nafme.org Web viewThese include areas such as technique, ... Students will discuss the importance of the written word in history, ... piano, crescendo, diminuendo, staccato, legato

Ensemble Novice

DISPOSITIONSCollaboration

Flexibility

Goal Setting

Inquisitiveness

Openness and respect for the ideas and work of others

Responsible risk-taking

Self-Reflection

Self-discipline and Perseverance

Knowledge and Skills Ensemble Novicepage 1

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)

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.

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.

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.

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.

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.

GuidelinesWe are writing what they need to know and be able to do; we are not writing how to teach the material


CREATINGImagine

Generate Musical ideas for various purposes and contexts.Standard: MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.

Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources

Essential QuestionHow do musicians generate creative ideas?

Knowledge:

StructureWhen composers and improvisers envision the musical ideas or motives they are going to create, they take into account the following components of composition:

● organization of the elements of the piece ● use of communication tools such as notation clearly depicting

melody, rhythm, dynamics, timbre, texture, form, and style/articulation

ContextWhen composers and improvisers envision the music they are going to create, they take into account:

● style of music they desire to create ● impact of purpose and venue for the performance (for whom,

for what, when, where, why, and how is the music being created?).

Evaluation CriteriaAre the defining elements of the chosen style of music present and accurate in the composer’s ideas for a composition or improvisation?

● Is the idea appropriate for the skill level of the intended performer?

● Is the idea appropriate for the situation?

Skills:

Performing● Accuracy – students play pitches, rhythms, dynamics, timbres,

articulations, and style to the composer’s specifications; improvised material is consistent with desired styles and tonalities

● Presentation – performance material is appropriate for the setting including personnel, audience, and venue

Creating ● Students show an understanding of the purpose of musical

notation as a means to design their own unique way of communicating musically

● Students engage in the sharing of musical ideas with their peers● Students invent their own physical language for conducting.● Students explore additional teacher chosen aural and visual

musical ideas● Students compose or improvise sound effects on their

instruments reproducing sounds from their environment (exploratory focus)

Aural & notational skills● Students perform, by ear, melodic tonal patterns (patterns and

melodies within a five-note range) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege).

● Students improvise (vocally, pizzicato, and/or arco) melodic tonal patterns (within a five-note range)

● Students alter melodies (major to minor and vice versa).● Rhythmic: Students teach each other short original rhythm

phrases through call-and-response● Tonal (Melodic): Students create one-note solos against a class-

generated accompaniment● Textural: Students translate a visual or experiential narrative into

original sounds on their instruments (music as storytelling)● Compositional: Students use their own notation to document

their musical ideas

Evaluating● Students listen to the compositions or improvisations of others,

and ask questions and respond verbally or in writing using descriptive language and musical terminology

● Students can self-assess their own compositions or improvisations by listening to a recording or watching a video of themselves playing their own compositions or improvisations

VocabularyImagine, improvise, compose, melody, whole step (M2), half-step (m2), rhythm, pulse, division, rhythmic passage, dynamics, piano, forte, articulation,


legato, staccato

Plan and Make Select and develop musical ideas for defined purposes and contexts.

Standard: MU:Cr2.1.E.5aSelect and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

StructureWhen composers and improvisers envision the music they are going to create, they take into account the components that make up their musical ideas and motives, such as pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/ articulation.

ContextWhen composers and improvisers envision the music they are going to create, they take into account:

● style of music they desire to create ● impact of purpose and venue for the performance (for whom,

for what, when, where, why, and how is the music being created?).

Evaluation CriteriaAre the defining elements of the chosen style of music present and accurate in the musical composition or improvisation?

● Is the musical composition or improvisation appropriate for the skill level of the intended performer?

● Is the musical composition or improvisation appropriate for the audience?

Skills:

PerformingStudents will perform their draft ideas and motives to identify similarities and differences in characteristics of the music or text

● Students perform—pizzicato, arco, or vocally—their own composed melodic and rhythmic ideas and motives that reflect characteristics of the music or text studied in rehearsal

● Students will use their instrument to show what they or their peers improvised well, and what could be done differently.

