nafme.orgnafme.org/.../2017/11/Ensemble-Advanced-Orchestra-KS.docx · Web viewKnowledge: Structure . When composers and improvisers envision the music they are going to create, they

Ensemble Advanced

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 contexts.Standard: MU:Cr1.1.E.ll a

Compose and improvise ideas for arrangements, sections, and multi section compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal and at home.Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ 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 following components of composition:

The use of modal scales such as Dorian, Mixolydian and Blues A blues chord progression and the scales that match with each

chord I, IV, V Chord progression and the scales that match with each

chord The understanding of irregular, poly and mixed meters. Syncopated rhythmic patterns Basics of 4 part writing Aural skills to differentiate between Major, minor, dorian,

Mixolydian and Blues scales

Context

Skills:

Performing

Students by ear, experiment with improvised melodies in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees).

Students by ear, experiment with improvised accompaniments in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees

Students experiment with non-chord tones and their function in creating interest and culturally relevant effects into solos and compositions

Students listen to multiple composers for style of melody vs. accompaniment then imitates most desirable for personal use.

Students experiment with rhythmic patterns in irregular, poly and mixed meters and syncopation within a single macrobeat.

Knowledge and Skills Ensemble Advanced

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

• The musical color/timbre of key or tonal center for composition• The length and form the composition The proper use of irregular, poly mixed meters and syncopation• When the composition should modulate key or tonal center• The ability to find the emotional climax of the music through

listening and reading

Evaluation Criteria• Does the student accurately follow a selected form?• Are the musical ideas appropriate for the students’ level of

musical experience, and does it show growth in understanding of the creative process?

• Is the arrangement culturally and stylistically accurate, and is it appropriate for the purpose for which it is composed/improvised?

• Are the choices of range, instrumentation, and other technical demands within the ability of the performers?

Creating• Students improvise (vocally, pizzicato, and/or arco; neutral

syllable, solfege, and scale degrees) melodies in various modes and scales ( e.g., Dorian, Mixolydian, Blues, etc.) and harmonies.

• Students improvise (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees) 2 or more part accompaniments in various modes and scales (e.g. Dorian, Mixolydian, Blues, etc.) and harmonies.

• Students translate a visual or experimental narrative into original sounds on their instruments and add advanced rhythmic components (e.g. irregular, poly and mixed meters and syncopation within a single macrobeat)

Aural & Notation Skills Students organize individual Melodic ideas to create class-

generated melody. Students improvise solos using three scales and various non

chord tones over class-generated three-chord harmonic motion.

Evaluating Students/Teacher establish criteria for evaluating individual and

group performances based on the level of music performed. Students evaluate compositions or improvisations of others

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

Students teach their piece to a small ensemble then perform for others in the class. Others then provide constructive feedback verbally or in writing using descriptive language and appropriate musical terminology, pointing out strengths and areas needing improvement

Students input their composition into a notation software and listen back to it then self-asses the composition

VocabularyNon Chord Tones, Tonal Center, Key Change, Chord Progression, Improvisation, Timbre, Musical Color, Modulate

Plan and MakeSelect and develop musical ideas for defined purposes and contexts.

Standard: MU:Cr2.1.E.llla Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure

Skills:

Performing


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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• the context for which the music is being written aboutIn addition, students will understand generally accepted and historically accurate compositional and improvisational structures, such as:

• ABA Form• Theme and Variations• Rondo Form• Trading Fours• 12-bar Blues• Sonata• AABA

ContextIn addition, students will understand the context of generally accepted compositional and improvisational structures, such as:Jazz Compositions formsAABAABAABAC

Evaluation Criteria

Does the student accurately follow a selected form or pattern?• Are the musical ideas appropriate for the students’ level of musical experience, and does it show growth in understanding of the creative process?• Is the music organized with a variety of purposes and contexts?• Are the choices of melodic range, instrumentation, rhythmic structure, and other technical demands within the ability of the performers

Students by ear, decide on improvised melodies in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees).

