nafme.org · Web view“I chose this music for an audience of my classmates; I will be...

Ensemble Intermediate

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 contextsStandard MUCr11E8a Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal

Enduring UnderstandingThe creative ideas concepts and feelings that influence musiciansrsquo 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 components that make a piece whole

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

pitch rhythm harmony dynamics timbre texture form and style articulation

Context When composers and improvisers envision the music they are going to create they take into account

style of music they desire to create cultural and social context of that style of music impact of purpose and venue for the performance (for whom

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

Evaluation Criteria

Skills

Performing Students accurately play pitches rhythms harmonies

dynamics timbres articulations and style to the composerrsquos specifications improvised material is consistent with desired styles and tonalities

Performance material presented 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 engage in musical leadership though explanation

using musical terminology gesturing and conducting Students explore additional teacher chosen aural and visual

musical ideas

Knowledge and Skills Ensemble Intermediate page 1

Are the defining elements of the chosen style of music present and accurate in the composerrsquos 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

Aural amp notational skills Students perform by ear melodic tonal patterns (patterns and

melodies within a one-octave range) in major and minor tonalities (vocally pizzicato andor arco neutral syllable then solfege)

Students perform by ear primary (tonic dominant and subdominant) harmonic tonal patterns (vocally pizzicato andor arco neutral syllable then solfege)

Students improvise (vocally pizzicato andor arco) melodic tonal patterns (within an octave)

Students improvise (vocally pizzicato andor arco) harmonic tonal patterns (vocally pizzicato andor arco neutral syllable then solfege)

Students alter melodies and harmonies (major to minor and vice versa)

Students use fine tuners to adjust strings to match an external tonal reference

Rhythmic Students teach each other short original rhythm phrases through call-and-response

Tonal (Melodic amp Harmonic) Students use the root third and fifth of a chord to solo over student-generated accompaniment

Textural Students translate a visual or experiential narrative into original sounds on their instruments (music as storytelling)

Compositional Students add traditional notation into their original scores

Evaluating Students can listen to othersrsquo compositions or

improvisations then ask questions and respond with constructive feedback verbally or in writing using descriptive language and musical terminology pointing out strengths and areas needing improvement

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 melody rhythm rhythmic passage

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

Standard MUCr21E8a Select and develop draft melodies and rhythmic passages that demonstrate understanding of


characteristic(s) of music or text(s) studied in rehearsal

Enduring UnderstandingMusiciansrsquo creative choices are influenced by their expertise context and expressive intent

Essential QuestionHow do musicians make creative decisions

Knowledge







Evaluation Criteria Are 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

situation

Skills

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

Creating Students will compare and contrast the draft melodies and

rhythmic passages that they have developed to various melodies and rhythmic passages in the music studied in rehearsal

Students will compare and contrast draft melodies and rhythmic ideas with other melodies and rhythmic passages they have developed

Students will create ldquoquestion and answerrdquo melodic phrases and rhythmic passages that utilize elements of the music studied in rehearsal

Aural amp notational skills Students are able to play the draft melodies and rhythmic

passages on their instrument Students are able to write the draft melodies and rhythmic

passages they are developing utilizing standard notation Students will make use of musical terminology when describing

comparing contrasting and discussing the draft melodies and rhythmic passages they are developing

Evaluating Students with teacher assistance establish criteria for

evaluating the melodies and rhythmic passages they are developing based on characteristics of music studied in rehearsal

Students will apply these evaluating criteria to both their own ideas and the ideas of others

VocabularyPlan make draft

Standard MUCr21E8b Preserve draft compositions and improvisations through standard notation and audio recording




Knowledge

Structure In order to preserve draft compositions or improvisations composers must know how to log or record their ideas through standard musical notation on the musical staff and or by use of recording technology Context Composers must be aware of the cultural and historical norms of the drafts they are preserving ndash 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 Are the draft compositions or improvisations discernable or readable by others

Skills

Performing

Creating

Aural amp notational skills Students are able to play by memory their draft

compositions and or improvisations on their instruments Students are able to write the draft compositions and or

improvisations utilizing standard notation If deemed more appropriate students are able to utilize

some type of recording technology in order to preserve their draft compositions and or improvisations

Evaluating Are the draft compositions and or improvisations discernable or readable by others

Vocabulary Composition improvisation standard musical notation

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

Standard MUCr31E8aEvaluate and refine draft compositions and improvisations based on knowledge skill and collaboratively developed 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 The composer improviser has the necessary musical knowledge to

understand feedback from others (musical notation and music theory) and

adequately critique onersquos own work or that of others utilizing proper musical terminology and using music notation

