The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Knowledge: Structure meter, tempo, tonality Context Alone or as part of a group Evaluation Criteria Music is created in many ways Music is created for many purposes and reasons Skills: Performing Use of chanting, moving, singing, and playing grade level skills Creating Students improvise rhythmic or melodic phrases in and triple meter Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets Create and arrange songs and instrumental pieces within specified guidelines and major and minor tone sets Use a variety of sound sources when composing and arranging Aural & notational skills Create short pieces within specified guidelines, demonstrating the use of the elements of music and use of grade level rhythm and pitches Evaluating Appropriate/inappropriate use of musical ideas within established guidelines i.e. major/minor, duple/triple Vocabulary Pitch Rhythm Major/minor duple/ triple time signature tempo steps/skips unison/harmony legato/staccato ostinato cannon/round Plan and Make Select and develop musical ideas for defined purposes and contexts Standard: MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and for music that represent expressive intent Enduring Understanding Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question How do musicians make creative decisions? Knowledge: Structure dynamics, meter, tempo, articulation, texture (thick or thin), style Context Skills: Performing Use of chanting, moving, singing, and playing grade level skills Creating Students will create music to evoke an emotion, imitate a style, or make a connection to something in their life.
Respond through purposeful physical movement to selected prominent characteristics or to specific music events while listening to music Vocabulary Interpret Develop personal interpretations that consider creators’ intent. Standard: MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent Enduring Understanding Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question How do performers interpret musical works? Knowledge: Structure: form, tempo, style, melodic direction, dynamics Context: cultural and historical influences Evaluation Criteria: Do student movements reflect the music (stop/go; fast/slow; smooth/bouncy; loud/quiet; heavy/light; etc.)? Skills: Performing Creating: Students explore through movement, demonstrating understanding of musical qualities through the movements they create. Aural & notational skills: Students begin by imitating teacher movements and move into developing their own movements in response to musical stimuli. Students demonstrate understanding of the expressive qualities of music through movement. Vocabulary: Sound vs. Silence; Loud vs. Quiet; Fast vs. Slow; Smooth vs. Bouncy; Heavy vs. Light Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: MU:Pr5.1.2a 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: Structure: listening, singing, performing, tempo, style, articulation, melody, rhythm Context: Evaluation Criteria: students will reflect on their performance and make adjustments to the performance and present changes in future performances. Skills: Performing: Students will perform age/developmentally appropriate repertoire and will reflect on their performance through guided questions from the teacher. Creating Aural & notational skills: Students will 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, refine, revise . MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.