Students by ear, decide on improvised accompaniments in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees

Students decide on non-chord tones that create interest and culturally relevant effects for a specific purpose into solos and compositions

Students decide on which composer’s style of melody vs. accompaniment they will imitate.

Students decide on rhythmic patterns in irregular, poly and mixed meters and syncopation within a single macrobeat.

Creating• Students improvise (vocally, pizzicato, and/or arco; neutral

syllable, solfege, and scale degrees) melodies in various modes and scales (e.g., Dorian, Mixolydian, Blues, etc.) and harmonies.

• Students improvise (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees) 2 or more part accompaniments in various modes and scales (e.g. Dorian, Mixolydian, Blues, etc.) and harmonies for melodies.

• Textural: Students translate a visual or experimental narrative into original sounds on their instruments and add advanced rhythmic components (e.g. irregular, poly and mixed meters and syncopation within a single macrobeat)

Aural & notational skills Students organize class, small group or individual Melodic

ideas Students add advanced rhythmic components (e.g. irregular,

poly and mixed meters and syncopation within a single macrobeat) to create class, small group or individual generated composition.

Tonal: Students create solos using three scales and specific non chord tones over class-generated three-chord harmonic motion

Compositional: Students add 3 or more instruments/parts to the original score

Evaluating Students/Teacher establish criteria for evaluating individual and

group performances based on the level of music performed. Students evaluate compositions or improvisations of others

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

Students rehearse the composition with small ensemble then perform for others in the class.

Group members provide constructive feedback verbally or in writing using descriptive language and appropriate musical terminology, pointing out strengths and areas needing improvement and where composition has purposes and proper context for assignment

Students input their composition into a notation software and listen back to it then self-asses the composition


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Vocabulary4 part writing, poly-meter, mixed-meters, syncopation, harmonic motion, solfege, scale dergees

Standard: MU:Cr2.1.E.lllb .. Preserve draft musical works through standard notation, audio, or video recording.

.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

StructureIn order to preserve draft compositions or improvisations, composers must know how to log or record their ideas through:

• standard musical notation, such as• chord charts• Nashville number system• standard notated music• use of recording technology• Modern Notation Software

ContextComposers must be aware of the cultural and historical norms of the drafts they are preserving – whether it is customary to transcribe ideas into musical notation, or whether it is more accepted to preserve the ideas by recording them

Evaluation Criteria• Is the notation understandable and/or readable by others?• Is the technology used to preserve draft compositions or

improvisations available to most people?● What type of recording technology (audio or video) best

presents this work to an audience?

Skills:

Performing Students by ear, decide on improvised melodies in various

modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees).

Students by ear, decide on improvised accompaniments in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees


Students decide on which composer’s style of melody vs. accompaniment they will imitate.

Students decide on rhythmic patterns in irregular, poly and mixed meters and syncopation within a single macrobeat.

Creating Students, by ear, decide on melodic tonal patterns in various

modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees

Students by ear, decide on improvised melodies in various modes and scales (e.g., Dorian, Mixolydian, 12 Bar Blues, etc.) and harmonies (vocally, pizzicato, and/or arco; neutral syllable, solfege, and scale degrees).


Aural & notational skills Students are able to perform, by memory, the improvisation

and/or composition Students are able to write the draft

compositions/improvisations utilizing standard notation Students are able to input their composition into standard

notation software Students are able to utilize a commonly used current audio or

video recording technology in order to preserve their draft compositions/improvisations


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EvaluatingStudents will be able to answer the following questions:

Are the draft compositions or improvisations discernable, understandable and/or readable by others?

Is the technology used to preserve draft compositions or improvisations available to most people?

What type of recording best shares composition or improvisation?

Is the software free, web based and accessible by most people?

Vocabulary

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

Standard: MU:Cr3.1.E.lllaEvaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts.

.

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:

StructureStudents refine their creative work through openness to new ideas, persistence, and the application of appropriate criteria by:• brainstorming, experimenting and establishing appropriate criteria• seeking and understanding feedback from others• rethinking and refining melodic and rhythmic aspects of their compositions, improvisations and arrangements• rethinking and refining choices of instrumentation, tempo, voicings, texture of scoring, musical form and emotional impact.

