Ensemble Accomplished

DISPOSITIONSCollaboration

Flexibility

Goal Setting

Inquisitiveness

Openness and respect for the ideas and work of others

Responsible risk-taking

Self-Reflection

Self-discipline and Perseverance

CREATINGImagine

Generate Musical ideas for various purposes and contexts.

Standard: MU:Cr1.1.E.lla

Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.

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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:

Structure When composers and improvisers envision the music 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, harmony, dynamics, timbre, texture, form, and

Skills:

Performing• Students, by ear, experiment with melodic tonal patterns (patterns and melodies with chromatic alterations) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege).• Students try various primary and secondary (ii, vi, vii) tonal patterns (vocally, pizzicato, and/or arco; neutral syllable, then solfege).

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style/articulation● the purpose for which the piece is being written● characteristics of music from various cultural backgrounds ● Ensemble and instrumentation that is specific to a culture

In addition, students will understand generally accepted cultural compositional and improvisational structures, such as:

● Dances● Folk Songs

ContextWhen composers and improvisers envision the music they are going to create, they take into account:• composers’ ages, backgrounds, and abilities• the cultural context of the music• the setting(s) in which the music will be performed• the instrumentation required for the chosen style• an understanding of range, as well as standard and extended techniques of the instruments chosen• an understanding of the abilities of the performers • the purpose for which the piece is written/improvised

Evaluation Criteria• Does the student accurately follow a selected form?• Are the musical ideas appropriate for the students’ level of musical experience, and does it show growth in understanding of the creative process?• Is the arrangement culturally and stylistically accurate, and is it appropriate for the purpose for which it is composed/improvised?• Are the choices of range, instrumentation, and other technical demands within the ability of the performers?

• Students experiment with rhythmic passages to create arrangements for specific purposes

● Students experiment with ornamentation, glissandi, and other culturally relevant effects into their arrangements

Creating • Students improvise (vocally, pizzicato, and/or arco; neutral syllable, then solfege) melodies and patterns, using chromatic alterations or simple modulations (e.g., major to relative/parallel minor).• Students improvise (vocally, pizzicato, and/or arco; neutral syllable, then solfege) simple accompaniments to melodies.• Textural: Students translate a visual or experiential narrative into original sounds on their instruments and add rhythmic components (rhythmic focus)

Aural & notational skills• Rhythmic: Students layer individual rhythmic phrases to create an original group piece.• Tonal (Melodic & Harmonic): Students create solos using the notes of the scale as stepping stones between chord tones.

EvaluatingStudents listen to others’ compositions or improvisations then ask questions and respond with constructive feedback verbally or in writing using descriptive language and appropriate musical terminology, pointing out strengths and areas needing improvement• Students self-assess their own arrangements, compositions or improvisations by listening to a recording or watching a video of themselves playing their own compositions or improvisations

Vocabulary

Improvisation, form, composition, instrumentation, extended technique, notation, texture, chromatic, major, minor, tonal patterns

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

Standard: MU:Cr2.1.E.lla

Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal.

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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 envision the music 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, harmony, dynamics, timbre, texture, form, and style/articulation• the purpose for which the piece is being written• characteristics of music from various culturesIn addition, students will understand generally accepted and historically accurate compositional and improvisational structures, such as:• ABA Form• Theme and Variations• Rondo Form• Trading Fours• 12-bar Blues ContextIn addition, students will understand generally accepted cultural compositional and improvisational structures, such as:

● Dances● Folk Songs

Evaluation Criteria• Does the student accurately follow a selected form or pattern?• Are the musical ideas appropriate for the students’ level of musical experience, and does it show growth in understanding of the creative process?• Is the music culturally and stylistically accurate, and is it appropriate for the purpose for which it is composed/improvised?• Are the choices of melodic range, instrumentation, rhythmic structure, and other technical demands within the ability of the performers?

