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 Vocabulary: 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
Enduring Understandings
The creative ideas, concepts, and feelings that influence artists’ work emerge from a variety of sources.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• music uses a symbolic
• use individual notes, chords,
Students will be able to…
• treble, bass, and c clefs
system to represent aural
and chord progressions to
• apply foundational skills
sounds.
analyze the structure of
• note names of the musical
from K-5.
given musical selections.
alphabet
• music can be composed with
different
pitches
and
lengths
• appropriate notation for
of sounds.
whole note, dotted half note,
half note, quarter note,
• music can be composed with
eighth note and the
different speeds.
corresponding rests
• music can be composed with
• basic tempo terms
different volume levels.
(largo, andante, moderato,
allegro, presto)
• basic dynamic terms
(p, mp, mf, f)
Adopted April 14, 2014
Anchor Standard 2: Develop a plan for using/presenting selected musical ideas.
Enduring Understandings
Artists’ creative choices are influenced by their experience, context and expressive intent.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• an individual , group, or
• develop, document, and
Students will be able to…
• basic forms (binary, ternary,
time period can be identified
explain a plan for creating an
• apply foundational skills
fugue, variation, chorale)
with a certain style in music.
original composition.
from K-5.
• basic musical textures
• composers use different
(monophonic, homophonic,
musical forms as a means of
polyphonics
expressing emotions
Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria.
Enduring Understandings
Artists evaluate and refine work through feedback, flexibility, and persistence.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• composing music is a step by
• compose a short
Students will be able to…
• basic forms (binary, ternary,
step process and can be
representational work in the
fugue, variation, chorale,
changed and edited many
following forms: binary,
• apply foundational skills
from K-5.
rondo, sonata)
times.
ternary, fugue, variation,
chorale.
• basic musical textures
• quality compositions are a
(monophonic, homophonic,
synthesis of many well• peer-review and edit other
polyphonic)
written aspects of music.
student’s musical
compositions for accuracy in
• treble, bass, and c clefs.
notation.
• note names of the musical
• re-write their compositions
alphabet
based on peer-review edits
• appropriate notation for
and teacher feedback.
whole note, dotted half note,
• evaluate the quality of a
half note, quarter note,
given composition based on
eighth note and the
its formal and compositional
corresponding rests
structure.
• basic tempo terms
• tonality (major, minor,
diminished, augmented,
modal)
Adopted April 14, 2014
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 Vocabulary: 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.
Enduring Understandings
Individual selection of work is influenced by their interests, experiences, understandings and purposes.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• musical selections are best
• use specific criteria for
Students will be able to…
• composer
appreciated by being
making informed, critical
• apply foundational skills
considerate the roles of
evaluations of musical
• arranger
from K-5.
composer,
performer,
and
selections.
• performer
listener in the final product.
• listener
• musical compositions are a
• style
synthesis of the composer’s
personality and the time and
place the composer was
working when the selection
was created.
Adopted April 14, 2014
Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response.
Enduring Understandings
Understanding the structure and context of the work influences your response.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• Western Musical History can
• classify by genre/style and
Students will be able to…
• standard music history eras
be divided into several eras.
historical period unfamiliar
• apply foundational skills
and dates (Antiquity,
examples of music and
• there are 4 basic elements of
from K-5.
Medieval Period 500-1500
explain the reasoning behind
music.
AD, Renaissance 1450-1600
their classification.
• there are standard
AD, Baroque 1600-1750 AD,
• compare and contrast how
organizational forms that
Classical 1750-1820,
musical elements, artistic
composers utilize to create
Romantic 1820-1900, Modern
process, and organizational
music.
1900-present day)
categories are used in
• modern music styles
musical compositions.
(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
Adopted April 14, 2014
Anchor Standard 3: Support an interpretation of a work that reflects the creator’s/performer’s expressive intent.
Enduring Understandings
Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• a composition should reflect
• demonstrate the expressive
Students will be able to…
• style/genre
the creator/performer’s
qualities in a given musical
• apply foundational skills
expressive intent by
selection and describe how
• basic dynamics (p, mp, mf, f)
from K-5.
selecting appropriate
they relate to the
• basic tempos (largo, andante,
musical elements.
composer’s/performer’s
moderato, allegro, presto)
intent.
• music can be composed with
• tempo related terms
one or several layers of
(ritardando, accelerando)
sound.
• word painting
•
music can be composed with
• texture
different tonalities to convey
• tonality (major, minor,
emotion.
diminished, augmented,
modal)
Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria.
Enduring Understandings
Quality performances are influenced by analysis, interpretation, and established criteria.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• personal preference for
• describe and justify personal
Students will be able to…
• critic
music is influenced by a
responses to given musical
• apply foundational skills
variety of given criteria.
selections using appropriate
from K-5.
musical vocabulary.
Adopted April 14, 2014