ContextThe student takes into account the:• style of music being evaluated/refined• purpose and contexts for which the composition is being written(for whom, for what, when, where, why, and how is the music being created?)• extent to which the music fulfills its intended purpose

Evaluation Criteria• Is the student open to ideas that may at first seem outside their

creative “box?”• Is the student persistent in seeking multiple options of new ideas

for the composition?• Is the student addressing identified purposes and

contexts?

Skills:

Performing Students will perform their draft compositions, arrangements

and improvisations (more than one version of each), and applying appropriate criteria for melody, will decide which variations best identifies appropriate purpose and contexts.

Creating As students acquire feedback from listening to/playing their draft

compositions and/or improvisations, and as they acquire feedback from others who have listened to/played their draft compositions and/or improvisations, students will refine/create new ideas that better convey appropriate purpose and contexts

• Students will consider feedback for and think of additional purposes for the composition/improvisation

Aural & notational skills• Students will use proper musical terminology when discussing

options for their draft compositions and/or improvisations• Students will consider the purpose of the music as they look at

the score, and listen to the score of the composition, creating new ideas using both skills

Evaluating• Students, with teacher assistance, establish personally-

developed criteria for evaluating individual and group


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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

• Students can answer “yes” to the following questions:1. Is the student open to ideas that may at first seem outside their

creative “box?”2. Is the student persistent in seeking multiple options of new ideas

for the composition?

Vocabulary

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

Standard: MU:Cr3.2.E.lllbShare varied, personally-developed musical works – individually or as an ensemble – that address identified purposes and contexts.

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

Essential QuestionWhen is creative work ready to share?

Knowledge:

StructureStudents will share their works in one or more of the following ways:• the composer is able to perform his own created musical work, improvisation, or arrangement either individually or in an ensemble setting• the composer will create notational materials that can be used in the presentation of the musical composition or arrangement by another person, or ensemble

ContextThe composer/improviser takes into account the:• style of music being shared• the purposes and contexts the music posses• indication of purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• clarity with which the presentation communicates the purpose of the music

Evaluation Criteria- Did the musical work use ideas that may at seem outside

their creative “box?”- Was the musical work for solo or ensemble?- Did the musical work use multiple options and new ideas

for the composition?- Did the musical work identify musical purposes and contexts?

Skills:

PerformingAfter sharing and refining their musical works, students will perform the final versions of their arrangements and/or compositions, individually or as an ensemble, using the proper performance etiquette and deportment for that particular type of music and performance venue

Creating- If improvising:- the student will improvise new material during their

performance- the student will create variations on their personally-

developed musical work during their performance- the student will trouble-shoot and fix on-the-spot any

problems that occur with their personally-developed musical work during their performance

- Creative Leadership: Student conductors will lead musical works using conducting patterns and gestures

-

Aural & notational skills• If performing or conducting a notated work:

- the musical work will be clearly written with accurate notational tools and devices or printed from notation software

- the composer/arranger will listen to ensure that the solo or ensemble performs with accuracy according to the written notation

- the composer/arranger will ensure that the performers understand the written notation

Evaluating• Students, with teacher assistance, establish criteria for evaluating their own and others’ individual and group performances based on the defining characteristics of music performed


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• Students will be able to evaluate the presentation based on the following questions:

- Does the music convey intent of purpose?- Does the notation and/or improvisation demonstrate

craftsmanship?- Does the music exhibit originality?- does the musical work address identify purposes and contexts?

-

Vocabulary

PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.E.lllaMU:Pr4.1.E.IIIa Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Enduring UnderstandingPerformers’ 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• The student will be able to develop and apply the criteria used to select a varied program of string and orchestra music• The student will be able to explain how the following apply to the selection of varied repertoire:

- the organizational and structural elements of the music- the expressive challenges in the music- the elements of music theory and musical terminology required to

perform the music- the necessary technical skills to perform the music

ContextWith direction from the teacher, the student will understand the:• style and historical context of the music being performed• cultural and social context of the style of music• purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• technical skill of the performers and how well that matches the technical demands of the music

Evaluation CriteriaCan the student select appropriate literature to study based on the ability to:• have a personal interest in the music selection• perform at the technical level required, either individually or in an ensemble• understand the basic theoretical and structural elements of the music

Skills:

PerformingStudents are able to select music to perform individually or in an ensemble based on a list of criteria developed by the student.