Skills:

Performing• Students, by ear, decide on melodic tonal patterns (patterns and melodies with chromatic alterations) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege).• Students make decisions about primary and secondary (ii, vi, vii) tonal patterns (vocally, pizzicato, and/or arco; neutral syllable, then solfege).

Creating • Students improvise (vocally, pizzicato, and/or arco; neutral syllable, then solfege) melodies and patterns, using chromatic alterations or simple modulations (e.g., major to relative/parallel minor).• Students improvise (vocally, pizzicato, and/or arco; neutral syllable, then solfege) simple accompaniments to melodies.• Textural: Students translate a visual or experiential narrative into original sounds on their instruments and add rhythmic components (rhythmic focus)

Aural & notational skills- Students choose rhythmic improvisations on melodies in 4-12 bar

phrases- Students choose notations for rhythmic variations in various forms- Students layer individual rhythmic phrases to create an original

group piece• Tonal (Melodic & Harmonic): Students create solos using the notes of the scale as stepping stones between chord tones.• Compositional: Students add a second instrument to their original scores.

Evaluating• Students, with teacher assistance, establish criteria for evaluating the melodies, improvisations and rhythmic passages they are developing, based on characteristics and cultural background and purpose of music studied in rehearsal• Students will apply the evaluation criteria to both their own ideas, and the ideas of others

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VocabularyImprovisation, form, composition, instrumentation, extended technique, notation, texture, chromatic, major, minor, tonal patterns, plan, makeStandard: MU:Cr2.1.E.llb Preserve draft compositions and improvisations through standard notation, audio, or video recording.

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

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure In order to preserve draft compositions or improvisations, composers must know how to log or record their ideas through: • standard musical notation, such as

- chord charts- Nashville number system- standard notated music

• use of recording technology ContextComposers must be aware of 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 preserve the ideas by recording them

Evaluation Criteriaunderstandable and/or readable by others?• Is the technology used to preserve draft compositions or improvisations available to most people?

● What type of recording technology (audio or video) best presents this work to an audience?

Skills:

Performing• Students, by ear, decide on melodic tonal patterns (patterns and melodies with chromatic alterations) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege).• Students make decisions about primary and secondary (ii, vi, vii) tonal patterns (vocally, pizzicato, and/or arco; neutral syllable, then solfege).

Creating • Students, by ear, decide on melodic tonal patterns (patterns and melodies with chromatic alterations) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege).• Students make decisions about primary and secondary (ii, vi, vii) tonal patterns (vocally, pizzicato, and/or arco; neutral syllable, then solfege).

Aural & notational skills• Students are able to play by memory their draft compositions and/or improvisations on their own instrument• Students are able to write the draft compositions and/or improvisations, utilizing standard notation• Students are able to utilize a commonly used current audio or video recording technology in order to preserve their draft compositions and/or improvisations

EvaluatingStudents will be able to answer the following questions:• Are the draft compositions or improvisations discernable, understandable and/or readable by others?• Is the technology used to preserve draft compositions or improvisations available to most people?

● What type of recording best shares composition or improvisation?

Vocabulary Improvisation, composition, instrumentation, standard notation, audio recording, video recording

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

Standard: MU:Cr3.1.E.lla

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Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

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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 Students refine their creative work through openness to new ideas, persistence, and the application of appropriate criteria by:• brainstorming, experimenting and establishing personally-developed criteria • seeking and understanding feedback from others• rethinking and refining melodic and rhythmic aspects of their compositions, improvisations and arrangements• rethinking and refining choices of instrumentation, tempo, voicings, texture of scoring, etc. ContextThe student takes into account the:• style of music being evaluated/refined• cultural and social context of that style of music • indication of purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• extent to which the music fulfills its intended purpose

Evaluation Criteria• Is the student open to ideas that may at first seem outside their creative “box?”• Is the student persistent in seeking multiple options of new ideas for the composition?• Does the student successfully apply established personally-developed criteria to the composition?

