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1 HS Guitar 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 measure, treble clef, bar line, fine, 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 styles of guitar music (Classical, Folk, Jazz, Country, Rock), producer 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. apply foundational skills measure treble clef bar line fine 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 can be composed with different pitches and lengths of sounds. music can be composed with different speeds. music can be composed with different volume levels. compose a 12 measure musical selection of their own creation using appropriate musical notation.

2 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. Artists creative choices are influenced by their experience, context and expressive intent. apply foundational skills from K-8 basic styles of guitar music (Classical, Folk, Jazz, Country, Rock) style in music refers to playing in a certain way that identifies with a particular person, group, or time period. 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. apply foundational skills from K-8 grade appropriate vocabulary basic composition structure (i.e. basic form, notation elements, and dynamics) composing music is a step by step process and can be changed and edited many times. identify in recorded or live examples the basic guitar styles. peer-review and edit other student s musical compositions for accuracy in notation.

3 HS Guitar Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. How do context and performer presentation influence audience response? Essential practice, basic terminology, blues, composer, arranger, ensemble, progression, barre chords, major scale, arpeggio, blues progression, venue Anchor Standard 1: Select work(s) to present based on interest, knowledge, ability, and context. apply foundational skills Select repertoire based on student interest, knowledge, ability and context. practice is essential in practice learning to play a musical basic terminology (i.e. key instrument and mastery is signature, chords, accidentals, attained through accurate etc.) repetition. perform by themselves guitar examples that demonstrate their own mastery of the musical selection. Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. Analyzing the structure and historical/ cultural context of music influences performance. apply foundational skills blues blues form has influenced all major American styles of modern music. blues music originated as a combination of American slave songs and traditional Western European music forms. describe the progression of blues form into modern American jazz, rock and country genres.

4 Anchor Standard 3: Create personal interpretation that considers creator s intent. Performers make interpretive decisions based on personal understanding of the work and the creator s intent apply foundational skills composer arranger tempo, dynamic, and other interpretive markings are defined by the composer or arranger. perform musical selections within the parameters described by the composer. Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. apply foundational skills ensemble progression barre chords major scale arpeggio blues progression individual performers need to be flexible to the overall needs of the ensemble to achieve a superior performance as a group. successful musicians learn and refine a variety of scales and progressions to advance their technique. with a small group, arrange and perform a selected work with appropriate musical style. perform I-IV-V7 progressions in the following keys: D, A,G, E, Em, Am,C. perform simple melodic exercises using multiple string combinations. perform root-5 th bass patterns. perform movable barre chords in E and A patterns. perform major scale and arpeggios in the following keys: C, G, D, A, E, F. perform a 12 bar blues progression.

5 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy in a manner appropriate to the performer, audience, and context. Effective performance is impacted by venue, audience and performer etiquette. apply foundational skills from K-8 venue successful musical performances are a synthesis of the individual performer s efforts, the efforts of the ensemble, and their interaction with the audience. discuss how size of ensemble, size of venue, and size of an audience can affect a musical performance. compare and contrast appropriate performer and audience etiquette for a variety of venues.

6 HS Guitar 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 style/genre, 12 blues progression, verse, chorus, bridge, phrase, basic dynamics (p, mp, mf, f), basic tempos (largo, andante, moderato, allegro, presto),tempo related terms (ritardando, accelerando) 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. music is made up of many style/genre diverse styles. apply foundational skills style refers to the manner in which a musical idea is expressed. 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. apply foundational skills 12 blues progression verse basic form AB,ABA 12 bar blues and song form are widely used forms in modern music. explain in writing why different musical styles and genres are used for selected events. identify and demonstrate musical concepts as they relate to structure (form).

7 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. apply foundational skills style/genre basic dynamics (p, mp, mf, f) basic tempos (largo, andante, moderato, allegro, presto). tempo related terms (ritardando, accelerando) compositions reflect the creator/performer s expressive intent by selecting appropriate musical elements. 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. apply foundational skills appropriate musical vocabulary personal preference for music is influenced by a variety of given criteria. describe and justify their favorite musical style/genre in writing using appropriate musical vocabulary.

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