● Students play pitches, rhythms, harmonies, dynamics, timbres, articulations, and style to the specifications of the particular characteristics of the music studied in rehearsal

CreatingAs they develop their draft ideas and motives, students will create new ideas and motives with different characteristics of music or text for comparison

● Students will compare and contrast the draft melodic and rhythmic ideas and motives that they have developed to music studied in rehearsal

● Students will compare and contrast draft melodic and rhythmic ideas and motives with other passages they have developed

● Students will utilize elements of the music studied in rehearsal

Aural & Notational Skills As they select and develop draft compositions and improvisations,

● Students will aurally and visually identify similarities and differences in characteristics of music or text within the various drafts of ideas and motives,

● Students are able to read and perform their melodic and rhythmic ideas and motives on their instrument

● Students will use their own notation or traditional notation to record the various drafts to compare characteristics of music or text

● Students will make use of musical terminology when describing, comparing, contrasting, and discussing their melodic and rhythmic ideas and motives

Evaluating● Students will evaluate how the characteristics of music or text of

their various ideas and drafts are similar and different ● Students will evaluate their own compositions, and those of

their peers by describing what they liked, did not like, and whether the composition achieved the goal of the teacher’s composition prompt.


VocabularyDraft, motive, sequence, ostinato, pattern,

Standard: MU:Cr2.1.E.5b Preserve draft compositions and improvisations through standard notation and audio recording.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure ● When composers and improvisers draft their music, they use

their own notation and terms to describe and depict their ideas and motives.

● Students drafts preserve different musical elements and structures such as five-note scales, rhythm, dynamics, style and articulation through notation or audio recording.

Context● Students will discuss the importance of the written word in

history, the impact of written notation, the printing press, and recording processes and technology from wax cylinders to MP3 players.

● Composers will discuss the cultural and historical norms of the drafts they are preserving – whether it is customary to transcribe ideas into musical notation, or whether it is more accepted to log the ideas by recording them

Evaluation Criteria● Teacher will help students define the criteria used to record or

notate improvisations/compositions ● Teacher will help students define the criteria used to evaluate

improvisations/compositions and how does this knowledge impact our ability to diagnose and solve problems and make musical decisions based on an awareness the strengths, limitations and/or preferences.

Skills:

PerformingStudents will perform improvisations and compositions for an audio recorder. Students use devices such as their phones or computers to record improvisations and then share them with their teachers or friends.

Creating Students create ways to preserve draft compositions and improvisations; they invent scoring techniques based on common objectives to write down the sounds that they created, including rhythms, notes, dynamics and articulations.

Aural & notational skillsStudents are able to play by memory their draft compositions and / or improvisations on their instruments. As they write down and record draft compositions and improvisations,

● Students use their own notation or standard notation to write down the melodic or rhythmic ideas they are audiating or hearing other students perform

● Students will correctly read and interpret their own notation and standard notation

● Students use the correct terminology when discussing their improvisations/compositions

EvaluatingStudents will compare and evaluate different ways to preserve their melodic and rhythmic ideas, and determine which methods work best.

Vocabulary Composition, improvisation, standard musical notation

Evaluate and RefineEvaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

Standard: MU:Cr3.1E..5aEvaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

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

Essential QuestionHow do musicians improve the quality of their creative work?

Knowledge:

Structure When refining their compositions and improvisations, students will use teacher-provided criteria and correct musical terminology to evaluate structures such as pitch, rhythm, dynamics and articulation.

Context

Skills:

PerformingStudents will perform two or more versions of their improvisation or composition to determine which version best matches the pre-established criteria and does the best job of expressing the ideas the composer wanted to convey.


● Students will compare how the creative process of drafting and revising music shares similarities and differences from similar processes used for painting images, writing essays, and engineering new buildings.

● Students demonstrate an understanding of the value of creating drafts and refining one’s ideas.

● Students will discuss how the creative process helps us diagnose and solve problems and make musical decisions based on an awareness the strengths, limitations and/or preferences.

Evaluation● When refining their compositions and improvisations, students

will use teacher-provided criteria and correct musical terminology to evaluate and improve or refine drafts of improvisations/compositions

● Students will discuss what they changed or refined in their compositions or improvisations as a result of their evaluation, and why they changed it.

● Students will discuss when a draft good enough to perform, and why.