Skills:

Performing• Students will perform their draft compositions, arrangements and improvisations (more than one version of each), and applying personally-developed criteria for melody, will decide which variations best match the criteria

Creating • As students acquire feedback from listening to/playing their draft compositions and/or improvisations, and as they acquire feedback from others who have listened to/played their draft compositions and/or improvisations, students will refine/create new ideas that better convey their original ideas• Students will consider feedback for and think of additional purposes for the composition/improvisation

Aural & notational skills• Students will use proper musical terminology when discussing options for their draft compositions and/or improvisations• Students will consider the purpose of the music as they look at the score, and listen to the score of the composition, creating new ideas using both skills

Evaluating• Students, with teacher assistance, establish personally-developed criteria for evaluating individual and group performances based on the defining characteristics of music performed• Students are able to outline the pros and cons of the current musical idea, and their ideas for making improvements to the musical idea• Students can answer “yes” to the following questions:

- Is the student open to ideas that may at first seem outside their creative “box?”

- Is the student persistent in seeking multiple options of new ideas for the composition?

Vocabulary

Evaluate, refine, personally-developed criteria, collaborate, arrangement

PresentKnowledge and Skills Ensemble Accomplished

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Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.Standard: MU:Cr3.2.E.llbShare personally-developed arrangements, sections, and short compositions – individually or as an ensemble – that address identified purposes.

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 Students will share their works in one or more of the following ways:• the composer is able to perform his own created musical composition, improvisation, or arrangement either individually or in an ensemble setting• the composer will create notational materials that can be used in the presentation of the musical composition or arrangement by another person, or ensemble ContextThe composer/improviser takes into account the: • style of music being shared• cultural and social context of that style of music • indication of purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• clarity with which the presentation communicates the purpose of the music

Evaluation CriteriaThe composer/improviser takes into account the: • style of music being shared• cultural and social context of that style of music • indication of purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• clarity with which the presentation communicates the purpose of the music

Skills:

PerformingAfter evaluating and refining their musical ideas, students will perform the final versions of their arrangements, sections, and/or short compositions (individually or as an ensemble) using the proper performance etiquette and deportment for that particular type of music and performance venue

Creating • If improvising:

- the student will improvise new material during their performance- the student will create variations on their personally-developed

arrangements and sections during their performance- the student will trouble-shoot and fix on-the-spot any problems that

occur with their personally-developed arrangements and sections during their performance

• Creative Leadership: Student conductors will lead extemporaneous sound stories using nonverbal signals

Aural & notational skills• If performing or conducting a notated work:

- the composition/arrangement will be clearly written with accurate (generally accepted) notational tools and devices

- the composer/arranger will listen to ensure that the solo or ensemble performs with accuracy according to the written notation

- the composer/arranger will ensure that the performers understand the written notation

Evaluating• Students, with teacher assistance, establish criteria for evaluating their own and others’ individual and group performances based on the defining characteristics of music performed• Students will be able to evaluate the presentation based on the following questions:

- Does the music convey intent of purpose?- Does the notation and/or improvisation demonstrate

craftsmanship?- Does the music exhibit originality?

VocabularyPresentation, craftsmanship, intent, originality, share

PERFORMINGSelect

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

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Standard: MU:Pr4.1.E.lla Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

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 • The student will be able to develop and apply the criteria used to select a variety of genres of string and orchestra music• The student will be able to explain how the following apply to the selection of varied repertoire:

- the organizational and structural elements of the music- the expressive challenges in the music- the elements of music theory and musical terminology required to

perform the music - the necessary technical skills to perform the music

ContextWith direction from the teacher, the student will understand the:• style and historical context of the music being performed• cultural and social context of the style of music • purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• technical skill of the performers and how well that matches the technical demands of the music

Evaluation CriteriaCan the student select appropriate literature to study based on the ability to:• have a personal interest in the music selection• perform at the technical level required, either individually or in an ensemble• understand the basic theoretical and structural elements of the music• understand the context for which the music will be performed

Skills:

PerformingStudents are able to select music to perform individually or in an ensemble based on a list of criteria developed by the student.