Context The composer improviser takes into account the

style of music they are evaluating cultural and social context of that style of music impact of purpose and venue for the performance (for

whom for what when where why and how is the music being created)

Evaluation Criteria Is the evaluative feedback understandable by others Is the composer improviser able to apply new ideas and

re-evaluate

Skills

Performing Students will perform their draft compositions and

improvisations (more than one version of each) and applying pre-established criteria will decide which variations best match the characteristics of the music studied in rehearsal on which they have chosen to base these musical ideas

Students will take turns performing each otherrsquos draft compositions making note of notation accuracy and whether or not their original idea has been conveyed

Creating As students acquire feedback from listening to playing

their draft compositions and or improvisations and 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

Aural amp notational skills Students will use standard notation to write their draft

compositions Students will be able to read standard notation Students will use proper musical terminology when

discussing their draft compositions and or improvisations

Evaluating


Students with teacher assistance establish 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

VocabularyEvaluate refine collaborate criteria

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

Standard MUCr328bShare personally-developed melodies and rhythmic passages ndash individually or as an ensemble ndash that demonstrate understanding of characteristics of music or texts studied in rehearsal

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

Essential QuestionWhen is creative work ready to share

Knowledge

Structure The composer is able to perform their musical passage on their stringed instrument or create notational materials that can be used in the presentation of the musical passage by another person or group of people Context The composer improviser takes into account the



This information is used when making choices about how the music will be performed (ie which instrument(s) will be used How many people will perform the music)

Evaluation Criteria If the composer is performing his or her own musical

passage does it accurately reflect how it is written in musical notation

If others are performing the musical passage are they able to understand and execute the composerrsquos directives

Skills

Performing After evaluating and refining their musical ideas students

will perform the final versions of their personally-developed melodies and rhythmic passages (individually or as an ensemble) taking care to use the proper performance etiquette and deportment for that particular type of music performance venue

Creating If improvising the student will improvise new material

during their performance Students will create variations on their personally-

developed melodies and rhythmic passages during their 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

Aural amp notational skillsAs students present their personally-developed melodies and rhythmic passages in performance they will

Perform in tune with a consistent pulse Demonstrate proper ensemble skills (if performing with

multiple players) Correctly read standard 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


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

VocabularyKnowledge and Skills Ensemble Intermediate page 5

Present share perform ensemble

PERFORMINGSelect

Select varied musical works to present based on interest knowledge technical skill and contextStandard MUPr41E8a Select a varied repertoire to study based on music reading skills (where appropriate) an understanding of formal design in the music context and the technical skill of the individual and ensemble

Enduring UnderstandingPerformersrsquo 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 With direction from the teacher the student is introduced to a variety of string-appropriate music shown the organizational elements of that music helped to develop an understanding of the necessary

elements of music theory musical terminology taught the necessary technical skills

Context With direction from the teacher the student is taught the

style and historical background of a variety of teacher-chosen music

cultural and social context of those styles of music impact of purpose and venue for the performance of the

teacher-selected music (for whom for what when where why and how is the music being created)

Evaluation Criteria Is 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 are able to select music of their choice from a teacher-chosen list of pieces to study

Students are able to select music from a teacher-chosen list of pieces to study that match various teacher-chosen criteria (ex The teacher assembles a list of pieces and the teacher stipulates that the student is to select music that is in frac34 time and in the key of D-major)

Creating Students are able to assemble a list of stylistic

characteristics of their selected music Students are able to identify where the teacher-chosen

criteria is located within their selected music

Aural amp 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

VocabularySelect repertoire formal design in music context technical skill

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

Standard MUPr42E8aDemonstrate using music reading skills where appropriate how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances

Enduring Understanding Essential QuestionKnowledge and Skills Ensemble Intermediate page 6

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

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

Knowledge

Structure The performer is cognizant of the organizational elements of the music they have selected and possess the skills to describe these elements using their knowledge of music theory musical technicalities and musical terminologyContext The composer improviser takes into account the



Evaluation Criteria

The performer is aware of whether or not they or other players possess the technical abilities needed to play the selected music


Through the application of pre-established criteria the performer is able to identify strategies for adapting the music for playability by self or others

Skills

Performing The student enters into a performance situation of selected

music knowing key elements about how the music should be performed

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 for why (ex ldquoI chose this music for an audience of my classmates I will be playing it with 3 other people in a standard string quartet for our spring concert on June 4 2016 in the school auditorium because out of all pieces I was able to choose from I am most interested in the music of this composerrsquos erardquo)

