Big Ideas
Big Ideas
Music communicates traditions, perspectives, worldviews, and stories.
Creative and technical proficiency in music is transferable across different aspects of our lives.
Music can be adapted to facilitate limitless expression and meaning.
Purposeful choices enhance the quality, artistry, and authenticity of musical processes.
Instrumental music offers aesthetic experiences
emotional, cognitive, or sensory responses to works of art
that can transform our perspective.
Content
Learning Standards
Content
musical elements, principles, vocabulary, symbols, and theory
metre, duration, rhythm, dynamics, harmony, timbre, tonality, instrumentation, notation, pitch, texture, register, terms in Italian and other languages, expressive markings, abbreviations; methods, processes, and concepts used in creating and performing music
techniques specific to individual or families of instruments, including:
- winds
- fingerings/slide positions, including alternate and trill fingering
- intonation
- articulation (e.g., tonguing, multiple tonguing)
- ornamentation (e.g., trills, glissando, grace notes)
- embouchure
- breath control
- tone quality (including vibrato)
- use of mutes
- percussion
- stick, mallet, beater, and brush technique
- hand-drumming technique
- pitched percussion technique
- articulation
- fills, shots, tone quality, intonation
- keyboard
- articulation: techniques that use touch or pedals to alter the transitions between notes (e.g., staccato, legato, phrasing, use of pedals)
- fingering and chording technique
- chord voicing
- comping technique: chords, rhythms, and patterns played to accompany an improvised solo or melody (e.g., ii-V-I)
- keyboard instrumentation: keyboard alone or with bass and/or guitar
- blend and balance: the use of relative volume and tonal techniques to highlight certain instruments or create a homogeneous timbre (e.g., accompaniment versus solo technique)
- orchestral strings
- left-hand technique (e.g., vibrato, double-stopping, triple-stopping, shifting)
- finger pattern profiles
- bowing technique (e.g., detaché, martelé, spiccato)
- pizzicato
- intonation
- tone quality
- harmonics
- guitar
- chord playing (open and arpeggiated chords)
- single note playing
- picking, fingering, strumming; hand positions
- articulation: techniques affecting transitions between notes (e.g., legato, staccato, slurs, damping, bends, hammer-ons)
- intonation
- tone quality: techniques that affect timbre or the overall sound of the instrument
- voicings: the distribution or vertical arrangement of notes in a chord (e.g., rootless, R37, R73)
- acoustic versus electric guitar technique
- rhythm guitar patterns and accompaniment techniques
- single-line melody reading, tablature, modes
technical skills, strategies, and technologies
creative processes
the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes multiple processes, such as exploration, selection, combination, refinement, reflection, and connection
creative and digital copyright for composers, publishers, and producers of music
movement, sound, image, and form
influences of time and place on the emergence of musical forms
roles of performer, audience, and venue
traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music
contributions of innovative artists from a variety of genres, contexts, periods, and cultures
global and intercultural musicians, movements, and genres
history
the influences across time of social, cultural, historical, political, and personal contexts on musical works; includes the influences of historical and contemporary societies on musical works
of a variety of musical genres
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
health and safety issues and procedures
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Perform in large ensemble
ensemble in which many musicians perform the same part (e.g., concert band, jazz band, string or symphony orchestra, guitar ensemble)
, small ensemble ensemble in which musicians play alone or with only a few others, performing a particular part (e.g., rock band or similar contemporary genre, jazz combo, brass quintet, string quartet )
, and solo contexts
Analyze and study music to identify practice strategies
Examine the role of the ensemble conductor
Identify the qualities of a composition that define its genre
Explore diverse musical genres in performance or study
Explore a variety of contexts
for example, personal, social, cultural, environmental, and historical contexts
and their influences on musical works, including place Any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
and time
Expand and adapt technical and expressive skills
Reason and reflect
Consider and assess multiple interpretations of a musical excerpt
Interpret and evaluate musicians’ use of technique, technology, and environment in musical composition and performance, using musical language
vocabulary, terminology, and non-verbal methods of communication that convey meaning in music
Reflect on collective rehearsal and performance experiences and musical growth
Consider the function of their instrument or role within the ensemble
Anticipate audience responses to a piece of music
Analyze styles of music to inform musical decisions
Communicate and document
Document
through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio)
and compile resources that inform musical interpretation
Use appropriate musical vocabulary
descriptive and instructive terms with specific application in music; can be in English or other languages commonly used by composers (e.g., Italian); includes musical literacy which is the ability to read, write, notate, or otherwise communicate using musical language, vocabulary, and/or symbols
in response to musical experiences and by observing context
Receive and apply constructive feedback
Use musical symbols to enhance a musical performance
Develop gestural vocabulary
movements of the arms, hands, and head, typically demonstrated by the conductor to convey interpretation of a musical phrase
that communicates musical intentions
Collaborate to express personal voice
a style of expression that conveys an individual's personality, perspective, or worldview
, cultural identity, and perspective through music
Connect and expand
Evaluate and demonstrate personal and social responsibility associated with creating, performing, and responding to instrumental music
Investigate the relationships between music and personal, social, or cultural change
Develop and refine a diverse repertoire of instrumental music that includes multiple themes, perspectives, and contexts
Evaluate the relationships between the arts, culture, and society
Evaluate personal, educational, and professional opportunities in music or music-related industries
Make connections in the community through music
Demonstrate safe care, use, and maintenance
the appropriate inspection, diagnosis, and basic repair of instruments and equipment
of instruments and equipment
Evaluate and practice appropriate self-care to prevent performance-related injury
for example, repetitive stress injuries, vocal strain, other harm to oral and aural health