● Students will use evaluative feedback that is understandable by others.

Creating ● Students create ways to evaluate their draft compositions and

improvisations● Students create criteria for evaluating their draft compositions

and improvisations● As they develop their draft ideas and motives, students will

create new ideas and motives that better express the musical ideas they want to convey

Aural & notational skillsAs they evaluate and refine draft compositions and improvisations,

● Students use their own notation or standard notation to write down the melodic or rhythmic ideas they are audiating or hearing other students perform

● Students will correctly read and interpret their own notation and standard notation

● Students use the correct terminology when discussing their improvisations/compositions

Evaluating● Students discuss the pros and cons of the current musical idea,

and their ideas for making improvements to the musical idea● Students evaluate and refine their draft melodic and rhythmic

ideas using criteria developed by the teacher.● Students listen to the creations of their peers, and explain they

liked and why. Or what they didn’t like or didn’t make sense, and why.

VocabularyEvaluate, refine, collaborate, criteria

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

Standard: MU:Cr3.2.5bShare personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen is creative work ready to share?

Knowledge:

Structure When performing or explaining their musical ideas to others, students will demonstrate understanding of different musical structures studied in rehearsal, such as rhythm, pitch, dynamics and articulation

ContextStudents will demonstrate that even new ideas are not created in a vacuum and will share what influenced their musical creations, where they got some of their ideas.

Evaluation● Students evaluate their own presentation or performance, and

the presentations of others using teacher-provided criteria. ● Students will discuss the pros/cons of hearing a performance of

a work by its own creator, vs. hearing a performance of the same work by someone other than the creator.

Skills:

PerformingStudents perform the final versions of their melodic and rhythmic ideas and motives with their instrument or voice (individually or as an ensemble).

Creating ● During their performance of their own composition, students

create a new interpretation or solution to a problem that occurs during the performance.

● Students will trouble-shoot and fix on-the-spot any problems that occur with their personally-developed melodies and rhythmic passages during their performance

● If improvising students will create new material or variations on their personally-developed melodies and rhythmic passages during their performance

Aural & notational skills


● If others are performing the musical passage, are they able to understand and execute the composer’s directives?

● Students discuss criteria for determining the strengths, limitations and/or preferences of the improvisation or composition.

As students present their personally-developed melodies and rhythmic ideas and motives in performance, they will:

● Sing or perform in tune and with a consistent pulse (when appropriate)

● Student demonstrates good ensemble skills when performing works with multiple players

● Students will correctly read and interpret their own notation ● Use correct musical terminology when discussing their

personally-developed melodies and rhythmic passages● Creative Leadership: Students rehearse conducting the group

with individually created hand signals

EvaluatingStudents evaluate their final performance using criteria developed by the teacher.

VocabularyPresent, share, perform, ensemble

PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.E.5a Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

Enduring UnderstandingPerformers’ 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 QuestionHow do performers select repertoire?

Knowledge:

Structure When performers select the repertoire they are going to play, they take into account musical structures, such as melody, rhythm, dynamics, timbre, texture, form, and style/articulation.

ContextWhen performers select the repertoire they are going to play, they take into account the purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)

Evaluation CriteriaIs the music that the student is introduced to something they can play/ will be able to play on their instrument with their current skill-set? Is the music that the student is introduced to something they can describe/ will be able to describe using musical terminology?

Skills:

Performing● Students select music of the appropriate level and purpose or

performance context from a teacher-chosen list of pieces to study

Creating ● Students create a program of music using teacher-chosen

criteria (not the program of the music their teacher will select to play at the concert.)

Aural & notational skills● Students are able to identify teacher-selected criteria within

standard notation● Students are able to describe the teacher-chosen criteria using

proper musical terminology, verbally and in writing● Students are able to play their selected music adhering to the

teacher-selected criteria, and keeping in mind the stylistic characteristics of the music

Vocabularyrepertoire, melody, rhythm, dynamics, articulation

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

Standard: MU:Pr4.2.E.5a


Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.

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

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

Knowledge:

Structure The performer takes into account the compositional elements of the music they have selected, and describes these elements, using correct terminology

ContextThe composer/ improviser takes into account the purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?).

