Music Theory Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential treble, bass, and c clefs, note names of the musical alphabet, appropriate notation for whole note, dotted half note, half note, quarter note, eighth note and the corresponding rests, basic tempo terms(largo, andante, moderato, allegro, presto), basic dynamic terms (p, mp, mf, f), basic forms (binary, ternary, fugue, variation, chorale), basic musical textures (monophonic, homophonic, polyphonic), basic forms (binary, ternary, fugue, variation, chorale, rondo, sonata), basic musical textures (monophonic, homophonic, polyphonic), note names of the musical alphabet, tonality (major, minor, diminished, augmented, modal) Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. treble, bass, and c clefs note names of the musical alphabet appropriate notation for whole note, dotted half note, half note, quarter note, eighth note and the corresponding rests basic tempo terms (largo, andante, moderato, allegro, presto) basic dynamic terms (p, mp, mf, f) music uses a symbolic system to represent aural sounds. different pitches and lengths of sounds. different speeds. different volume levels. use individual notes, chords, and chord progressions to analyze the structure of given musical selections.
Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. Artists creative choices are influenced by their experience, context and expressive intent. an individual, group, or basic forms (binary, ternary, time period can be identified fugue, variation, chorale) with a certain style in music. basic musical textures composers use different (monophonic, homophonic, musical forms as a means of polyphonics expressing emotions develop, document, and explain a plan for creating an original composition. Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. Artists evaluate and refine work through feedback, flexibility, and persistence. basic forms (binary, ternary, fugue, variation, chorale, rondo, sonata) basic musical textures (monophonic, homophonic, polyphonic) treble, bass, and c clefs. note names of the musical alphabet appropriate notation for whole note, dotted half note, half note, quarter note, eighth note and the corresponding rests basic tempo terms tonality (major, minor, diminished, augmented, modal) composing music is a step by step process and can be changed and edited many times. quality compositions are a synthesis of many wellwritten aspects of music. compose a short representational work in the following forms: binary, ternary, fugue, variation, chorale. peer-review and edit other student s musical compositions for accuracy in notation. re-write their compositions based on peer-review edits and teacher feedback. evaluate the quality of a given composition based on its formal and compositional structure.
Music Theory Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential composer, arranger, performer, listener, style, standard music history eras and dates (Antiquity, Medieval Period 500-1500 AD, Renaissance 1450-1600 AD, Baroque 1600-1750 AD, Classical 1750-1820, Romantic 1820-1900, Modern 1900-present day), modern music styles (popular music, jazz, rock, world music), basic music elements (melody, harmony, rhythm, timbre), basic music forms (sectional, variation, fugal, sonata, free form), opera, symphony, concerto, style/genre, basic dynamics (p, mp, mf, f), basic tempos (largo, andante, moderato, allegro, presto), tempo related terms (ritardando, accelerando), word painting, texture, tonality (major, minor, diminished, augmented, modal), critic Anchor Standard 1: Support the choice of music for a specific purpose or situation. Individual selection of work is influenced by their interests, experiences, understandings and purposes. composer arranger performer listener style musical selections are best appreciated by being considerate the roles of composer, performer, and listener in the final product. musical compositions are a synthesis of the composer s personality and the time and place the composer was working when the selection was created. use specific criteria for making informed, critical evaluations of musical selections.
Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. Understanding the structure and context of the work influences your response. standard music history eras and dates (Antiquity, Medieval Period 500-1500 AD, Renaissance 1450-1600 AD, Baroque 1600-1750 AD, Classical 1750-1820, Romantic 1820-1900, Modern 1900-present day) modern music styles (popular music, jazz, rock, world music) basic music elements (melody, harmony, rhythm, timbre) basic music forms (sectional, variation, fugal, sonata, free form) opera symphony concerto Western Musical History can be divided into several eras. there are 4 basic elements of music. there are standard organizational forms that composers utilize to create music. classify by genre/style and historical period unfamiliar examples of music and explain the reasoning behind their classification. compare and contrast how musical elements, artistic process, and organizational categories are used in musical compositions.
Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. style/genre basic dynamics (p, mp, mf, f) basic tempos (largo, andante, moderato, allegro, presto) tempo related terms (ritardando, accelerando) word painting texture tonality (major, minor, diminished, augmented, modal) a composition should reflect the creator/performer s expressive intent by selecting appropriate musical elements. one or several layers of sound. different tonalities to convey emotion. demonstrate the expressive qualities in a given musical selection and describe how they relate to the composer s/performer s intent. Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. Quality performances are influenced by analysis, interpretation, and established criteria. critic personal preference for music is influenced by a variety of given criteria. describe and justify personal responses to given musical selections using appropriate musical vocabulary.