Creating • Students are able to create a list of stylistic, theoretical, structural, and technical demands, as well as expressive challenges, of their selected music• Students are able to identify the context in which the music is most appropriately performed, and/or create a new venue or purpose for the musical performance

Aural & notational skills• Students are able to develop selection criteria within standard notation• Students are able to describe selection criteria using proper musical terminology, verbally and in writing• Students are able to perform their selected music adhering to the developed selection criteria, keeping in mind the stylistic, expressive, theoretical, structural, technical and contextual characteristics of the music

VocabularyDevelop, Apply, Select, repertoire, theoretical characteristics, structural characteristics, technical skill, expressive challenges

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

Standard: MU:Pr4.2.E.llaDocument and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and 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: Skills:

Knowledge and Skills Ensemble Accomplished

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Structure Students can analyze the organizational elements of the musical works they have selected, and possess the skills to document or cite these elements using their knowledge of compositional devices, music theory, musical structure, musical terminology, and context. ContextStudent performances are informed and may be impacted by their understanding of:• style and historical context of the music being performed• cultural and social context of the style of music • purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• technical skill of the performers and how well their skill matches the technical demands of the music

Evaluation Criteria• Can the student play at the technical level required of the piece?• Does the student understand basic compositional forms and perform accordingly (ie: ABA’ – does the student play A’ differently than A?)• Does the student perform with an understanding of the compositional device of tension/release created by the harmony of the music?• Does the student perform with an understanding of other theoretical aspects of the music?

PerformingThe student enters into a prepared or improvisational performance situation of selected music demonstrating how the music should be performed based on theoretical and structural aspects of the music.

Creating • The student is able to document reasons why they have chosen to perform a piece in a particular way based on their knowledge of its compositional devices, theoretical, and structural aspects. • The student is able to create an improvised or prepared performance informed by contextual and structural implications inherent in the music.

Aural & notational skills Students are able to identify unique performance practice elements by listening to a variety of recordings• Students are able to use proper musical terminology when describing the characteristics of the performance, and contextual/stylistic hallmarks of their chosen music• Students are able to play their selected music adhering to the noted stylistic/contextual criteria

Vocabulary

Compositional device, structure, context, implication, impact

InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.E.lla

Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers’ technical skill to connect with the audience.

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

Essential QuestionHow do performers interpret musical works?

Knowledge:

Structure • Students understand that music is an expressive medium which inherently includes a range of acceptable nuances and interpretations • Students understand that the style and genre of music influences choices made during improvised performances.• Students make interpretive decisions by listening to multiple performances of the same music, and studying the context of various repertoire ContextStudents understand the characteristics of the type of music they are performing: era, style, genre, country of origin, programmatic or historical

Skills:

Performing• The student will listen to music from a variety of genres and styles, noting performance practices in each.• The student will listen to a teacher-chosen playlist of different versions of their selected music by a variety of performers and in a variety of contexts• The student and teacher will discuss the elements they would like to incorporate, and ones they would not like to use in their own performance, and why• The student will practice these interpretive elements to attain the technical skills necessary to produce an interpreted performance

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material, performance practice, articulations and dynamics stated by the composer, and other critical aspects of the repertoire’s defining traits

Evaluation Criteria• Has the student listened to multiple artistic performances of the piece?• Does the student perform with expression?• Is the expression appropriate for the style and genre of the piece?• Is the expression appropriate for the context?• Does the performance demonstrate the technical skill needed to perform the prepared or improvised performance? • Does the performance connect with the audience?

