Jr. Sr. High Instrumental/Vocal Vocabulary List

Transcription

1 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x 2/4 meter two beats per measure x x 3/4 meter three beats per measure x x 4/4 meter four beats per measure x x AB form the form of muisc that has two sections x x A Tempo resume the nornal speed x x accent placed above a note to indicate emphasis x x accelerando gradually getting faster x x accidental a sherp, flat, or natural not included in the given key x x al coda to the end x x Adagio Slowly x x allegro fast tempo x x alto low woman's voice x x andante walking tempo x x articulation the manner manner in which sounds are performed (legato/staccato) x x ballet a story told through dance and music x x bar line a line that marks the end of a measure x x baton the conductors stick x x bass clef the other name for the F clef x x bass low man's voice x x bass drum non pitch percussion instrument x x bassoon largest woodwind instrument that uses a double reed x x baton conductor's stick x x beat steady pulse felt in most music x x bell the end of a brass instrument x x brass family brass/metal instruments such as trumpet, French Horn, Trombone, & Tuba x x cello 2nd largest member of the string family; played by holding between the knees x x chorale hymn like songs characterized by blocked chords x x chest voice lower voice x x chord three or more pitches sounded together Page 1 Churubusco Jr Sr High Music Vocabulary

2 6, 7, 8 H.S Vocabulary Jr. Sr. High Instrumental/Vocal Vocabulary List Definition x x choreography a pattern of dance movements to go with specific music x x Chromatic scale A scale composed of 12 half steps x x chromatic Ascending or descending by half steps. x x clef A symbol placed at the beginning of the staff to indicate the pitch of the notes on the staff x x clarinet single reed woodwind instrument x x coda a short section added to the end of a piece of music x x common time 4/4 meter x x composer person who write music x x conductor a person who leads performers using special patterns of arm movements x x contour the way a melody moves up and down x x countermelody a contrasting melody written to go with a song x x cut time two beats per measure x x crescendo getting louder little by little x x cymbal non pitched percussion instrument x x Da Capo from the beginning x x D. S. al Fine Go back to the sign and keep going until you see the word FINE x x divisi An indication of divided musical parts. x x decrescendo getting softer little by little x x do first pitch of the solfege scale x x do (high) eighth pitch of the solfege scale x x dotted half note note that shows a sound that is three beats long; counted "one two three" x x dotted quarter note note equal to one quarter note plus one eighth note; counted "one dot" x x double bar line 2 bar lines at the end of a piece. x x double bass largest string instrument x x double reed type of reed used by some woodwind instruments x x duet music written for two performers x x dynamics the loudness or softness of music x x eighth notes musical notes that show two sounds to a beat; counted "one and" Page 2 Churubusco Jr Sr High Music Vocabulary

3 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x Every Good Boy Deserves Fudge mnemonic code for the treble clef lines x x fa fourth pitch of the solfege scale x x F A C E mnemonic code for the treble clef spaces x x fast/slow words to describe the tempo of a song x x fermata a symbol used to show that a note should be held longer x x fine an Italian word that means "the end" x x first ending a sign that tells you to go back to the beginning of the song and sing to the second ending x x flat a symbol used to show the pitch should be 1/2 step lower x x flute smallest woodwind instrument; does not use a reed x x folk song a song from the culture of a group of people x x forte piano (fp) loud then immediately soft x x forte (f) loud x x fortissimo very loud forzando (sfz) with a strong accent x x French Horn brass instrument played with hand placed in the bell x x glockenspiel pitched percussion instrument with metal bars x x guitar, acoustic guitar cousin to the orchestral string family x x half note note that shows a sound that is two beats long; counted "one two" x x harmony two or more pitches sung or played at the same time x x harp cousin to the string family; only played by plucking x x harpsicord a string family instrument with a keyboard x x head voice x x High/low words to describe the pitch of a sound x x improvise to make up music while performing it x x interval the space between 2 pitches x x jazz American style music often using double bass, trumpet, trombone, drums and saxophone x x key signature the sharps or flats at the beginning of each staff x x keys the "buttons" on a woodwind instrument Page 3 Churubusco Jr Sr High Music Vocabulary

