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GRADE STRAND 3-5

The Core Music Standards do not ignore the development of skills, knowledge, and dispositions that music teachers have stressed for generations. Rather, they involve the use of these building blocks as we move toward each students music literacy. Some draft lists of knowledge, skills, and dispositions have been provided by the NAfME Councils here to help teachers and curriculum planners make these essential connections. More such lists are under preparation to serve as guides for other music classes.

This document is intended to be provided as a guide of the knowledge and skills students should possess by the end of eighth grade. As the educational needs of students change, this document will be enhanced as educators continue to strive for excellence in music education for ALL learners.

Updated: 1/29/2017

Please note: The first two pages of this document provide descriptions of the dispositions along with the format and

descriptions of the knowledge and skills sections.

DISPOSITIONS

The list below are the ideal dispositions for all students to possess throughout their musical career in education.

Collaboration

Working with others interdependently to perform a task and to achieve shared goals.

Flexibility

Demonstrating the ability to see multiple perspectives and monitor and adjust work based on differing conditions.

Goal Setting

Establishing specific and timely goals for completion of work.

Inquisitiveness

Having curiosity and drive to learn more about known and unknown strategies, techniques, concepts, ideas and phenomena.

Openness and respect for the ideas and work of others

Listening with understanding and empathy to others expressing differing ideas and/or cultural backgrounds.

Responsible Risk Taking

Willing to chance making mistakes while tackling challenging problems that do not have easy, obvious or conventional solutions seeing these challenges as opportunities for learning rather than potentials for failure.

Self-Reflection

Applying self-knowledge and objective evaluation to personal work through questioning and introspection.

Self-discipline and Perseverance

Demonstrating independence and self-motivation, managing impulsivity, and being comfortable with delayed gratification as they strive for excellence.

Knowledge

Skills

Structure

This category of knowledge refers to the organization of music, using knowledge of music theory and notation to identify how the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation) are used within a piece, including the difficulty or challenges of music being performed or created.

Performing

This area of skills refers to the performance qualities that are expected at a specific grade or level (often found on audition and adjudication forms). These include areas such as technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work using effective practice strategies and work habits. In addition it includes the presentation or performance of work demonstrating appropriate etiquette and deportment (See context). These skills are expressed through singing, playing instruments, and movement.

Context

This category of knowledge refers the historical, cultural and social context of the music as well as the impact of purpose and venue on our choices (selections) and presentation of music, including programing, etiquette and deportment.

Creating

This area of skills refers to the creating skills that are expected at a specific grade or level, in areas such as imagination, craftsmanship, and the ability to refine work by making effective choices for specific contexts and to express personal intent. These are expressed through improvising, arranging, and composing.

Evaluation Criteria

This category of knowledge refers to our understanding of the criteria that are used to evaluate music and performances and how this knowledge impacts our ability to diagnose and solve problems and make musical decisions based on an awareness their own and others strengths, limitations and/or preferences.

Listening, Reading, Notating

This area of skills refers to the aural and notational skills needed to hear, read, and notate, melodic, rhythmic, harmonic and expressive elements of music at specific grades of levels. These are expressed through listening (audiating), reading, and notating music.

Evaluating

This area of skills refers to the application of evaluative criteria to the processes of creating, performing and responding to music. It is expressed through self-assessments and critiques of music and performances.

CREATING

Imagine

Generate and conceptualize artistic ideas and work.

Standard: MU:Cr1.1.5a

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).

Enduring Understanding

The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources.

Essential Question

How do musicians generate creative ideas?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Pitches

Patterns

Sounds & Silences

Variation

Rhythms (e.g. dotted rhythms, sixteenth, syncopation)

Tempo

Phrasing

Timbre

Dynamics

Motif

Form (e.g. AB, ABA, ABAA, Rondo, Theme & Variations)

Context

Social

Cultural

Historical

Political

Social Influence

Concert Etiquette

Evaluation Criteria

Students will demonstrate their knowledge and skills through various modalities and individualized strengths.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Students perform their own compositions that reflect the knowledge outlined under the Enduring Understandings in the left column.

Performances reflect the social, cultural and historical purpose and context studied in music class. Additionally, performances reflect students musical aptitude, performance skills, and accommodations necessary for students individualized instruction and assessment.

Creating

Based on chosen purpose and context, students improvise musical ideas, motives, rhythms, sounds and silences.

For example: Using a story as thematic material, students use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of the story character motifs, changes in expressive qualities as needed for action, etc.

Aural & Notational Skills

Student improvises using patterns, repetition, ornamentation, sounds and silences, and portions of numerous songs.