Creating • The student will create a list of musical elements influenced by style, genre and context. • The student will demonstrate the technical skills necessary to create a performance that connects with the audience.• The student will be able to discuss their preference for various expressive techniques they’ve encountered, and will make creative decisions to incorporate certain elements into their own performance of the music

Aural & notational skills• The student is able to identify areas in the written music where expressive events occurred during the listening exercise• The student is able to describe the expressive events using proper musical terminology, verbally and in writing• The student performs their selected music incorporating the interpretation that they have chosen to use, in both prepared and improvised music

EvaluatingStudents demonstrate the ability to use their understanding of style, genre, context, and their technical skills to inform performance.

VocabularyNuance, interpretation, style, genre, context, technical skill, performance

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

Standard: MU:Pr5.3.E.lla

Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

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 Students will be able to develop rehearsal strategies that apply to :• understanding of the structural elements (including form), and expressive characteristics of the repertoire they are rehearsing and refining • understanding of standard notation, and performance relating to pitch, rhythm, harmony, dynamics, timbre, texture, and articulation• use of feedback from a variety of sources to refine their performances, including their ensemble peers Context• Students can apply performance practice related to the historical, cultural, and social context of the music they are rehearsing and refining• Students seek feedback to refine their performances both individually and in collaboration with others

Evaluation Criteria• Students evaluate individual, self, and group performance using established criteria.

Skills:

PerformingStudents will be able to refine their performances by developing the following technical skills:• Artistic development and application of vibrato• Extension of vertical technique• Complex double stops (two fingered strings)• Advanced finger patterns – Violin/Viola (e.g., augmented and chromatic patterns)• More advanced bowings:

a. Ricochet bowingb. Sautilléc. Flying Spiccatod. Extension of technique related to control of bowing variables

(weight, angle, speed, and placement)

Creating • Students apply knowledge of performance practice to selected repertoire.• Students apply feedback from ensemble peers and others to create an

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• Students describe personal preference in music listening and group performance.• Students, with teacher assistance, establish criteria for evaluating individual and group performances based on the level of music performed

expressive performance

Aural & notational skills• Students will perform rhythmic patterns in irregular meters and polymeters.•Students will perform rhythmic patterns in mixed meters.• Students will perform rhythmic patterns containing syncopation within a single macrobeat.• Students correctly identify tonality (including key signatures) for all major and minor keys.• Students correctly identify and perform in modes and scales: Dorian, Mixolydian, and Blues.• Students understand and are able to perform notation associated with non-classical styles (e.g., twentieth century/modern, world music, other special effects.

Evaluating• Students evaluate individual and group performance using established criteria.• Students, with teacher assistance, establish criteria for evaluating individual and group performances based on the level of music performed.

VocabularyRehearse, technical challenges, refine performance, bowing terminology

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

Standard: MU:Pr6.1.E.lla Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

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 Student performance of selected repertoire exhibits the appropriate structural and expressive qualities, and demonstrates mastery of technical accuracy to influence audience response in a positive way. Context• Music selected for performance represents diverse cultures, styles, historical periods, geographical locations, and genres• Decisions about the context of the performance and the manner in which a musical work is presented influences audience response.

Evaluation Criteria• Does the student perform expressively with appropriate interpretation and technical accuracy?• Does the student elicit a positive response from the audience?• Does the student demonstrate a mastery level of performing in a variety of cultures, styles, and genres?

Skills:

Performing• Students adjust pulse, rhythm, pitch and dynamics within the ensemble.• Students demonstrate: preparation, balance, blend, style, interpretation and music sensitivity.• Students perform with consistent timbre and tone quality at all dynamic levels.• Students independently interpret and perform selection applying appropriate dynamics, tempos, and timbre.• Students perform with articulations corresponding to advanced-level right-hand technical skills.• Students employ various styles of vibrato for enhancing the artistic interpretation of the piece, according to accepted performance practice.• Students use ornamentation, as appropriate to the performance practice and conventions of the period and style. • Students perform a comprehensive repertoire of eclectic styles in a manner that reflects understanding of cultural and stylistic traditions.

