Ensemble Proficient DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance CREATING Imagine Generate Musical ideas for various purposes and contexts. Enduring Understanding The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources Essential Question How 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 style/articulation the purpose for which the piece is being written characteristics of music from various historical periods 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). • Students experiment with rhythmic passages to create arrangements for specific purposes Creating
Enduring Understanding The personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question How do we judge the quality of musical work(s) and performance(s)? Knowledge: Structure The student is able to develop criteria, either personally or collaboratively, to judge the quality of musical works and performances, including an analysis of the structure and context of the work. Context The student can identify key contextual elements of selected musical works (social, cultural, and historical), and state how their personal Evaluation Criteria are informed by analysis, interpretation, and established criteria. Evaluation Criteria Does the student’s final evaluation of the musical example contain an analysis of the structure and context based on 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 personal 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 Evaluating The student’s final evaluation contains an analysis of the structure and context based on personally- or collaboratively-developed criteria. Vocabulary Personal Evaluation Criteria, judging