Session IV: Critical Evaluation and Response

Karen Bryan

“They always say time changes things, but you actually have to change them yourself.”– Andy Warhol

“All great changes are preceded by chaos. ”

– Deepak Chopra

Objectives

(4)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  identify steady beat in musical performances; and(B)  identify higher/lower, louder/softer, faster/slower, and same/different in musical performances.

(4) Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

(4)(A) identify and demonstrate appropriate audience behavior during live or recorded performances;

(4)(B)(C) compare same/different in beat/rhythm identify, higher/lower, louder/softer, faster/slower, and same/different simple patterns in musical performances;

(4)(A)(B) identify steady beat in musical performances; and

Kindergarten Music TEKS

Objectives

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and(B)  begin to practice appropriate audience behavior during live performances.

First Grade Music TEKS

(6)Critical evaluation and response/evaluation. The student listens to, responds to and evaluates music and musical performances. The student is expected to:(6)(A)(C)distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different simple patterns in musical performances and; (6)(B)(A)begin to practice identify and demonstrate appropriate audience behavior during live or recorded performances;

(6)(B)recognize known rhythmic and melodic elements in simple aural examples using known terminology;

(6)(D)respond verbally or through movement to short musical examples.

Objectives

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and(B)  show appropriate audience behavior during live performances.

Second Grade Music TEKS

(6)Critical evaluation and response/evaluation. The student listens to, responds to and evaluates music and musical performances. The student is expected to:

(6)(A)(C) distinguish between beat/ rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and same/different simple patterns in musical performances; and

(6)(B)(A) begin to practice show appropriate audience behavior during live or recorded performances.;

(6)(D)respond verbally or through movement to short musical examples.

(6)(B)recognize known rhythmic and melodic elements in simple aural examples using known terminology;

 Materials: colored index cards or craft foam, craft sticks, glue Directions: * write “loud” or “soft” on both sides, glue to sticks * write “fast” or “slow” on both sides, glue to sticks * write “high” or “low” on both sides, glue to sticks  Uses: demonstrate appropriate sound when heard*

* with younger students, I would have them practice with just one sound first, i.e. “Raise your loud sign when the music gets loud.” I would have them distinguish between loud and soft only after they had practiced them separately. Then before I played the music for comparison, we would discuss scenarios that would provide loud sounds and soft sounds, and let them raise the appropriate sign. I do the same for fast/slow and high/low.

Dynamics/Tempo/Pitch Indicators

 

Dynamics/Tempo/Pitch Indicators

Objectives

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  define basic criteria for evaluating musical performances; and(B)  exhibit audience etiquette during live performances.

Third Grade Music TEKS

(6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

(6) (A)(B) exhibit audience etiquette during live and recorded performances;

(6)(B)recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

(6)(C) identify specific musical events in aural examples, such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary;

(6)(D)respond verbally and through movement to short musical examples; and

(6)(E) (A)describe a variety of compositions, and formal or informal define basic criteria for evaluating musical performances using specific music vocabulary. And

Objectives

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  apply basic criteria in evaluating musical performances and compositions;(B)  justify, using music terminology, personal preferences for specific music works and styles; and(C)  practice concert etiquette as an actively involved listener during live performances.

Fourth Grade Music TEKS

(6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(6)(A)(C) exhibit audience practice concert etiquette as an actively involved listener during live and recorded performances;

(6)(B)recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

(6)(C)describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;

(6)(D)respond verbally and through movement to short musical examples;(6)(E)(A) describe a variety of compositions, and formal or informal apply basic criteria in evaluating musical performances using specific music vocabulary; and and compositions. (6)(F)(B)justify, using music vocabulary terminology, personal preferences for specific music works and styles. and

Objectives

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:(A)  apply criteria in evaluating musical performances and compositions;(B)  evaluate, using music terminology, personal preferences for specific music works and styles; and(C)  exhibit concert etiquette as an actively involved listener during varied live performances.

Fifth Grade Music TEKS

(6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(6)(A)(C)exhibit concert audience etiquette as an actively involved listener during varied live and recorded performances;(6)(B)identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;(6)(C)describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;(6)(D)respond verbally and through movement to short musical examples;(6)(E)(A)evaluate a variety of compositions, and formal or informal apply criteria in evaluating musical performances and compositions using specific criteria; and(6)(F)(B)justify evaluate, using music vocabulary terminology, personal preferences for specific music works and styles. and