Creating Students will be able to discuss their preference for various expressive techniques they’ve learned, and will make creative decisions to incorporate certain elements into their own performance of the repertoire based on the anticipation of a particular audience response.

Aural & notational skillsStudents will be able to read music accurately and respond appropriately while performing all of the activities and technical skills as listed under “Performing” above.

EvaluatingStudents will be able to perform expressively and with technical accuracy in a prepared or improvised performance of repertoire from a variety of cultures, styles, and genres.

VocabularyTechnical accuracy, cultures, styles, genres, influencing audience responseStandard: MU:Pr6.1.E.llb . Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances

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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 Students’ choices for expressive qualities in their performances are intentional, in both prepared music and improvisations ContextThe student can identify key contextual elements of the selected performance repertoire, such as historical information, cultural and social ramifications, the purpose and key information concerning the intended venue of the performance, as well as the expected elements of the presentation as a whole, such as programming, customary etiquette and deportment.

Evaluation CriteriaDoes the student demonstrate the ability to perform varied repertoire in an intentionally expressive manner to elicit appropriate audience response?

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 perform the same music at a school assembly, at an event where the music will be performed as background music, and at a retirement home). The student will be able to perform appropriately in each different setting.

Creating Students will be able to discuss their preference for various expressive techniques they’ve learned, and will make creative decisions to incorporate certain elements into their own performance of the music based on the anticipation of a particular audience response and in a variety of performance settings.

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 student performs the selected music keeping in mind the contextual elements that have been identified

EvaluatingThe student is able to demonstrate an understanding of expressive intent by performing repertoire for an audience that is prepared or improvised.

VocabularyExpressive intent, connecting with audience

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RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.E.lla Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and 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 • The student can describe, using musical terminology, why the music they have chosen fits the specific purpose.• Students apply criteria to select music that connects to their interest, purpose, or context ContextThe student can identify key contextual elements of the selected performance repertoire, such as historical information, cultural and social ramifications, the purpose and key information concerning the intended venue of the performance, as well as the expected elements of the presentation as a whole, such as programming, customary etiquette and deportment.

Evaluation Criteria• Does the chosen style of music fit the criteria for the purpose of the selected music? • Is the music appropriate for the situation?• Does the student support choices by defining the elements found in the music?• Does the student make connections to interest, purpose, and context?

Skills:

Performing• Students listen to selected music from diverse cultures and musical eras• The student is given the opportunity to choose a variety of musical styles to perform in a variety of settings, for events of differing purposes

Creating • The student is able to apply a list of criteria for selecting music for specific purposes: this music is for whom, for what, for when, for where, and why• 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 selection• The student is able to clearly justify why this musical choice is of most interest to them

Aural & notational skills• The student is able to identify characteristics in the written music where the connections they have discovered can be found, what they find interesting about the musical choice, and where the music’s context can be conveyed• The student is able to apply criteria to their musical choice using proper musical terminology, verbally and in writing• The student performs or listens to their selected music, identifying the purpose and context for which the music was chosen

EvaluatingThe student is able to select music for specific purposes based on criteria designed for the purpose and context of the music, and based on the interests of the student.

VocabularyRespond, cite, connection, purpose, context, criteria

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

Standard: MU:Re7.2.E.lla

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Explain how the analysis of structures and contexts 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 The student is able to:• explain how the analysis of the structure of music informs a person’s response to the music • identify various elements of music theory (like key signature and tonality) in the music to create a predicted response• identify other defining characteristics such as rhythmic patterns, types of harmonies, dynamics, timbre, texture, and articulation when describing their overall response to the chosen music ContextThe student can identify key contextual elements of the selected music (social, cultural, and historical), and state how creators and performers manipulate the elements of music, when describing their overall response to the chosen music.

Evaluation Criteria• Does the student’s analysis of the various musical examples contain structural and contextual reference points from the selected music?• Can the student state how creators and performers manipulate music to achieve a desired response?