For example: Explore the iconic and symbolic traditions used by modern composers, as a model for notating their orchestrated stories

Evaluating

Peer assessment

Student self-assessment

Teacher assessment (formative and summative)

Vocabulary (Please note: Vocabulary includes terms within the term. E.g. Tempo defined + adagio, allegretto, etc.)

Tempo

Rhythm

Phrase

Beat

Rest

Slur

Improvisation

Standard: MU:Cr1.1.5b

Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

Enduring Understanding

The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources.

Essential Question

How do musicians generate creative ideas?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Melodies

Chords

Rhythms

Motives

Tonalities

Asymmetric meter (5/8, 7/8)

Changing meter

Context

Social

Historical

Political Influence

Evaluation Criteria

Students will compose music using a variety of rhythms, melodies, and tonalities, and various meters.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform pre-written musical ideas.

Students perform harmonic accompaniments using Orff instruments and/or boomwhackers.

Students perform choreographed dances in asymmetric meters.

Creating

Create music combining various rhythms, melodies, and including various tonalities and meters.

Aural & Notational Skills

Notate simple rhythms and melodies, within a specified meter and tonality.

Evaluating

Students will perform pre-written music using a variety of rhythms, melodies, and tonalities, and various meters.

Vocabulary

Meter

Chord

Melody

Tonality

Asymmetric Meter

Plan and Make

Organize and develop artistic ideas and work

Standard: MU:Cr2.1.5a

Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

Enduring Understanding

Musicians creative choices are influenced by their expertise, context, and expressive intent.

Essential Question

How do musicians make creative decisions?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Musical context

Improvisation

Context

Historical

Social

Political

Evaluation Criteria

Students will compose music using a variety of musical forms through improvisation alone or with others.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform improvisations on instrument

Collaborate in small groups to create rhythm complements based on repeated improvised patterns layered around a steady beat using found sounds or rhythm instruments

Creating

Students work in small groups to share and refine musical ideas.

Aural & Notational Skills

Students notate compositions

Evaluating

Student writes short self-reflections about his/her composition and the creative process.

Student provides feedback and positive constructive criticisms to assist peers in developing ideas.

Vocabulary

Improvisation

Arrangement

Composition

Feedback

Criticism

Brainstorm

Free improvisation

Collaboration

Standard: MU:Cr2.1.5b

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two chord harmonic musical ideas.

Enduring Understanding

Musicians creative choices are influenced by their expertise, context, and expressive intent.

Essential Question

How do musicians make creative decisions?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Recording technology

Standard notation

Musical ideas

Symbolic notation

Icons

Context

Recording industry

Evaluation Criteria

Use of standard notation

Use technological tools, such as Print Music or Finale, to compose music comprised of basic notation and symbols.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Student performs on musical instruments to create recordings.

Student performs peer compositions from notation.

Creating

Composing musical ideas

Aural & Notational Skills

Ability to write music using standard notation

Evaluating

Accurate use of notation and evidence of harmonic musical ideas

Student discusses composer intent and impact of composed material on the listener.

Vocabulary

Standard notation

Chord changes

Rhythm

Composition

Harmonic Ideas

Composer Intent

Constructive Feedback

Refining Ideas

Evaluate and Refine

Refine and complete artistic work

Standard: MU:Cr3.1.5a

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes.

Enduring Understanding

Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question

How do musicians improve the quality of their creative work?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Use of Rubric

Collaboration

Evaluation

Context

Social Influence

Evaluation Criteria

Students explain and demonstrate their refined music for the teacher and the rest of the class.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Student performs peer compositions

Creating

Student refines and edit compositions based on peer and teacher feedback

Aural & Notational Skills

Student changes notation based on peer and teacher feedback to accurately depict desired changes

Evaluating

Evidence of self and peer assessment

Evidence of revisions

Student contributes to a rubric or checklist for self-assessing his/her creative work

Student listens to peer recordings or performances of composition and provide feedback

Vocabulary

Rubric

Collaboration

Refine

Revision

feedback

Present

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Standard: MU:Cr3.2.5b

Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

Enduring Understanding

Musicians presentation of creative work is the culmination of a process of creation and communication

Essential Question

When is creative work ready to share?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Presentation

Expression

Concert

Etiquette

Context

Students are able to consider the purpose of a composition prior to development of the music and explain the process and/or purpose of their composition.

Evaluation Criteria

Evidence of originality

Student explains the purpose and context behind the chosen instruments, lyrics, melody, rhythm, etc. used in their personally created music.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform work on musical instrument

Perform compositions on stage in a formal concert for students, family, and community

Creating

N/A

Aural & Notational Skills

N/A

Evaluating

Student writes reflections following the performance, evaluating their own and peer compositions.

Vocabulary

Presentation

Performance

Concert

Expressive Intent

PERFORMING

Select

Select varied musical works to present based on interest, knowledge, technical skill, and context.