4 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x klezmer a style of music from Eastern Europe usually played on violin, clarinet, accordian and drums x x la sixth pitch of the solfege scale x x largo very slow tempo x x leap one way a melody moves; to move higher or lower by jumping over two or more pitches x x ledger lines Short lines placed above and below the staff for pitches beyond the range of the staff. x x legato smooth and connected x x lento very slow tempo x x loud/quiet words to describe the volume of a song x x marcato marked, accented x x mallet used to play percussion instruments, held like "bicycle" handlebars x x maracas non pitched percussion instrument x x measure space between 2 bar lines x x melody a pattern of pitches that moves up, down or stays the same; a tune x x meter signature the symbol that tells how many beats are grouped in each measure x x mezzo medium x x mezzo forte, mf medium loud x x mezzo piano, mp medium quiet x x mi third pitch of the solfege scale x x moderato medium tempo x x mouthpiece small part that is blown into on a brass instrument x x natural A musical symbol which cancels a previous sharp or flat. x x note a sign for a sound in music x x oboe double reed woodwind instrument x x octave a leap of 8 steps between two pitches x x oratorio musical vocal piece of music based on religious story x x ostinato a muscial pattern that repeats over and over x x partner songs separate songs that sound good when sung at the same time x x pentatonic having five pitches Page 4 Churubusco Jr Sr High Music Vocabulary

5 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x percussion family instruments that are played by striking, scraping or shaking x x phrase a complete musical sentence or idea x x phrase mark the curved line that visually represents a phrase x x pianissimo very quiet x x piano percussion instrument with 88 keys x x piano (p) quiet x x piccolo woodwind instrument that looks like a tiny flute; plays very high sounds x x pitch the highness or lowness of a sound x x pizzacato played by pluck a stringed instrument x x plucked to pull on strings x x presto very fast tempo x x quarter note a musical note that shows one sound to a beat; counted as "one" x x roll On percussion instruments, a sticking technique consisting of a rapid succession of notes x x rallentando gradually becoming slower x x rudimants On drums, the basic sticking patterns. x x quarter rest musical sign that shows one beat of silence; whispered as "one" x x re second pitch of the solfege scale x x repeat sign musical sign that indicates a section should be repeated x x rhythm the long and short sounds and silences that are heard in a song; patterns within a beat x x ritardando gradually getting slower x x round a short song for 2 or more voices in which each voice begins at a different time x x S.A.T.B four vocal parts of adult singers x x saxophone member of woodwind and brass family that uses single reed x x scale a group of pitches in order from lowest to highest x x scat jazz singing with nonsense syllables x x second ending the ending after the first ending of a song x x sharp, # a symbol that makes a sound 1/2 step higher x x short voice a term refering to lower vocal sounds Page 5 Churubusco Jr Sr High Music Vocabulary

6 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x Singing positions to sit or stand in a specific way while performing x x single reed a single piece of wood used on the mouthpiece of a woodwind instrument x x sixteenth note four notes that equal one beat, counted "Chu ru bus co" x x skip to move higher or lower by jumping over a pitch x x snare drum non pitch percussion instrument x x so fifth pitch of the solfege scale x x Soprano highest adult woman's voice x x spiritual an African American folk song, many of which began as religious songs x x staccato short and choppy x x staff the five lines and four spaces on which musical notes are written x x step move higher or lower to the next pitch x x string family instruments such as violin, viola cellow and double bass that are sounded by plucking or using a bow x x syncopation type of rhythm in which stressed sounds occur between beats instead of on beats x x tall voice a term refering to higher vocal sounds x x tambourine non pitch percussion instrument x x tempo the speed of a beat x x tenor highest adult man's voice x x ti seventh pitch of the solfege scale x x tie a curved line that connects two notes of the same pitch; hold the sound for the length of both notes x x time signature Synonymous with meter signature. x x timpani only pitched drum in the orchestra; member of the percussion family x x tone color special sound of each instrument or voice x x tonguing On wind instruements, articulation with the tongue x x treble clef symbol to show higher sounds on the staff x x triangle non pitch percussion instrument x x triplet 3 notes equal notes played on a beat; counted as "trip el et" x x trombone brass instrument that uses a slide instead of valves x x trumpet smallest brass instrument x x tuba largest brass instrument Page 6 Churubusco Jr Sr High Music Vocabulary