Creating

• Students are able to select a varied program to study or perform with stylistic, theoretical, structural, and technical demands, as well as expressive challenges, of their selected music• Students are able to identify the context in which the music is most appropriately performed, and/or create a new venue or purpose for the musical performance

Aural & notational skills

• Students are able to develop selection criteria within standard notation• Students are able to describe selection criteria using proper musical terminology, verbally and in writing• Students are able to perform their selected music adhering to the developed selection criteria, keeping in mind the stylistic, expressive, theoretical, structural, technical and contextual characteristics of the music


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Context

Evaluation Criteria

Vocabulary

Criteria, theoretical, structural, varied programs, expressive

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

Standard: MU:Pr4.2.E.lllaExamine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential QuestionHow does understanding the structure and context of musical works inform performance?

Knowledge:

StructureStudents can analyze the organizational elements of the musical works they have selected, and possess the skills to examine, evaluate, and critique these elements using their knowledge of compositional devices, music theory, musical structure, musical terminology, and context.

ContextStudent performances are informed and may be impacted by their understanding of:• style and historical context of the music being performed• cultural and social context of the style of music• purpose and venue for the performance (for whom, for what, when, where, why, and how is the music being created?)• technical skill of the performers and how well their skill matches the technical and musical demands of the music

Evaluation Criteria• Can the student play at the technical level required of the piece?• Does the student understand basic compositional forms and perform accordingly (ie: ABA’ – does the student play A’ differently than A?)• Does the student perform with an understanding of the compositional device of tension/release created by the harmony of the music?• Does the student perform with an understanding of other theoretical aspects of the music?• Does the student perform with an understanding how the structure and context impact and inform prepared and improvised performances?

Skills:

PerformingThe student enters into a prepared or improvisational performance situation of selected music knowing key elements about how the music should be performed based on how the structure and context impact performances.

Creating• The student is able to examine, evaluate, and critique why they have chosen to perform a piece in a particular way based on their knowledge of its compositional devices, theoretical, and structural aspects.• The student is able to create an improvised or prepared performance based on contextual and structural implications inherent in the music.

Aural & notational skills• Students are able to identify unique performance practice elements by listening to a variety of recordings• Students are able to use proper musical terminology when describing the characteristics of the prepared or improvised performance, and contextual/stylistic hallmarks of their chosen music• Students are able to play their selected music adhering to the noted stylistic/contextual criteria

EvaluatingStudents are able to examine, evaluate, and critique, their prepared or improvised performance using music reading skills where appropriate,

Vocabularyexamine, evaluate, and critique

InterpretKnowledge and Skills Ensemble Advanced

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Develop personal interpretations that consider creators’ intent.Standard: MU:Pr4.3.E.lllaDemonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances as well as performers’ technical skill to connect with the audience.

Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.

Essential QuestionHow do performers interpret musical works?

Knowledge:

Structure• Students recognize that music is an expressive medium which inherently includes a range of acceptable nuances and interpretations• Students recognize that the style and genre of music influences choices made during improvised performances.• Students make interpretive decisions by listening to multiple performances of the same music, and studying the context of various repertoire

ContextStudents recognize the characteristics of the type of music they are performing: era, style, genre, country of origin, programmatic or historical material, performance practice, articulations and dynamics stated by the composer, and other critical aspects of the repertoire’s defining traits

Evaluation Criteria• Has the student listened to multiple artistic performances of the piece?• Does the student perform with expression?• Is the expression appropriate for the style and genre of the piece?• Is the expression appropriate for the context?• Does the performance demonstrate the technical skill needed to perform the prepared or improvised performance?• Does the performance demonstrate how understanding all criteria informs performers’ ability to connect with the audience?