The student is able to create a description of stylistic and contextual elements in their selected repertoire and describe how they will incorporate these elements into their performance (ex ldquoWe will be playing a minuet in frac34 time in the key of D-major with a tempo of moderato by X composer The composer of this piece wrote during the Baroque period so we will be using light bouncy bow strokes and terrace dynamics A minuet is a type of dance so will work to keep a steady tempo as if someone was dancing to this piece during our performancerdquo)


the notated music (if the selected music is in standard notation)

Students are able to use proper musical terminology when describing the characteristics and contextual stylistic hallmarks of their chosen music

Students are able to play their selected music adhering to the noted stylistic contextual criteria

VocabularyAnalyze setting musical work

InterpretDevelop personal interpretations that consider creatorsrsquo intent

Standard MUPr43E8a Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances

Enduring Understanding Essential Question


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

How do performers interpret musical works

Knowledge

Structure Context

Students must have an idea of the characteristics of the type of music they are performing era style genre country of origin programmatic or historical material articulations dynamics stated by the composer and other critical aspects of the musicrsquos defining traits

Evaluation Criteria Students with teacher assistance establish criteria for

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

Skills

Performing 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

Creating The student will create a list comparing and contrasting the

various differences and similarities theyrsquove perceived while listening to all of the different versions of the selected piece

The student will be able to discuss their preference for various expressive techniques theyrsquove encountered that they plan to incorporate into their own performance of the music (ex ldquoI liked the staccato bowing style of the group in recording 1 but I would choose the clearly terraced dynamic style of the group in recording 4 over the audible crescendos and diminuendos of the group in recording 1rdquo)

Aural amp notational skills 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

The students works to play their selected music incorporating the expressive techniques that they have chosen to use based on what they discovered during the listening exercise

VocabularyInterpret expressive qualities in music

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

Standard MUPr53E8a Develop strategies to address technical challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers and other sources to refine performances

Enduring UnderstandingTo express their musical ideas musicians analyze evaluate and refine

Essential QuestionHow do musicians improve the quality of their performance


their performance over time through openness to new ideas persistence and the application of appropriate criteriaKnowledge

Structure Students can identify the structural elements (including form) of the

music they are rehearsing and refining read standard notation and decipher directives relating to

pitch rhythm harmony dynamics timbre texture and articulation

Context Students can identify the historical cultural and social context of the music they are rehearsing and refining

Evaluation Criteria Students evaluate individual self and group performance

using established criteria 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

Skills

Performing Students evaluate and demonstrate multiple ways of

performing a single melody Students apply knowledge of performance practice to

selected repertoire Students perform with articulations corresponding to

developing-level right-hand technical skillsCreating

Students correctly identify tonality (including key signature) and perform repertoire through three sharps and three flats

Students correctly identify interval labels (numbers only) Students correctly identify musical forms theme and

variations rondo minuet and trioAural amp notational skills

Unilateral movement (connected to bowing motion) Bilateral movement (connected to bowing motion) Continue baseline criteria monitoring and adjusting to

physical characteristics of individual students Extensions

o a ViolinViolao b CelloBass

Introduction of positionso a ViolinViolao b CelloBasso c Half Position

Refinement of shiftingo a ViolinViolao b Celloo c Bass

Harmonics Finger substitutions Simple double stops (eg one open string one fingered

string) Chromatic alterations (eg FndashF1048576) Extension of vertical technique Extending the deacutetacheacute bow stroke On-the-string strokes

o a Marteleacuteo b Slurred staccatoo c Hooked bowingso d Longer slurso e Accented deacutetacheacute

Off-the-string strokeso a Brush stroke

Simple double stops (bowing portion) Extension of technique related to control of bowing

variables Students perform rhythm patterns containing subdivisions Students perform rhythm patterns containing elongations Students perform rhythm patterns containing rests

Evaluating Students are able to judge using a pre-established rubric

whether or not their performance is below approaching at or exceeding standard at any given point in the Rehearse EvaluateRefine process


VocabularyRehearse technical challenges refine performance

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

Standard MUPr61E8a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles

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 stylearticulation Context

With teacher assistance students listen to and prepare for performance selected music from diverse cultures and musical eras

Students are able to describe the cultural historical and social premise of the music prepared for performance

Evaluation Criteria Students evaluate performances using established criteria Students describe personal preference in music listening