7 Jr. Sr. High Instrumental/Vocal Vocabulary List 6, 7, 8 H.S Vocabulary Definition x x tuning pegs the peg that changes the pitch on a string instruments x x unison all instruments or voices playing or singing the same notes at the same time x x valves part of the brass instruments x x variation changed version of a theme or melody x x verse the section of a song that is repeated using the same melody but different words x x viola string family instrument x x violin smallest string family instrument x x whole note note that shows a sound that is four beats long; counted "one two three four" x x whole rest a rest to show silence that lasts four beats x x woodwind family wind instruments (flute, clarinet, oboe, bassoon) that are or once were made of wood x x xylophone pitched percussion instrument with wooden bars Page 7 Churubusco Jr Sr High Music Vocabulary

8 Choir Grade 6 Highlighted quarters represent mastery expected CCSS Literacy Standard Indiana Academic Standard Q1 Q2 Q3 Q4 Quarters 1-4 Quarters Identify and demonstrate proper vocal technique including breath control, pitch, diction, tone quality, and posture Explore the changing voice and expanding vocal range through warm ups, breathing exercises, and appropriate repertoire Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation Sing a variety of vocal repertoire with independent parts at an appropriate level of difficulty alone or in groups, both from a score and from memory Sing accompanied and a cappella repertoire in a variety of languages, styles, and genres. Add movement or body percussion when appropriate to enhance authentic performance Follow the directions of a conductor Read and sing appropriate repertoire written in treble clef Sight read music written in treble clef, major keys, and duple or triple meter using solfège, note names, or numbers. Choir, Grade 6

9 6.5.3 Identify and apply musical symbols found in scores Interpret and perform examples of nonstandard notation in scores Listen to recordings of age appropriate singers and repertoire. Identify and describe type of ensemble, a cappella or accompanied performance, and basic musical form, style, and genre Listen to and describe the relationship each voice part and the accompaniment in a choral work being rehearsed, using appropriate terminology Describe how a composer may have used musical elements to convey a particular mood in repertoire being studied Use appropriate terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances Listen to recordings and live performances of age appropriate singers and repertoire. Apply established criteria to evaluate the performances Apply established criteria to evaluate performances of own ensemble Identify and demonstrate appropriate performance behaviors Explore the relationship of music and text in repertoire being studied Apply mathematical concepts to the understanding of rhythms encountered in choral repertoire. Choir, Grade 6

10 6.8.4 Understand the physiological basis for good singing, posture, and technique, and demonstrate healthy singing habits Explore the genre, composer, and historical background of repertoire being studied Sing in languages from various cultures using accurate pronunciation and diction Perform choral repertoire in an authentic style that reflects the origin of the music. 6 8.RT.1 Cite specific textual evidence to support analysis of technical musical texts. 6 8.RT.2 Determine the central ideas or conclusions of a text, piece of music or song lyrics; provide an accurate summary of the text distinct from prior knowledge or opinions. 6 8.RT.3 Follow precisely a multistep procedure when performing technical music tasks. 6 8.RT.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific context relevant to grades 6 8 texts and topics Understand vocal styles appropriate to specific settings. Choir, Grade 6

11 6 8.RT.5 Analyze the structure an author or composer uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6 8.RT.10 By the end of grade 8, read and comprehend technical music texts in the grades 6 8 text complexity band independently and proficiently. 6 8.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6 8.WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Choir, Grade 6

12 Exploring Music Grades 6-8 Highlighted quarters represent mastery expected CCSS Literacy Standard Indiana Academic Standard Q1 Q2 Q3 Q4 Quarters 1-4 Quarters 1-4 Describe musical elements including tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements may convey an expressive mood. Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. Recognize, discuss, and write about works of representative historic and contemporary composers. Establish criteria for distinguishing effective musical works including classroom and recorded compositions. Use various means to explore interdisciplinary connections of a concept Investigate past and contemporary uses of music to influence societal change Listen to specific examples of program music related to historical events Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time.