Skills:

Performing• The student will listen to music from a variety of genres and styles, understanding performance practices in each.• The student will listen to a teacher-chosen playlist of different versions of their selected music by a variety of performers and in a variety of contexts• The student and teacher will decide on the elements they would like to incorporate, and ones they would not like to use in their own performance, and why• The student will practice these interpretive elements to attain the technical skills necessary to produce an informed performance

Creating• The student will create a list of musical elements influenced by style, genre and context.• The student will demonstrate the technical skills necessary to create a performance that connects with the audience.• The student will be able to inform the listener of their preference of various expressive techniques they’ve encountered, and will make creative decisions to incorporate certain elements into their own performance of the music

Aural & notational skills• The student is able to identify areas in the written music where expressive events occurred during the listening exercise• The student is able to inform the listener of the expressive events using proper musical terminology, verbally and in writing• The student performs their selected music incorporating the interpretation that they have chosen to use, in both prepared and improvised music

EvaluatingStudents demonstrate the ability to use their understanding of style, genre, context, and their technical skills to inform how the performance has been influenced.

VocabularyIncorporate, influence, demonstrate, genre, repertoire


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

Standard: MU:Pr5.3.E.lllaDevelop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

Enduring UnderstandingTo 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 QuestionHow do musicians improve the quality of their performance?

Knowledge:

StructureStudents will be able to develop, apply and refine rehearsal strategies that apply to:• challenges for an individual performing in a variety of repertoire• challenges for an ensemble performing in a variety of repertoire• understanding of standard notation, and performance relating to pitch, rhythm, harmony, dynamics, timbre, texture, and articulation• use of feedback from a variety of sources to refine their performances, including their ensemble peers

Context• Students can apply performance practice related a variety of musical repertoire they are rehearsing and refining• Students seek feedback to refine their performances both individually and in collaboration with others

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:

PerformingStudents will be able to refine their individual and ensemble rehearsal strategies by developing the following technical skills:• Extension of vertical technique• Complex double stops (two fingered strings)• Advanced finger patterns – Violin/Viola (e.g., augmented and chromatic patterns)• More advanced bowings:

a. Ricochet bowingb. Sautilléc. Flying Spiccatod. Extension of technique related to control of bowing variables

(weight, angle, speed, and placement)strategies for a varied repertoire list of eclectic styles in a manner that addresses individual and ensemble challenges•Students employ various styles of vibrato for enhancing the artistic interpretation of the piece, according to accepted performance practice.

CreatingStudents will develop and refine appropriate rehearsal strategies that address individual and ensemble challenges in a varied repertoire of music.

Aural & notational skillsStudents will be able to refine appropriate rehearsal strategies through listening to individual and ensemble challenges in a varied repertoire of music.

EvaluatingStudents will be able to rehearse with appropriate rehearsal strategies that address individual and ensemble challenges in a varied repertoire of music

VocabularyRepertoire, collaboration, vibrato, artistic interpretation,


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

Standard: MU:Pr6.1.E.lllaDemonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.

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:

StructureStudent performance of selected repertoire exhibits the appropriate structural and expressive qualities, and demonstrates mastery of technical accuracy to influence audience response in a positive way.

Context• Music selected for performance represents diverse cultures, styles, historical periods, geographical locations, and genres• Decisions about the context of the performance and the manner in which a musical work is presented influences audience response.

Evaluation Criteria• Does the student perform expressively with mastery level interpretation and technical accuracy?• Does the student elicit a positive response from the audience?• Does the student demonstrate a mastery level of performing in a variety of cultures, styles, and genres as a soloist or in an ensemble?

