Students identify, describe and compare distinguishing characteristics of composers and styles from selected repertoire Vocabulary Elements of music Interpret Support an interpretation of a musical work tht reflects the creators’/performers’ expressive intent. Standard MU:Re9.1.E.8a Identify 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 Understanding Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question How do we discern the musical creators’ and performers’ expressive intent? 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 interpretation the chosen 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, when creating an interpretation to the chosen music. Evaluation Criteria: Does the student’s interpretation of the musical example contain supporting evidence of inquiry into the composer’s and/ or the performer(s)’ expressive intent 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 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 Using the description of stylistic elements and context that the student has already made (see above) the student is able 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 & 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 Vocabulary Setting of text Evaluate Support personal Evaluation Criteria of musical works and performance(s) based on analysis, interpretation, and established criteria. Standard: MU:Re9.1.E.8a Explain the influence of experiences, analysis, and context on interest in and Evaluation Criteria of music. 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: 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. Evaluation Criteria: Does the student’s final evaluation of the musical example contain supporting evidence as collected in previous inquiry to analysis and overall interpretation of the selected music? 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 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 Using a teacher “adjudication form,” the student evaluates the performance of the selected music, citing details from their previously charted analysis and interpretation Aural & 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.