13 Explore and contrast music of contemporary American and various world cultures through live or recorded authentic performances. Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters. Identify and notate rhythms and melodies from aural examples Identify and apply musical terms for dynamics, tempo, articulation, and expression. Sing or play call and response conversations led by teacher or students. Improvise rhythmic accompaniments to classroom or recorded songs. Improvise independently and cooperatively with voice or instruments to create a short piece as directed by a teacher or student conductor. Create appropriate rhythmic movement to accompany a song or instrumental piece. Compose melodic and rhythmic patterns for voice or instruments within established guidelines. Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8 meters. Identify and notate rhythms and melodies from aural examples.

14 Identify and apply musical terms for dynamics, tempo, articulation, and expression Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood. Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently. Listen to and compare examples of a particular style or genre using basic music terminology Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Investigate past and contemporary uses of music to influence societal change such as campaign songs or songs of protest related to issues such as human rights, the environment, or nuclear weapons.

15 Listen to specific examples of program music related to cultural events in Asia, Africa, Europe, and the Americas such as The Moldau by Smetana or In the Steppes of Central Asia by Borodin. Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. Explore various musical styles and genres from Asia, Africa, Europe, and the Americas. Respond to specific writing prompts such as, Is music valued in our culture, how, and by whom? Identify various career opportunities related to contemporary American music. Explore the changing voice and expanding vocal range. Sing expressively with attention to dynamics, phrasing, and articulation. Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation, and appropriate movement. Sing using a score and from memory, following the directions of a conductor Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth, and dotted eighth notes and rests in 2/4, 3/4, 4/4, 6/8 and 3/8 and alla breve meters. Identify and notate rhythms and melodies from aural examples

16 Identify and apply musical terms for dynamics, tempo, articulation, and expression. Identify examples of non standard notation. Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood. Identify musical forms in aural examples Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. Identify instruments and voice types in aural examples of music from different styles, genres, cultures, and historical periods. Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently. Listen to and compare examples of a particular style or genre using basic music terminology. Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

17 6 8.RT.4 Determine the meaning of symbols, key terms, and other domain specific words and pharases as they are used in a specific technical music context relevant to grades 6 8 texts and topics. Respond to specific writing prompts such as, Do you believe that music study and experience affect understanding and achievement in other subject areas and if so, why and how? Investigate past and contemporary uses of music to influence societal change related to issues such as human rights or the right to vote. Listen to specific excerpts and examples of program music related to historical events in Asia, Africa, Europe, and the Americas such as Beethoven s Eroica Symphony and Copland s Fanfare for the Common Man, and place them on a timeline. Investigate the origins and development of American musical genres such as jazz, musical theatre, rock, or hip hop, including recognized musicians within each genre. Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. Respond to specific writing prompts such as, If the school curriculum today did not include the study and performance of music, what do you think the effect might be?

18 6 8.WT.1 Write arguments to focus on discipline specific content. 6 8.WT.2 Write informative/explanatory texts, including technical/mechanical processes. 6 8.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 6 8.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.

19 Highlighted quarters represent mastery expected CCSS Literacy Standard Instrumental Music Grade 6 Indiana Academic Standard Q1 Q2 Q3 Q4 Quarters 1-4 Quarters 1-4 PERFORMING MUSIC: Playing an instrument alone and with others Play with correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and correct hand position Play one octave major scales in keys appropriate to each instrument Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance Play an appropriate variety of repertoire, independently and in large and small ensembles Follow the directions of a conductor. CREATING MUSIC: Improvising melodies, variations, and accompaniments Create improvised rhythmic solos on a single pitch.

20 6.3.2 Create improvised melodies within a limited note range. CREATING MUSIC: Composing and arranging music within specified guidelines Independently create simple practice exercises to improve technique and tone production. RESPONDING TO MUSIC: Reading, notating, and interpreting music Read and play repertoire in appropriate clefs for various instruments Sight read music written in appropriate clefs and major keys and in duple and triple meter, using a consistent method Identify and apply musical symbols found in scores Interpret and perform examples of nonstandard notation in scores. RESPONDING TO MUSIC: Listening to, analyzing, and describing music Listen to recordings of instrumental ensembles playing appropriate repertoire. Identify and describe instrumentation, and basic musical form, style, and genre.