Skills:

Performing•Students adjust pulse, rhythm, pitch and dynamics within the ensemble.•Students demonstrate: preparation, balance, blend, style, interpretation and music sensitivity to provide expressive qualities.•Students perform with consistent timbre and tone quality at all dynamic levels.•Students perform with articulations corresponding to advanced-level right-hand technical skills.•Students employ various styles of vibrato for enhancing the artistic interpretation of the piece, according to accepted performance practice.•Students use ornamentation, as appropriate to the performance practice and conventions of the period and style.•Students perform a comprehensive repertoire of eclectic styles in a manner that reflects understanding of diverse cultures, styles, genres and historical periods in multiple types of ensembles.

CreatingStudents will be able to discuss with certainty their need for various expressive techniques they’ve learned, and will make masterful creative decisions to incorporate certain elements into their own performance or improvisation of the repertoire based on the anticipation of a particular audience response

Aural & notational skillsStudents will be able to read music accurately and respond appropriately while performing all of the activities and technical skills as listed under “Performing” above.

EvaluatingStudents will be able to perform expressively and with technical accuracy in a prepared or improvised performance of repertoire from a variety ofcultures, styles, and genres.

Vocabularyexpressive qualities, improvisation, eclectic, elicitStandard: MU:Pr6.1.E.llIb.Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances.

Enduring Understanding Essential Question


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Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

StructureStudents’ choices for expressive qualities in their performances are intentional, in both prepared music and improvisations

ContextThe student demonstrates the knowledge of key contextual elements of the selected performance repertoire, such as historical information, cultural and social ramifications, the purpose and key information concerning the intended venue of the performance, as well as the expected elements of the presentation as a whole, such as programming, customary etiquette and deportment.

Evaluation CriteriaDoes the student demonstrate the ability to connect with audience members before and during prepared and improvised performances?

Skills:

Performing• Students perform a comprehensive repertoire of eclectic styles in a manner that reflects understanding of cultural and stylistic traditions.

CreatingStudents will be able to explain their preference for various expressive techniques they’ve learned, and will make creative decisions to incorporate certain elements into their own performance or improvisations of the music based on the anticipation of a particular audience response and in a variety of performance settings.

Aural & notational skills• The student is able to identify areas in the written music where the music’s context can be conveyed• The students are able to describe the contextual elements of the music using proper musical terminology, verbally and in writing• The student performs the selected music keeping in mind the contextual elements that have been identified

EvaluatingThe student is able to demonstrate at a mastery level the expressive intent by performing repertoire for an audience that is prepared or improvised.

VocabularyMastery level, convey, contextual elements, expressive intent


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RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.E.lllaUse research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble 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 justify, through research and personally-developed criteria, why the music they have chosen fits the specific purpose.• Students apply personally-developed criteria to select music that connects to their interest, purpose, or context for individual or ensemble performance

ContextThe student can justify key contextual elements of the selected performance repertoire, such as historical information, cultural and social ramifications, the purpose and key information concerning the intended venue of the performance, as well as the expected elements of the presentation as a whole, such as programming, customary etiquette and deportment.

Evaluation Criteria• Does the chosen style of music fit the criteria for the purpose of the selected music?• Is the music appropriate for the situation?• Does the student justify choices by defining the elements found in the music?• Does the student cite knowledge of the music’s interest, purpose, and context?

Skills:

Performing• Students listen to and research selected music from diverse cultures and musical eras• The student is given the opportunity to choose a variety of musical styles to perform in a variety of settings, individual or ensemble, for events with purposes and context.

Creating• The student is able to create a list of personally-developed criteria for selecting music for specific purposes: 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 selection• The student is able to clearly justify why this musical choice is having the most purpose to them.• The student is able to cite knowledge of selected music and itscontext for individual or ensemble performances.

Aural & notational skills• The student is able to identify characteristics in the written music where the music’s context can be conveyed• The student is able to apply research and personally-criteria to their musical choice using proper musical terminology, verbally and in writing• The student performs or listens to their selected music, citing knowledge of the purpose and context for which the music was chosen

Vocabulary

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

Standard: MU:Re7.2.E.lllaDemonstrate and justify how the analysis of structures, contexts, and performance decisions 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?