Skills

Performing Students perform music from an expanding repertoire of

diverse stylesCreating

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

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 amp notational skills

Students perform various tempos with a steady pulse Students adjust pitch within the ensemble Students demonstrate understanding of appropriate

balance of the melody and accompaniment lines Students imitate rhythm patterns at slow medium and fast

tempos following a conductorrsquos beat pattern and cues Students match bow usage to the section and ensemble Students perform with articulations corresponding to

developing-level right-hand technical skills

VocabularyTechnical accuracy culture styleStandard MUPr61E8b Demonstrate an understanding of the context of the music through prepared and improvised performances



Knowledge Skills


Structure Context The student can identify key contextual elements of the selected performance repertoire historical information cultural and social ramifications the purpose and key information concerning the intended venue of the performance and the expected elements of the presentation as a whole such as programming and customary etiquette and deportment

Evaluation Criteria

Performing The 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 schoolrsquos 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)


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



where the musicrsquos 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 contextStandard MURe71E8a Explain reasons for selecting music citing characteristics found in the music and connections to interest 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 Context The student can identify key contextual elements of both the purpose and characteristics of the selected music historical information cultural and social ramifications the purpose and key information concerning the intended venue of the performance and the expected elements of the presentation as a whole such as programming and customary etiquette and deportment

Skills

Performing Students listen to selected music from diverse cultures

and musical eras The student is given the opportunity to perform a variety of

musical styles in a variety of settings for events of differing nature



Evaluation Criteria 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



The student is able to iterate clearly why this musical choice is of most interest to them

Aural amp 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 musicrsquos context can be conveyed

The students is able to describe these elements of their musical choice using proper musical terminology verbally and in writing

The students works to perform their selected music keeping in mind the characteristics that they have identified

VocabularyRespond cite connection purpose

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

Standard MURe72E8a Describe how understanding context and the way the elements of music are manipulated 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 describe the way that selected musical examples are

organized identify various elements of music theory (like key

signature and tonality) in the music 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

Context The student can identify key contextual elements of the

Skills




The student is given the opportunity to see a variety of musical styles in a variety of settings for events differing in nature performed by peers and professionals

Creating


selected music historical information cultural and social ramifications the purpose and key information concerning the intended venue of the performance and the elements of the presentation as a whole such as programming when describing their overall response to the chosen music

Evaluation Criteria Does the studentrsquos response to the various musical examples contain structural and contextual reference points from the selected music

The student is able to create a description of stylistic and contextual elements of the selected repertoire and describe how they believe composer improviser or performer has incorporated these elements into their performance

Students are able to describe how they believe the composer improviser or performer has manipulated the elements of the music they are performing or listening to (ex The teacher presents a list of musical elements such as tonality dynamics tempo etc and the student comments verbally or in writing about those elements or how the manipulation of those elements apply to the particular music performance of that music)

Aural amp notational skills The students is able to describe musical elements

using proper musical terminology verbally and in writing

Students identify describe and compare distinguishing characteristics of composers and styles from selected repertoire

VocabularyElements of music

InterpretSupport an interpretation of a musical work tht reflects the creatorsrsquoperformersrsquo expressive intent

Standard MURe91E8aIdentify and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of 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 creatorsrsquo and performersrsquo expressive intent

Knowledge




patterns types of harmonies dynamics timbre texture and articulation when describing their overall interpretation the chosen music


Skills





Creating Using the description of stylistic elements and context that

the student has already made (see above) the student is able Knowledge and Skills Ensemble Intermediate page 13

selected music historical information cultural and social ramifications the purpose and key information concerning the intentions of the composer and or the performer and compare the elements of the singular piece to the elements of the presentation of a complete program as a whole when creating an interpretation to the chosen music

Evaluation Criteria Does the studentrsquos interpretation of the musical example contain supporting evidence of inquiry into the composerrsquos and or the performer(s)rsquo expressive intent

to formulate a description of what they see as the expressive intent of the composer improviser or performer in the creation or performance of the selected music

Students are able to describe how they believe the composer improviser or performer has manipulated the elements of the music they are performing or listening to achieve said expressive intent

Aural amp notational skills The student is able to describe musical elements using

proper musical terminology verbally and in writing Students identify describe and compare

distinguishing characteristics of composers and styles from selected repertoire

VocabularySetting of text

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

Standard MURe91E8a Explain the influence of experiences analysis and context on interest in and Evaluation Criteria of music

