session 4: strand four - critical evaluation and response middle school and high school music grades...

Session 4: Strand Four - Critical Evaluation and ResponseMiddle School and High School Music

Grades 6 - 12JD Janda, Director of Fine Arts

Georgetown ISD

“He who rejects change is the architect of decay. The only

human institution which rejects change is the cemetery.”

- Harold Wilson

Objectives of this Session:

• Take a close look at the “CRITICAL EVALUATION and RESPONSE” strand of Music, grades 6-12, with a comparison of the new and the old.

• Brainstorm how updates to the student expectations might impact instructional planning and the classroom environment

• Discuss what we, as educators, must do to prepare for implementing the new TEKS in 2015

Comparison of Current and New Strands

Current strands

• Perception

• Creative expression/performance

• Historical and cultural heritage

• Response/evaluation

Revised strands• Foundations: music literacy

• Creative expression

• Historical and cultural relevance

• Critical evaluation and response

WHAT’S NEW IN MIDDLE SCHOOL?

New Course Titles/Numbers for Grades 6-8!OLD TEKS NEW TEKS

General Music 6, 7, 8 General Music 6

Band 6, 7, 8 Band MS 1, MS 2, MS 3

Choir 6, 7, 8 Choir MS 1, MS 2, MS 3

Orchestra 6, 7, 8 Orchestra MS 1, MS 2, MS 3

Jazz Band 7, 8 Jazz Ensemble MS 2, MS 3 *

Instrumental Ensemble 7, 8 Instrumental Ensemble MS 1, MS 2, MS 3

Vocal Ensemble MS 1, MS 2, MS 3 - NEW

WHAT’S NEW IN HIGH SCHOOL?Two Different Pathways and New Courses

1. Music (performance)

Courses include:• Band I - IV• Choir I - IV• Orchestra I - IV• Jazz Ensemble I - IV• Jazz Improv I – IV (PREVIOUSLY INNOVATIVE)• Instrumental Ensemble I - IV• Vocal Ensemble I - IV• World Music Ensemble I – IV (NEW)• Applied Music I – IV (LEVELS III & IV ARE NEW)• Mariachi I – IV (NEW)• Piano I – IV (NEW)• Guitar I – IV (NEW)• Harp I – IV (NEW)

WHAT’S NEW IN MUSIC?Two Different Pathways and New Courses2. Music Studies (non-performance) Courses include:

• Music Theory I-II• Music Appreciation I-II• Music Business I-II - NEW• Music Composition I-II – CURRENTLY INNOVATIVE• Music Production I-II - NEW• Music and Media Communications – CURRENTLY

INNOVATIVE• AP Music Theory• IB Music SL & HL

WHAT’S NEW IN MUSIC?

All Fine Arts TEKS are designed with the following in mind:• Workforce Preparation• College and Career Readiness• Cross-curricular Integration

IMPORTANT NOTES!

• All Music Courses are ONE FULL CREDIT.

• The prerequisite for all Music Level II, III, or IV courses is one credit of Music in the previous level.

(Example: The prerequisite for Vocal Ensemble IV must be credit for Vocal Ensemble III.)

Let’s look at a few examples of the “old” and the “new,” and do some comparisons!

Critical Evaluation and Response – Music MS 1Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Grade 6 Music, Middle School 1

(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A) identify criteria for evaluating performances; (A) demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B) evaluate the quality and effectiveness of music and musical performances; and (B) identify criteria for listening to and evaluating

musical performances;

(C) exhibit concert etiquette as an informed, actively involved listener during varied live performances.

(C) describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;

(D) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

(E) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Critical Evaluation and Response – Music MS 2Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Grade 7 Music, Middle School 2

(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:

(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A) design and apply criteria for evaluating the quality and effectiveness of music and musical performances;

(A) demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B) evaluate the quality and effectiveness of personal performances; and (B) apply criteria for listening to and evaluating

musical performances;

(C) exhibit concert etiquette during live performances in a variety of settings.

(C) demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D) identify and apply criteria for evaluating personal performances;

(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Critical Evaluation and Response – Music MS 3Current TEKS: Expectations Revised TEKS: Expectations

Music, Grade 8 Music, Middle School 3(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:

(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A) design and apply criteria for evaluating the quality and effectiveness of music and musical performance;

(A) model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B) evaluate the quality and effectiveness of personal musical performances; (B) apply criteria for listening to and evaluating musical

performances;

(C) apply specific criteria appropriate for the style of the music and offer constructive suggestions for improvement; and

(C) demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D) exhibit concert etiquette during live performances in a variety of settings. (D) apply criteria for listening to and evaluating

personal performances;

(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and

(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Critical Evaluation and Response – Music (HS), Level I

Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level I Music, Level I

(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(A) practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

(B) evaluate musical performances by comparing them to exemplary models; and

(B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(C) practice informed concert behavior during live performances in a variety of settings.

(C) develop processes for self-evaluation and select tools for personal artistic improvement; and

(D) evaluate musical performances by comparing them to exemplary models.

Critical Evaluation and Response – Music (HS), Level II

Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level II Music, Level II

(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

(A) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(A) exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

(B) evaluate musical performances by comparing them to exemplary models; and

(B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(C) exhibit concert etiquette during live performances in a variety of settings.

(C) develop processes for self-evaluation and select tools for personal artistic improvement; and

(D) evaluate musical performances by comparing them to exemplary models.

Critical Evaluation and Response – Music (HS), Level III

Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level III Music, Level III

(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(6) Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

(A) evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and

(A) exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

(B) exhibit informed concert etiquette during live performances in a variety of (B) create and apply specific criteria for evaluating

performances of various musical styles;

(C) create and apply specific criteria for offering constructive feedback using a variety of music performances;

(D) develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

(E) evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

Critical Evaluation and Response – Music (HS), Level IV

Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level IV Music, Level IV

(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:

(6) Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

(A) evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and

(A) exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

(B) exhibit concert etiquette during live performances in a variety of settings. (B) create and apply specific criteria for evaluating

performances of various musical styles;

(C) create and apply specific criteria for offering constructive feedback using a variety of musical performances;

(D) develop processes for self-evaluation and select tools for personal artistic improvement; and

(E) evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

Critical Evaluation and Response – Music Studies (one credit)

Taken from revised TEKS at: Revised TEKS: Expectations Music Studies, One Credit

Music, Level I & II (6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

Music, Level I (A) practice informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

Music, Level I & II (B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

Music, Level III (C) develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

Music, Level I & II (D) evaluate musical performances by comparing them to exemplary models.

Small group discussions

Divide into small groups or table groups –

THE TOPIC –How can the Revised TEKS be used to help

students learn how to be more effective in their at-home practice time?

How does emerging technology effect the answer to this question?

Discuss in your group and be prepared to “Report Out” in about five minutes -

Now an individual assignment

Here is the scenario – Five rehearsals before UIL Concert Contest, your top group (band, choir or

orchestra) performance recording from last night’s concert in the theater – we’re going to

listen together in class.

Use the handout to brainstorm how this scenario changes from using our current TEKS to

the Revised TEKS.

Moving Forward!

GROUP DISCUSSION –What’s next? How do we begin to prepare for the

delivery and assessment of these new standards?