The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Knowledge: Skills: Structure Performing meter, tempo, tonality Use of chanting, moving, singing, and playing grade level skills Context Alone or as part of a group Creating Students improvise rhythmic or melodic phrases in and triple meter Evaluation Criteria Music is created in many ways Improvise simple harmonic and rhythmic accompaniments within specified Music is created for many purposes and reasons 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 Essential Question Musicians’ creative choices are influenced by their expertise, context, and How do musicians make creative decisions? expressive intent. Knowledge: Skills: Structure Performing dynamics, meter, tempo, articulation, texture (thick or thin), style Use of chanting, moving, singing, and playing grade level skills Context Creating Students will create music to evoke an emotion, imitate a style, or make a connection to something in their life.
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.
CGME-pk2-Template.docx