Analyze and describe listening Vin Diagrams examples in various genres, Thinking Maps identifying compositional devices and techniques that make the piece Small Group Project Teaching Through Performance, Vol. 1 & 2 Book/CD Set, unique, interesting, and/or Richard Miles (Gia) expressive. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Evaluating Use a student-developed criteria to Self-Assessment Websites: evaluate the intent and quality of a Peer Assessment given music composition. Formative and summative performance self and peer Use student-developed criteria to assessments of studied music evaluate a live or recorded musical selections, compositions, performance and list suggestions to improvisations, and arrangements improve the performance. utilizing the Secondary Wind Performance Assessment Rubric, Distribute the Wind Performance Assessment” Evaluate, verbal and written, a “Secondary Page 69; the improvisation rubric, personal performance using a rubric, the improvisation rubric, and the composition rubric to Page 70; and the composition students prior to assessment; discuss and clarify rubric
Analyze and describe listening examples in various genres, identifying compositional devices and techniques that make the piece unique, interesting, and/or expressive. Vin Diagrams Thinking Maps Small Group Project Teaching Through Performance, Vol. 1 & 2 Book/CD Set, Richard Miles (Gia) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Evaluating Use a student-developed criteria to evaluate the intent and quality of a given music composition. Use student-developed criteria to evaluate a live or recorded musical performance and list suggestions to improve the performance. Evaluate, verbal and written, a personal performance using a Self-Assessment Peer Assessment Formative and summative performance self and peer assessments of studied music selections, compositions, improvisations, and arrangements utilizing the Secondary Wind Performance Assessment Rubric, Page 69; the improvisation rubric, Page 70; and the composition Websites: Distribute the “Secondary Wind Performance Assessment” rubric, the improvisation rubric, and the composition rubric to students prior to assessment; discuss and clarify rubric
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