Standard: MU:Pr4.1.5a

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others technical skill.

Enduring Understanding

Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question

How do performers select repertoire?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Technical skills

Music selection

Personal music preference

Context

Influence of personal interests

Knowledge

Cultural

Historical

Social context

Evaluation Criteria

N/A

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

N/A

Creating

N/A

Aural & Notational Skills

N/A

Evaluating

Students write program notes to accompany performances.

Students write performance reviews of performances.

Vocabulary

Technical skill

Musical preference

Musical context

Program notes

Analyze

Analyze the structure and context of varied musical works and their implications for performance.

Standard: MU:Pr4.2.5a

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.

Enduring Understanding

Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question

How does understanding the structure and context of musical works inform performance?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Harmony

Pitch

Rhythm

Phrasing

Context

Historical

Social

Evaluation Criteria

N/A

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform pieces with accurate musical phrasing

Creating

Student adheres to a checklist of musical elements when creating a musical work with a specified form and intent.

Aural & Notational Skills

Notating using standard notation, beginning and intermediate rhythms, a variety of musical forms, with basic chord harmonies.

Evaluation Criteria

Students self-assess their musical performances for the inclusion of musical forms, varied rhythms, pitches and harmonies used for their own musical compositions.

Students assess each others work in smaller groups for the inclusion of required elements in musical performance.

Vocabulary

Structure

Form

Harmony

Pitch

Rhythm

Phrasing

Standard: MU:Pr4.2.5b

When analyzing selected music, read and perform using standard notation

Enduring Understanding

Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question

How does understanding the structure and context of musical works inform performance?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Harmony

Pitch

Rhythm

Phrasing

Standard notation

Whole, half, quarter, dotted-quarter, eighth, sixteenth notes and rests

Repeats, double-bars

Context

Historical

Social

Evaluation Criteria

Recording oneself in performance and completing a self-assessment in skills

Peer assessment using group-created rubric

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform music through sight-reading and practiced performance

Creating

N/A

Aural & Notational Skills

N/A

Vocabulary

Standard notation

Music analysis

Sight-reading

Standard: MU:Pr4.2.5c

Explain how context (such as social, cultural, and historical) informs performances.

Enduring Understanding

Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question

How does understanding the structure and context of musical works inform performance?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Harmony

Pitch

Rhythm

Phrasing

Context

Social

Cultural

Historical

Evaluation Criteria

Create program notes for intended audience to explain context

Rubric used as teacher, peer and self-assessment tool

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Student performs music from a variety of cultural and historical contexts and discuss meanings and purposes of music within those contexts.

Student engages in play along activities, adding typical rhythmic ostinato to world music examples.

Creating

Student ties together musical ideas to create an advertisement jingle, tying it to the context of influencing consumers and attracting attention to an identified product.

Student composes in the style of compositions to tie in with unit activities.

Aural & Notational Skills

Student listens and identifies purposes and meanings of listening examples

Vocabulary

Social context

Cultural context

Historical context

Interpret

Develop personal interpretations that consider creators intent.

Standard: MU:Pr4.3.5a

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).

Enduring Understanding

Performers make interpretive decisions based on their understanding of context and expressive intent.

Essential Question

How do performers interpret musical works?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Tempo

Dynamics

Musical expression

Performer and composer intent

Articulation

Context

Historical

Cultural

Social

Evaluation Criteria

Checklist for inclusion of dynamic and articulation markings within performance

Rubric to assess student expression and sight-reading of articulation and dynamic markings

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform on instrument musical expression within a piece

Perform at sight dynamic and articulation markings added to known pieces.

Creating

Student experiments with dynamics and articulation and discusses how it changes the impact of a piece.

Student experiments with instrumentation to explore the impact on a known piece.

Aural & Notational Skills

Student adds dynamic and articulation markings to indicate his/her intent as a composer.

Vocabulary

Structure

Tempo

Dynamics

Musical expression

Performer and composer intent

Articulation

Timbre

Instrumentation

Rehearse, Evaluate, Refine

Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

Standard: MU:Pr5.1.5a

Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

Enduring Understanding

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question

How do musicians improve the quality of their performance?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

N/A

Context

Historical

Social

Evaluation Criteria

Students self-assessment of two different recordings (pre-and post teacher feedback) to assess refinement of music

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Student records a solo performance for self-reflection.

Creating

Students identifies areas for improvement based on listening to recordings and creates a work plan to improve performance.

Aural & Notational Skills

N/A

Evaluation

Student evaluates performances using teacher-developed rubrics.

Vocabulary

Rubric

Feedback

Criteria

Ensemble

Performance

Self-reflection

Self-reflective practice

Self-regulation

MU:Pr5.1.5b

Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.