21 6.6.2 Listen to and describe the relationship of the instrumental parts in a work being rehearsed using appropriate terminology Identify musical elements in repertoire being studied that may convey a particular emotion or mood. RESPONDING TO MUSIC: Evaluating music and music performances Apply established criteria to evaluate performances of own ensemble. RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts Apply mathematical concepts to the understanding of rhythms encountered in instrumental repertoire Understand the physiological basis for good playing posture and technique. RESPONDING TO MUSIC: Understanding music in relation to history and culture Explore the genre, style, composer, and historical background of repertoire being studied.

22 6 8.RT.4 Determine the meaning of symbols, key terms, and other domain specific words and phrasees as they are used in a specific technichal music context pharases as they are used in specific technical music context relevant to grades 6 8 texts and topics Perform instrumental repertoire in an authentic style that reflects the origin of the music. 6 8.WT.1 Write arguments to focus on discipline specific content. 6 8.WT.2 Write informative/explanatory texts, including technical/mechanical processes. 6 8.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropritate to task, purpose and audience. 6 8.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.

23 Highlighted quarters represent mastery expected CCSS Literacy Standard High School Choir Indiana Academic Standard Q1 Q2 Q3 Q4 Quarters 1-4 Quarters 1-4 H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and jaw, and use of resonance. H.1.2 Sing accompanied and a cappella historical and contemporary repertoire from Western and non Western traditions in a variety of languages, and using traditional and non traditional notation. H.1.3 Sing music in four parts having a difficulty level of 4 (on a scale of 1 to 6). H.1.4 Sing literature representing a variety of vocal styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory. Add suitable movement and/or body percussion to enhance the performance of vocal repertoire. H.1.5 Sing an independent vocal part with other ensemble members while maintaining balance and blend of volume and tone quality. H.1.6 Learn conducting patterns and techniques and follow cues of teacher and student conductors. Choir, High School

24 ADVANCED H.1.7 Sing musical works arranged for a variety of voicings such as SSA, TBB, SSATBB, or SSAATTBB. H.1.8 Sing a variety of repertoire having a difficult level of 5 (on a scale of 1 to 6) with correct technique and expression. H.1.9 Sing appropriate repertoire in a variety of styles in small ensembles, a cappella and accompanied, with one student per vocal part. H.5.1 Read and perform vocal scores observing symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive detail. H.5.2 Interpret non standard notation used in contemporary scores. H.5.3 Sight read music with an appropriate level of difficulty in major and minor keys, using a consistent method. H.5.4 Read and follow other voice parts in a score. H.6.1 Listen to recordings of a variety of ensembles and repertoire. Identify and describe voicing, language, accompaniment, texture, form, compositional devices, style, and genre. H.6.2 Compare two recordings of a choral work and note similarities and differences in phrasing, tempo, dynamic levels, tone quality, and use of articulations. H.6.3 Analyze and discuss compositional elements heard in choral works being studied such as form, meter, cadences, harmonic progressions, phrasing, and modulation and their effect on performance. Choir, High School

25 H.6.4 Describe compositional elements in repertoire being studied that may convey a particular emotion or mood. ADVANCED H.7.1 Discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. H.7.2 Use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances. H.7.3 Use established criteria and appropriate musical terminology to write critiques of choral concerts. H.7.4 Establish criteria for selecting solo or small ensemble repertoire, based on level of difficulty and appropriateness for specific performance venues. H.7.5 Identify and demonstrate appropriate performance behaviors in a variety of concert venues. H.8.1 Explore the relationship of music and text in repertoire being studied, including the understanding the text as literature and identifying musical devices that enhance its meaning. H.8.2 Understand the physiological basis for good singing posture and technique and demonstrate healthy singing habits. Choir, High School