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Knowledge:

StructureThe student is able to:• justify how the analysis of the structure of music informs a person’s response to the music• justify various elements of music theory (like key signature and tonality) in the music to create a predicted response• 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• justify performance decisions informs a person’s response to the music• identify musical expression and how it effects the elements of music

ContextThe student can justify key contextual elements of the selected music (social, cultural, and historical), and state how creators and performers manipulate the elements of music, when describing their overall response to the chosen music.

Evaluation Criteria• Does the student’s analysis of the various musical examples contain structural and contextual reference points from the selected music?• Can the student show how creators and performers manipulate music to achieve a desired response?

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 see and hear how other performers manipulate the elements of music in a variety of musical styles through the analysis of structures and contexts of the performanceThe student is given the opportunity though improvisations/performance decisions to respond to the elements of music

Creating• Students justify musical response through performing/improvising music according to style, composer, and genre• Students compare and contrast performances to justify response to music using appropriate terminology and informed value judgments.

Aural & notational skills• Students analyze and classify music according to style, composer, and genre• Through formal analysis and notation students justify the response to the performance.

EvaluatingThe student is able to analyze music for its structural and contextual references, and justify how creators and performers manipulate music to achieve a desired listener response.

VocabularyJustify, manipulate, elements of music

InterpretSupport an interpretation of a musical work tht reflects the creators’/performers’ expressive intent.

Standard MU:Re9.1.E.lllaJustify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms

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 creators’ and performers’ expressive intent?

Knowledge:

StructureThe student is able to:• justify the expressive intent of a musical work• support various interpretations of the expressive intent of multiple research sources• cite and justify evidence of expressive intent utilizing various elements of music, contexts, (when appropriate) the setting of the text, and varied research sources including other art forms

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 research clues to the performers expressive intent in a variety of musical styles in a variety of settings, for events differing in nature performed by peers and professionals

Creating• Students research and analyze and classify music according to style, composer, and genre


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ContextThe student can justify interpretations and meaning of the selected musical works (social, cultural, and historical), and state how creators and performers provide clues to their expressive intent

The student can justify interpretations and meaning to their expressive intent through references of other art forms

Evaluation CriteriaDoes the student’s justification of the interpretation and expressive intent of the musical work cite supporting evidence of inquiry into the composer’s and/or the performer(s)’ expressive intent, and the student’s own personal research from a variety of sources including other forms of art?

• Students compare and synthesize performances of various interpretations of the same piece, using appropriate terminology and informed value judgments.• Students compare and synthesize varied sources in other art forms expressive intent

Aural & notational skills• Students are able to describe elements of music using proper musical terminology, verbally and in writing• Students identify, describe and compare distinguishing characteristics of all artists and styles from all art forms

The student can explain the expressive intent of musical works of the composer, and can cite as evidence the composer’s or performer’s treatment of elements of music, contexts, setting of text, and the student’s own personal research from a variety of sources

Vocabulary

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

Standard: MU:Re9.1.E.llla .Develop and justify Evaluation Criteria of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.

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:

StructureThe student is able to develop and justify evaluation criteria, through research of programs of music, and performances through personal decision making research and context of the work.

ContextThe student can identify key contextual elements of selected musical works and musical programs (social, cultural, and historical), and state how their personal and researched Evaluation Criteria are developed to create evaluation criteria

Evaluation CriteriaDoes the student’s final evaluation of the musical example and programs contain a justified analysis based on structure, context and research as well as a personal decision making?

Skills:

Performing• The student is given the opportunity to perform and choose 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 programs and performances by others based on research, personal decision-making and personally developed Evaluation Criteria

Creating• Students develop and justify musical programs according to style, composer, and genre• Students create evaluation criteria to compare and contrast performances and musical programs, using appropriate terminology, research and personal-decision making

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

EvaluatingThe student’s final evaluation contains an analysis of the structure and context based on research as well as a personally- or collaboratively-developed criteria.


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VocabularyEvaluation, criteria, personal-decision making


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Documents

nafme.orgnafme.org/.../2017/11/Ensemble-Advanced-Orchestra-KS.docx · Web viewKnowledge: Structure . When composers and improvisers envision the music they are going to create, they