Enduring Understanding

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question

How do musicians improve the quality of their performance?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Pitch

Rhythm

Timbre

Articulation (instrumental and/or vocal)

Phrases

Breath

Dynamics

Form

Body language (as appropriate) & posture

Context

Within the classroom

Within the rehearsal space prior to performance

After performance to apply to future performances with same piece(s) and/or apply to other pieces

Evaluation Criteria

Student discusses recordings (audio and/or audio-visual) and accurately identifies mistakes using academic vocabulary.

Student applies critical evaluation of self-performance or group performance to improve performance accordingly.

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Performing rehearsed music, demonstrating technical accuracy

Performing rehearsed music with expressive qualities

Creating

Student identifies strategies to solve problems in performance.

Aural & Notational Skills

Student listens to self-performance and/or group performance with score and document inaccurate pitches, rhythms, phrasing, etc. of the performance in text.

Evaluating:

Student discusses recordings to identify mistakes and improve performance.

Vocabulary

Technical accuracy

Rehearsal

Expressive qualities

Articulation

Dynamics

Tempo

Self-regulation

Practice strategies

Pitch

Timbre

Phrase(s)

Form

Body language

Posture

Rhythm

Syncopation

Present

Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Standard: MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Enduring Understanding

Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question

When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Pitches

Patterns

Sounds & Silences

Variation

Rhythms (e.g. dotted rhythms, sixteenth, syncopation)

Tempo

Phrasing

Timbre

Dynamics

Motif

Form (e.g. AB, ABA, ABAA, Rondo, Theme & Variations)

Context

Cultural purpose

Historical purpose

Social purpose

Evaluation Criteria

Students compare and contrast previous recorded performances in progress with finished product

Students evaluate their own performance for musical interpretation, expression and technical accuracy

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Performing expressively on instrument (instrument includes voice), alone or with others

Creating

N/A

Aural & Notational Skills

N/A

Vocabulary

Musical interpretation

Expression

Technical accuracy

Standard: MU:Pr6.1.5b

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Enduring Understanding

Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question

When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Style

Genre

tiquette

Attire

Posture

Audience

Context

Student understands venue, context, and/or purpose of the performance and matching performance decorum and audience etiquette accordingly.

Evaluation Criteria

Students use teacher-generated or class-generated rubric to assess a video recording of their performance

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform on instrument in appropriate, style

Creating

N/A

Aural & Notational Skills

N/A

Vocabulary

Concert etiquette

Venue

Genre

Style

RESPONDING

Select

Choose music appropriate for a specific purpose or context.

Standard: MU:Re7.1.5a

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Enduring Understanding

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question

How do individuals choose music to experience?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Tempo

Dynamics

Musical expression

Performer and composer intent

Articulation

Context

Social

Cultural

Political

Evaluation Criteria

Students are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contexts

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

N/A

Creating

N/A

Aural & Notational Skills

N/A

Vocabulary

Social context

Cultural context

Historical context

Political context

Analyze

Analyze how the structure and context of varied musical works inform the response.

Standard: MU:Re7.2.5a

Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

Enduring Understanding

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question

How does understanding the structure and context of music inform a response?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Articulation

Tempo

Dynamics

Context

Social

Cultural

Historical

Political

Evaluation Criteria

Students are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contexts

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

N/A

Creating

N/A

Aural & Notational Skills

N/A

Evaluating

Student discusses and/or writes about the impact of the music and its meaning or purpose in its authentic context.

Vocabulary

Structure

Form

Articulation

Tempo

Dynamics

Interpret

Support interpretations of musical works that reflect creators/performers expressive intent.

Standard: MU:Re8.1.5a

Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers and personal interpretations to reflect expressive intent.

Enduring Understanding

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question

How do we discern the musical creators and performers expressive intent?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Dynamics

Tempo

Timbre

Articulation

Context

Historical

Social

Political

Evaluation Criteria

Students are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contexts

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

Perform, on instrument, expressive qualities with expressive intent

Creating

N/A

Aural & Notational Skills

Articulation

Vocabulary

Dynamics

Tempo

Tibre

Articulation

Expressive intent

Evaluate

Support Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria.

Standard: MU:Re9.1.5a

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Enduring Understanding

The personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Essential Question

How do we judge the quality of musical work(s) and performance(s)?

Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Structure

Form

Tempo

Dynamics

Articulation

Phrasing

Context

Social

Cultural

Historical

Political

Evaluation Criteria

Ability to accurately evaluate works

Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)

Performing

N/A

Creating

N/A

Aural & notational skills

N/A

Evaluating

Write reviews of performances

Vocabulary

Rubric

Assessment

Evaluate

Knowledge and SkillsGrades 3-5page 18