26 9 12.RT.1 Cite specific textual evidence to support analysis of technical music texts, attending to the precise details of explanations or descriptions RT.2 Determine the central ideas or conclusions of a text, piece of music or song lyrics; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text RT.3 Follow precisely a complex multistep procedure when performing technical music tasks, attending to special cases or exceptions defined in the text. H.8.3 Understand acoustical properties of various performance venues and the implications for vocal production. H.9.1 Explore the genre, style, composer, and historical background of repertoire being studied. H.9.2 Sing in languages from various cultures using accurate pronunciation and diction, and analyze the relationship of text and music when sung in the original language as opposed to a translation. H.9.3 Perform choral repertoire in an authentic style that reflects it culture of origin and consider the role music plays in that culture. H.9.4 Understand and describe characteristics of musical works and vocal styles that make them appropriate for specific situations. Choir, High School

27 9 12.RT.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific technical music context relevant to grades 9 12 texts and topics RT.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) RT.10 By the end of grade 12, read and comprehend technical music texts in the grades 9 10 text complexity band independently and proficiently WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Choir, High School

28 Highlighted quarters represent mastery expected CCSS Literacy Standard High School Instrumental Music Indiana Academic Standard Q1 Q2 Q3 Q4 Quarters 1-4 Quarters 1-4 PERFORMING MUSIC: Playing an instrument alone and with others H.2.1 Play with correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and correct hand position. H.2.2 Play major scales, three forms of minor scales, and chromatic scales Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance. H.2.3 Play a variety of repertoire accurately and expressively with correct pitches and rhythm, and appropriate tempo, dynamics, phrasing, and articulation. H.2.5 Play a variety of repertoire with a difficulty level of 4 (on a scale of 1 to 6). H.2.6 Play an appropriate part in a variety of large and small ensembles, demonstrating well developed ensemble skills.

29 H.2.7 Learn conducting patterns and techniques and follow cues of teacher and student conductors. CREATING MUSIC: Composing and arranging music within specified guidelines H.4.2 Compose warm ups that address technical problems in repertoire being studied. RESPONDING TO MUSIC: Reading, notating, and interpreting music H.5.1 Read and perform instrumental scores observing symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive detail. H.5.2 Interpret non standard notation used in various contemporary scores. H.5.3 Sight read music with an appropriate level of difficulty in major and minor keys, using a consistent method. RESPONDING TO MUSIC: Listening to, analyzing, and describing music H.6.1 Listen to recordings of instrumental ensembles playing appropriate repertoire. Identify and describe instrumentation, and basic musical form, style, and genre. H.6.2 Compare two recordings of a work and note similarities and differences in phrasing, tempo, dynamic levels, articulations, and prominence given to various parts.

30 H.6.3 Analyze and discuss compositional elements heard in works being studied such as meter, cadences, harmonic progressions, phrasing, and musical devices and their effect on performance. H.6.5 Identify compositional elements in repertoire being studied that may convey a particular emotion or mood. RESPONDING TO MUSIC: Evaluating music and music performances H.7.1 Discuss the musical qualities in instrumental repertoire heard or studied that evoke various responses or emotions in listeners and performers. H.7.5 Identify and demonstrate appropriate performance behaviors in a variety of concert venues. RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts H.8.1 Understand the physiological basis for good playing posture and technique. H.8.2 Understand acoustical properties of various performance venues and the implications for tone production. H.8.6 Recognize how instrumental performance can be enhanced through related art forms such as dance and visual arts.

31 RESPONDING TO MUSIC: Understanding music in relation to history and culture H.9.1 Explore the genre, style, composer, and historical background of repertoire being studied. H.9.3 Perform instrumental repertoire in an authentic style that reflects its culture of origin, and consider the role music plays in that culture. H.9.4 Understand and describe characteristics of musical works, types of ensembles, and performance styles appropriate for specific situations. H.9.6 Discuss opportunities and preparation for further study and careers in instrumental music RT.4 Determine the meaning of symbols, key terms, and other domain specific words and pharses as they are used in specific technical music context relevant to grades 9 12 texts and topics RT.10 By the end of grade 12, read and comprehend technical music texts in the grades 9 10 text complexity band independently and proficiently.