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Nafme Anchor StandardsIowa Universal ConstructsPower StandardTask Performance ( I can demonstrate...)FundamentalsCore Concepts
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Creating - Imagine
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MU:Cr1.1.H.5a CrCreate personal musical ideas melodies, rhythms, and harmoniesPattern recognition of repeated chord sequences, 12-bar blues pattern, A pentatonic scale, solo riff patterns, basic ABA (verse chorus verse structure), introduction of bridge within verse chorus structure, Identify a harmonic sequence. Song structure
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MU:Cr1.1.H.5a CrCreate accompaniments for given melodies
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Creating - Plan and Make
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MU: Cr2.1.H.5a CrSelect musical ideas from personal folder of ideas to show a specific expressive intent.Expression
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MU: Cr2.1.H.5a CrUse a notation method (standard, iconic, audio/video) to document personal musical ideas.
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Creating - Evaluate and Refine
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MU:Cr3.1.H.5a PAEvaluate personal music ideas by applying teacher-provided musical criteria
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MU:Cr3.1.H.5a FA, PAExplain reasons for making musical revisions based on teacher provided criteria and feedback
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Creating - Present
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MU:Cr3.2.H.5a FA, PAPresent a final version of simple melodies and chordal accompaniments. Share Blues song with an audience.Performance
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MU:Cr3.2.H.5aFA, PADemonstrate understanding of developing and organizing personal musical ideas.
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Performing - Select
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MU:Pr4.1.H.5a
CT, FADemonstrate how to choose music from a varied music repetoire based on personal musical skills and interests.Student evaluation of skill set and repetoire pieces to choose appropriate performance material.Performance
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Performing - Analyze
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MU:Pr4.2.H.5a CCIdentify prominent melodies and harmonies in a variety of music requiring various music notation methodsChord Progressions
Performance
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Performing - Interpret
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MU:Pr4.3.H.5a .FA, PADemonstrate and describe performance intepretations of a variety of music
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Performing - Rehearse, Evaluate and Refine
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MU: Pr5.1.H.5a CT, CCIdentify and apply teacher-provided criteria to rehearse and refine and define when music is ready to performpick, thumb, pima (finger-picking)Articulation
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MU: Pr5.1.H.5a FA, PAApply practice strategies to address and refine performance challenges
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Performing - Present
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Pr 6.1.H.5a PA, CoPerform with technical accuracy individually and in groups a varied repetoire of musicDemonstrating correct posture when standing or sittingTechnique / tonePosture
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Pr 6.1.H.5a PADemonstrate performance decorum and respectful audience behavior
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Responding - Select
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MU:Re7.1.H.5a CTDemonstrate and describe reasons for selecting music based on music charateristics, personal interest and experienceStudent evaluation of skill set and repetoire pieces to choose appropriate performance material.Performance
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Responding - Analyze
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MU:Re7.2.H.5a Explain reponse to musical selections using musical and contextual language
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Responding - Interpret
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MU:Re8.1.H.5a CTIdentify expressive intent, context, and setting in musical selectionsLoud vs Soft, Fast vs slow, minor vs major
Make expressive decisions based on historical context, genre, and styleDynamics, Tempo, tonal centers
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Responding - Evaluate
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MU:Re9.1.H.5a CTIdentify how personal experience effects music evaluation
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Connecting 10-11 (using all of above standards)
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MU:Cn10.0.H.5a PADemonstrate and explain interests, skills, and knowlege relate to personal choices when responding to music.Professionalism
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MU:Cn11.0.T.5a CT, PADemonstrate understanding of music's relationship to other subjects and daily life
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Literacy
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Maintaining part with a small group, playing aloneIndependence
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Strumming PatternsRhythmic strumming
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Recognition of out of tune, tuning to a tuner, tuning guitar itself, placement of fingers or capo within the fret for proper sound productionIntonation
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Read notes on the staff in first position across all stringsStandard notation
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Consitency of left and right hand positionHand placement
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Recognition that songs have a variety of tempiTempos
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Can balance sound with others in ensembleBalance/Blend
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Chord progression and notation patterns, recognizing the difference between strumming patterns in varied styles of music.Identify, label, define, and perform dynamics, articulation, and tempo markingsPhrasing
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Chord progression and notation patternsPatterns
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Read notes on the staff in first position across all stringsNotate chords progressions, strumming rhythms, and melodies.Standard notation
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Appreciations of guitar music in various stylesMusical definitions
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Exposure to influential guitar players in various stylesMusic Appreciation / Music History
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Ability to read tab notation across at least 3 strings (riff oriented), Bass guitar tab notationTab Notation
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A pentatonic (8th), F pentatonicScale Performance
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Basic chord progression patterns, Blues scaleChord Progressions
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Rules of the classroom, Listening skillsApply learned musical performance, literacy, and critical thinking skills to the music- making process with various sizes of ensemblesRehearsal Etiquette
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Maintaining and caring for the guitar and classroom materialsStewardship
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Group performance (small or large)Collaboration
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Responsibility for equipment and communication in classResponsibility
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Positive and constructive communicationCitizenship
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Listening skills, tools for playing and learningEmployability Skills
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Key to abbreviations:
CT: Critical Thinking
CC: Complex Communication
Cr: Creativity
Co: Collaboration
FA: Flexibility & Adaptability
PA: Productivity & Accountability
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