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

describe the way that selected musical examples are organized can identify various elements of music theory (like key signature and tonality) in the music

identify other defining characteristics such as rhythmic patterns types of harmonies dynamics timbre texture and articulation in their final evaluation the selected music

Context The student can identify key contextual elements of the selected music historical information cultural and social ramifications the purpose and key information concerning the intentions of the composer and or the performer and compare the elements of the singular piece to the elements of the presentation of a complete program as a whole in their final evaluation of the selected music

Skills





Creating Using a teacher developed ldquoadjudication formrdquo the student

evaluates the performance of the selected music citing details from their previously charted analysis and interpretation


Evaluation Criteria Does the studentrsquos final evaluation of the musical example contain supporting evidence as collected in previous inquiry to analysis and overall interpretation of the selected music

Aural amp notational skills The student is able to make use of proper musical terminology

in their final evaluation of the selected musical performance verbally and in writing

Students describe personal preference in music listening and group performance

VocabularyEvaluation criteria adjudication


Are the defining elements of the chosen style of music present and accurate in the composerrsquos 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

Aural amp notational skills Students perform by ear melodic tonal patterns (patterns and

melodies within a one-octave range) in major and minor tonalities (vocally pizzicato andor arco neutral syllable then solfege)

Students perform by ear primary (tonic dominant and subdominant) harmonic tonal patterns (vocally pizzicato andor arco neutral syllable then solfege)

Students improvise (vocally pizzicato andor arco) melodic tonal patterns (within an octave)

Students improvise (vocally pizzicato andor arco) harmonic tonal patterns (vocally pizzicato andor arco neutral syllable then solfege)

Students alter melodies and harmonies (major to minor and vice versa)

Students use fine tuners to adjust strings to match an external tonal reference

Rhythmic Students teach each other short original rhythm phrases through call-and-response

Tonal (Melodic amp Harmonic) Students use the root third and fifth of a chord to solo over student-generated accompaniment

Textural Students translate a visual or experiential narrative into original sounds on their instruments (music as storytelling)

Compositional Students add traditional notation into their original scores

Evaluating Students can listen to othersrsquo compositions or

improvisations then ask questions and respond with constructive feedback verbally or in writing using descriptive language and musical terminology pointing out strengths and areas needing improvement

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 melody rhythm rhythmic passage

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

Standard MUCr21E8a Select and develop draft melodies and rhythmic passages that demonstrate understanding of





Knowledge










situation

Skills


















Knowledge



Skills

Performing

Creating











Knowledge








re-evaluate

Skills









Evaluating









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PERFORMINGSelect




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Evaluation Criteria




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Structure Context




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RESPONDINGSelect




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Creating














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situation

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Performing

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re-evaluate

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Evaluating









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PERFORMINGSelect




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Structure Context




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Vocabulary

RESPONDINGSelect




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Creating














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Performing

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re-evaluate

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Evaluating









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PERFORMINGSelect




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Evaluation Criteria




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Structure Context




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Vocabulary

RESPONDINGSelect




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Creating














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PERFORMINGSelect




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Evaluation Criteria




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Structure Context




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RESPONDINGSelect




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Creating














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PERFORMINGSelect




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Structure Context




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RESPONDINGSelect




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Creating














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Evaluation Criteria










Vocabulary

RESPONDINGSelect




Knowledge


Skills



















Knowledge






Skills





Creating














Knowledge






Skills























Skills
















Knowledge

Structure Context




Skills

























Skills



























Knowledge







Skills













Knowledge Skills



Evaluation Criteria










Vocabulary

RESPONDINGSelect




Knowledge


Skills



















Knowledge






Skills





Creating














Knowledge






Skills























Skills























Skills



























Knowledge







Skills













Knowledge Skills



Evaluation Criteria










Vocabulary

RESPONDINGSelect




Knowledge


Skills



















Knowledge






Skills





Creating














Knowledge






Skills























Skills



















Knowledge







Skills













Knowledge Skills



Evaluation Criteria










Vocabulary

RESPONDINGSelect




Knowledge


Skills



















Knowledge






Skills





Creating














Knowledge






Skills























Skills















Evaluation Criteria










Vocabulary

RESPONDINGSelect




Knowledge


Skills



















Knowledge






Skills





Creating














Knowledge






Skills























Skills



























Knowledge






Skills





Creating














Knowledge






Skills























Skills


























Knowledge






Skills























Skills






























Skills














nafme.org · Web view“I chose this music for an audience of my classmates; I will be...

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Transcript of nafme.org · Web view“I chose this music for an audience of my classmates; I will be...