Evaluation Criteria● The performer is aware of whether or not they or other players

possess the technical abilities needed to play the selected music● With teacher assistance, students establish criteria for

evaluating individual and group performances based on the defining characteristics of music performed

Skills:

PerformingThe student understands key elements about how the music that he or she is about to perform.

Creating ● The student is able to assemble a list of reasons why they have

selected this particular music in various categories

Aural & notational skills● Students identify teacher-selected criteria within the notated

music ● Students use proper musical terminology when describing the

characteristics● Students play music adhering to the noted stylistic/ contextual

criteria

VocabularyAnalyze, setting, musical work

InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.

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

Essential QuestionHow do performers interpret musical works?

Knowledge:

Structure Using the correct terminology, the performer identifies and describes expressive elements of the music that are used to add interpretation, such as dynamics, phrasing, timbre and style

ContextThe performer associates elements of interpretation (dynamics, phrasing, timbre) with certain styles of music (scary, sad, happy, exciting).

Evaluation CriteriaWith teacher assistance, students establish criteria for evaluating individual and group performances based on the defining characteristics of music performed

Skills:

PerformingThe performer uses a variety of performance techniques to add expressive elements to his or her interpretation to a performance

Creating ● The student will create a unique interpretation of a performance

using expressive elements such as dynamics, timbre, style, etc.● The student will create a list of expressive elements that is

appropriate for a specific type of music (scary, exciting, sad)● The student will be able to discuss their preference for various

expressive techniques they’ve encountered, that they plan to incorporate into their own performance of the music

Aural & notational skills● The student will recognize and correctly interpret and perform

expressive notation for dynamics, articulation, tempo, etc.● The student will listen to a teacher-chosen play-list of different

versions of their selected performance music by a variety of performers and in a variety of settings

● The student is able to identify areas in the written music where expressive events occurred during the listening exercise


● The students is able to describe the expressive events using proper musical terminology, verbally and in writing

VocabularyInterpret, expressive qualities in music, timbre, dynamics, phrasing, style, articulation

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

Standard: MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.

Enduring UnderstandingTo 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 QuestionHow do musicians improve the quality of their performance?

Knowledge:

Structure Performers identify the structural elements of the music they are rehearsing and refining, including pitch, rhythm, dynamics, tone and articulation. ContextStudents identify and categorize the performance skills they are learning within the context of pitch, rhythm, dynamics, tone and articulation.

Evaluation Criteria● With teacher assistance, students develop performance criteria

for the skills they are learning to perform the elements of pitch, rhythm, dynamics, tone and articulation.

● Students evaluate individual, self, and group performance using established criteria.

● Students describe personal preference in music listening and group performance.

Skills:

PerformingWhen performing repertoire individually or as an ensemble, students will demonstrate:

● Healthy, balanced posture when sitting and standing ● Healthy, relaxed and correct playing position● Correct left hand finger placement, lateral movement, vertical

technique and initial finger patterns● Pizzicato in guitar position (Violin/Viola)and in playing position

(all instruments)● Correct, relaxed bow hand finger placement● Pre-bowing exercises, simple connected (détaché) and

separated (staccato) bow strokes. ● Basic tone production, including awareness of weight, angle,

speed, contact point and part of bow.● Basic bow distribution, short slurs and string crossings ● A steady pulse and sense of meter while playing rhythm

patterns. ● Rhythm patterns containing rests, ties and upbeats

Creating Students create interpretations of their repertoire by changing the

● Shape of phrases with simple dynamic variation. ● Shape of their tone or timbre by modifying bow technique

(WASP – weight, angle, speed and point of contact).

Aural & notational skillsStudents will

● Correctly identify and perform basic music notation and symbols in the repertoire they are performing

● Sight-read basic music notation and symbols. ● Understand chord symbols (root only). ● Correctly identify the key signatures for C, G, D, and F Major

with their relative minors. ● Correctly identify accidentals of flat, natural, sharp. ● Correctly identify binary and ternary forms; AB and ABA.