Skills:

Performing• The student is given the opportunity to perform a variety of musical styles in a variety of settings, for events of differing purposes• The student is given the opportunity to see and hear how other performers manipulate the elements of music in a variety of musical styles in a variety of settings, for events differing in nature performed by peers and professionals

Creating • Students analyze and classify music according to style, composer, and genre• Students compare and contrast performances of various interpretations of the same piece, using appropriate terminology and informed value judgments.

Aural & notational skills• Students analyze and classify music according to style, composer, and genre• Students compare and contrast performances of various interpretations of the same piece, using appropriate terminology and informed value judgments.

EvaluatingThe student is able to analyze music for its structural and contextual references, and state how creators and performers manipulate music to achieve a desired listener response.

Vocabularystructures, contexts, inform a response to music

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

Standard MU:Re9.1.E.llaSupport interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources

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 The student is able to:

Skills:

Performing• The student is given the opportunity to perform a variety of musical styles

Knowledge and Skills Ensemble Accomplished

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• explain the expressive intent of a musical work• support various interpretations of the expressive intent of multiple creators and performers• cite evidence of expressive intent utilizing various elements of music, contexts, (when appropriate) the setting of the text, and varied research sources

ContextThe student can identify key contextual elements of the selected musical works (social, cultural, and historical), and state how creators and performers provide clues to their expressive intent.

Evaluation CriteriaDoes the student’s explanation of the interpretation and expressive intent of the musical work cite supporting evidence of inquiry into the composer’s and/or the performer(s)’ expressive intent, and the student’s own personal research from a variety of sources?

in a variety of settings, for events of differing purposes• The student is given the opportunity to see and hear how other performers provide clues to their expressive intent in a variety of musical styles in a variety of settings, for events differing in nature performed by peers and professionals

Creating • Students analyze and classify music according to style, composer, and genre• Students compare and contrast performances of various interpretations of the same piece, using appropriate terminology and informed value judgments.

Aural & notational skills• Students are able to describe elements of music using proper musical terminology, verbally and in writing• Students identify, describe and compare distinguishing characteristics of composers and styles from selected repertoire

The student can explain the expressive intent of musical works of the composer, and can cite as evidence the composer’s or performer’s treatment of elements of music, contexts, setting of text, and the student’s own personal research from a variety of sources.

VocabularySetting of text, expressive intent, interpretation

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

Standard: MU:Re9.1.E.lla Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

Enduring UnderstandingThe personal Evaluation Criteria 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 The student is able to develop criteria, through research, personally or collaboratively, to judge the quality of musical works and performances, including an analysis of the interpretation and context of the work. ContextThe student can identify key contextual elements of selected musical works (social, cultural, and historical), and state how their personal and researched Evaluation Criteria are informed by analysis, interpretation, and established criteria.

Evaluation CriteriaDoes the student’s final evaluation of the musical example contain an analysis and interpretation of the structure and context based on research as well as a personally- or collaboratively-developed criteria?

Skills:

Performing• The student is given the opportunity to perform a variety of musical styles in a variety of settings, for events of differing purposes• The student is given the opportunity to evaluate the quality of musical works and performances by others based on research and a personally developed Evaluation Criteria

Creating • Students analyze and classify music according to style, composer, and genre• Students compare and contrast performances of various interpretations of the same piece, using appropriate terminology and informed value judgments

Aural & notational skills• Students describe personal preference in music listening and group performance• Students are able to judge works and performances with an understanding of structure and context, using proper musical terminology, verbally and in writing• Students identify, describe and compare distinguishing characteristics of composers and styles from selected repertoire

Knowledge and Skills Ensemble Accomplished

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EvaluatingThe student’s final evaluation contains an analysis of the structure and context based on research as well as a personally- or collaboratively-developed criteria.

VocabularyPersonal Evaluation Criteria, judging, analysis, performance, interpretation, structure, context

Knowledge and Skills Ensemble Accomplished

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