V VI viio)
    • Seventh Chords (diatonic 7th chord qualities in major keys: IM7 iim7 iiim7 IVM7 V7 vim7 viim7-5)
    • Function (modulation, pivot chords, borrowed chords)
    • Non-Tertian harmony
    • Figured bass
    Form
    • Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
    • Texture (hetereophonic, mixed textures)
    Expression
    • Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)
    Other
    • Playing techniques/ practice techniques
    • Scales and Arpeggios
    • I-IV-V7-I/i-iv-V7-i cadences
    • Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
    • Improvisation with non-tertian harmony
    • Sight-Reading
    • Ensemble Playing
    • Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed
    Skill Examples:
    Performing
    • Guitar: Perform two contrasting solo pieces equivalent to repertoire found in Levels Six through Eight of the Guitar Studies and Repertoire Album (Royal Conservatory-Frederick Harris Publications).
    • Piano: Perform two to three pieces in contrasting styles (level comparable to Magrath Masterwork Classics Levels 6-10, American Popular Piano Repertoire Books 6-8, etc.).
    Creating
    • Compose a piece using non-diatonic scales, such as whole tone, pentatonic, octatonic, and invented scales.
    • Compose a piece using modes other than minor/ major for melody and harmony.
    • Compose a piece using a 12-tone row.
    • Compose a piece using non-triadic harmonic structures like quartal and quintal harmony, chord clusters, and harmonies made from mixtures of different intervals.
    • Reharmonize a familiar hymn tune using jazz chords.
    Reading/ Writing
    • Find and study scores written in non-traditional music notation (chance music, indeterminacy, proportional notation, graphic scores, etc.).
    • Sight-read something every day from a variety of sources, such as a graded series of classical music, a hymnal, the sample pages provided on musicnotes.com, sheetmusicplus.com, etc.
    Arts Education (2017)
    Grade(s): 6 - 12
    Music: Technology - Proficient
    All Resources: 0
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    6) Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

    Insight Unpacked Content