VocabularyRehearse, technical challenges, refine performance

PresentKnowledge and Skills Ensemble Novicepage 9

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

Standard: MU:Pr6.1.E.5a .Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

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

Knowledge:

Structure The performance of the selected music exhibits the appropriate structural elements, and accuracy in the areas of pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation

ContextStudents explain the cultural and historical context of the repertoire they will perform

Evaluation Criteria● With teacher assistance, students establish criteria for

evaluating individual and group performances ● Students evaluate performances using established criteria.● Students describe personal preference in music listening and

group performance

Skills:

PerformingWhen performing repertoire individually or as an ensemble, students will:

● Demonstrate self-discipline by working cooperatively with peers to produce a quality musical performance.

● Display appropriate etiquette for style and venue of musical performance (classical concert vs. fiddle jam session).

● Demonstrate well-disciplined personal demeanor during rehearsals and performance.

● Perform with articulations corresponding to baseline-level right- hand technical skills.

● Perform music from an expanding repertoire of diverse styles

Creating ● Students create program notes for the repertoire they will

perform● Students create a description of stylistic and contextual

elements in their selected repertoire and describe how they have incorporated these elements into their performance

Aural & notational skills

● Match pulse and rhythm to stay together as an ensemble. ● Adjust pitch within the ensemble. ● Correctly identify and perform basic music notation and symbols

in the repertoire they are performing

VocabularyTechnical accuracy, culture, styleStandard: MU:Pr6.1.E.5b Demonstrate an awareness of the context of the music through prepared and improvised performances.

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

Knowledge:

Structure The performance of the selected music exhibits the appropriate structural elements related to style; for example, jazz rhythms have swinging 8th notes and beats 2 and 4 are stressed; classical music has even 8th notes and beats 1 and 3 are emphasized.

ContextThe student can identify key stylistic elements of performed repertoire that associate the music to a specific musical style and culture.

Evaluation Criteria

Skills:

PerformingThe student is given the opportunity to perform a variety of musical styles in a variety of settings, for events of differing nature (ex. In addition to the school’s winter concert, the student will also perform at a school assembly, at an event where the music needed will be background music, and at a retirement home)

Creating ● The student is able to assemble a list of reasons why they have

selected this particular music in various categories: this music is for whom, for what, for when, for where, and why


With teacher assistance, students define criteria for determining how well a performance conveys the style that the music would portray if performed by the composer or creator in its original context.

● The student is able to create a description of stylistic and contextual elements in their selected repertoire and describe how they have incorporated these elements into their performance

Aural & notational skills● The student is able to identify areas in the written music where

the music’s context can be conveyed● The students is able to describe the contextual elements of the

music using proper musical terminology, verbally and in writing● The students works to play their selected music keeping in mind

the contextual elements that they have identified

Vocabulary


RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.E.5a Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.

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

Essential QuestionHow do individuals choose music to experience?

Knowledge:

Structure Students include structural elements such as rhythm, harmony and style when they describe why they like the music they have chosen, and why it fits the specific purpose. ContextStudents include contextual elements, such as the type of music, style, length, difficulty or complexity, when they describe how appropriate music is within the context of a given performance.

Evaluation CriteriaWith teacher assistance, students identify criteria for determining the appropriateness of music selected for a specific audience, purpose or context. Are the defining elements of the chosen style of music present and accurate in the selected music? Is the music appropriate for the skill level of the intended performer? Is the music appropriate for the situation?

Skills:

Performing● Students listen to selected music from diverse cultures and

musical eras● Students perform selected music demonstrating why they like

the music they have chosen, and why it fits the specific purpose.● Students perform a variety of musical styles in a variety of

settings for each other and for events of differing nature

Creating ● The students create a list of reasons to explain why they like the

music they have chosen, and why it fits the specific purpose. ● The students create a description of stylistic and contextual

elements in their selected repertoire.

Aural & notational skills● Students identify characteristics in the written or performed

music such as rhythm, harmony and style when they describe why they like the music they have chosen, and why it fits the specific purpose.

● Students use correct musical terminology to describe characteristics in the written or performed music such as rhythm, harmony and style when they describe why they like the music they have chosen, and why it fits the specific purpose.

VocabularyRespond, cite, connection, purpose

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

Standard: MU:Re7.2.E.5a Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.

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

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

Knowledge:

Structure Students identify, describe and compare distinguishing structures

Skills:

PerformingStudent performances demonstrate distinguishing characteristics of


(rhythms, harmonies, dynamics, timbres and styles) of composers and styles from selected repertoire.

