improvisation by comparing it to similar or exemplary model Vocabulary Rehearsal Performance Revision Feedback/response Style Texture Timbre Notation Present Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Standard: MU:Cr3.2.2b Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. Enduring Understanding Musicians’ presentation of creative work is the culmination of a process of creation and communication Essential Question When is creative work ready to share? Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Structure Listeners’ understanding of expressive intent Context Concert Recital Open house Class/in-school/peer sharing Community event Evaluation Criteria Student articulates how music is created for many purposes and reasons and communicate expressive intent to audience. Student uses appropriate terminology in explaining music, music notation, the purposeful use of certain instruments (whether cultural or expressive reasons), and expressive intent. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Performing Perform (movement, singing, playing) accompanied or unaccompanied Perform independently, on pitch, and in rhythm with clear diction, and posture, and maintain a steady tempo Creating Students create music to evoke an emotion, imitate styles, or make a connection to something in their life Create music to accompany readings and dramatizations Aural & Notational Skills Use appropriate criteria and well-written descriptions of performance to plan and monitor their own work/preparation procedures Identify specific elements of what listeners will learn, respond to, and have personal involvement with in presentation experience Evaluating Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to their personal listening, composing, and performing Evaluate preparation of a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models Vocabulary Posture Diction Expression
Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: MU:Pr5.1.2a Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. Enduring Understanding To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question How do musicians improve the quality of their performance? Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Structure: Listening Singing Performing Tempo Style Articulation Melody Rhythm Context: Rehearsal Classroom Performance Evaluation Criteria: Student reflects on his or her performance and adjusts the performance with reasons for the adjustments and presents changes in future performances. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Performing: Students will perform age/developmentally appropriate repertoire and will reflect on their performance through guided questions from the teacher Creating Students create music to evoke an emotion, imitate styles, or make a connection to something in their life Aural & Notational Skills: Students reflect on their performance, based on questioning from the teacher (did you use your singing voice? Did you sing quietly? Did your voice sound the same or different than my voice? etc.) Vocabulary: Rubric Checklist Feedback/response Refine Revise . MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music. Enduring Understanding To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question How do musicians improve the quality of their performance? Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Structure: Listening Singing Performing Tempo Style Articulation Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Performing: Students perform age/developmentally appropriate repertoire and will reflect on their performance through guided questions from the teacher
Purpose Audience RESPONDING Select Choose music appropriate for a specific purpose or context. Standard: MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. Enduring Understanding Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question How do individuals choose music to experience? Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Structure: Form Texture Timbre Dynamics Instrumentation Style Context: Style Historical periods Purpose Evaluation Criteria: Students responses are evaluated based on a rubric that addresses the use of musical language used to respond to the question of musical preference without passing judgment on the students’ preferences. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Performing Students will perform age/developmentally appropriate repertoire through movement, singing, and/or playing with a focus on appropriate dynamics, phrasing, and interpretation, as well as technical accuracy Creating Students create music to evoke an emotion, imitate styles, or make a connection to something in their life Aural & Notational Skills: Teachers will choose age/developmentally appropriate repertoire and discuss the characteristics of the music in age/developmentally appropriate language and will guide the students to select and state preferences for the music used in the classroom. Students will be able to discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Vocabulary: Sound/Silence Dynamics (Loud/ Quiet) Tempo (Fast/Slow) Style (Smooth/Bouncy) Texture (Heavy/ Light)