ContextStudents identify, describe and compare distinguishing contextual elements--such as historical, cultural and/or social elements—of composers and styles from selected repertoire.

Evaluation CriteriaStudent responses contain references to structural and contextual elements from the selected music and previously heard music.

composers and styles from selected repertoire.

Creating ● Students create lists of similarities and differences when

describing and comparing distinguishing characteristics of composers and styles from selected repertoire.

● Students create lists of similarities and differences to describe how they believe the composer, improviser, or performer has incorporated distinguishing characteristics into their performance

Aural & notational skillsStudents identify, describe and compare distinguishing characteristics using proper musical terminology.

VocabularyElements of music

InterpretSupport an interpretation of a musical work tht reflects the creators’/performers’ expressive intent.

Standard: MU:Re8.1.E.5a Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

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

Essential QuestionHow do we discern the musical creators’ and performers’ expressive intent?

Knowledge:

Structure Students refer to the elements of music—including rhythm, pitch, articulation and especially tone/timbre and volume/phrasing—when identifying and discussing interpretations and expressive intent and meaning of musical works.

ContextStudents refer to contextual elements--such as historical, cultural and/or social elements—when identifying and discussing interpretations and expressive intent and meaning of musical works.

Evaluation CriteriaWith teacher assistance, students identify criteria for determining the quality of the performer’s interpretation. Was the performer’s interpretation noticeable, musically convincing, and did it agree with the creator’s intent?

Skills:

Performing● When performing a musical work, students refer to the elements

of music, contexts, and (when appropriate) the setting of the text to interpret the expressive intent and meaning of the musical work.

● Students perform a musical work several different ways—including how they believe the composer intended and at least one other way--and then select which interpretation they believe is most musically convincing, moving and appropriate, and explain why.

Creating ● Students create a list of musical elements that can be used or

altered to interpret a musical work.● Students create a story, using text to describe the plot or storyline

that gives meaning to the music. Students compare stories/texts, and then discuss how differences between stories would correlate with differences in interpretation.

Aural & notational skills● Students correctly decipher and perform notation related to

interpretive elements, such as dynamics, articulation, and tempo markings that convey mood.

● After listening to a performance, students correctly write notation related to interpretive elements, such as dynamics, articulation, and tempo markings that convey mood to reflect the interpretation they heard. .

● The student describes musical elements using proper musical terminology, verbally and in writing


VocabularySetting of text, dynamic, forte, piano, crescendo, diminuendo, staccato, legato,

EvaluateSupport personal evaluation of musical works and performance(s) based on analysis, interpretation, and established criteria.

Standard: MU:Re9.1.E.5a Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

Enduring UnderstandingThe personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

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

Knowledge:

Structure ● Students base their evaluations of musical works and

performances on analysis and interpretation of data grounded in musical structures including rhythm, pitch, articulation, tone and dynamics.

● Students describe personal preference in music listening and group performance based on analysis and interpretation of data grounded in musical structures including rhythm, pitch, articulation, tone and dynamics.

Context● Students include an analysis and interpretation of contextual

elements such as historical, cultural and/or social elements in their evaluations of musical works and performances.

● Students include an analysis and interpretation of contextual elements such as historical, cultural and/or social elements when describing personal preference in musical works and performances.

Evaluation CriteriaWith teacher assistance, students identify criteria for analyzing, interpreting and evaluating musical works and performances.

Skills:

PerformingWhen performing a musical work, students use their interest, experience and analysis of the work to enhance their performance of the music.

Creating ● Students create an adjudication rubric that includes criteria for

analyzing, interpreting and evaluating musical works and performances.

● Students create critical reviews of musical works and performances that include a formal evaluation and commentary on personal preference informed by analysis, interpretation and established criteria.

Aural & notational skills● Students accurately analyze and evaluate musical works and

performances using established criteria.● Students use correct terminology when evaluating or describing

personal preferences in musical works and performances

VocabularyEvaluation criteria, adjudication


Documents

nafme.org Web viewThese include areas such as technique, ... Students will discuss the importance of the written word in history, ... piano, crescendo, diminuendo, staccato, legato