Respond through purposeful physical movement to selected prominent characteristics or to specific music events while listening to music Vocabulary Interpret Develop personal interpretations that consider creators’ intent. Standard: MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent Enduring Understanding Essential Question Performers make interpretive decisions based on their understanding of How do performers interpret musical works? context and expressive intent. Knowledge: Skills: Structure: form, tempo, style, melodic direction, dynamics Performing cultural and historical influences Students explore through movement, demonstrating Context: Creating: understanding of musical qualities through the movements they create. Evaluation Criteria: Do student movements reflect the music (stop/go; Aural & notational skills: Students begin by imitating teacher fast/slow; smooth/bouncy; loud/quiet; heavy/light; etc.)? movements and move into developing their own movements in response to musical stimuli. Students demonstrate understanding of the expressive qualities of music through movement. Vocabulary: Sound vs. Silence; Loud vs. Quiet; Fast vs. Slow; Smooth vs. Bouncy; Heavy vs. Light Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: MU:Pr5.1.2a established criteria to judge the accuracy, expressiveness, and effectiveness of performances . Enduring Understanding Essential Question To express their musical ideas, musicians analyze, evaluate, and refine How do musicians improve the quality of their performance? their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Knowledge: Skills: Structure: listening, singing, performing, tempo, style, articulation, Performing: Students will perform age/developmentally appropriate melody, rhythm repertoire and will reflect on their performance through guided questions from the teacher. Context: Creating Evaluation Criteria: students will reflect on their performance and make Aural & notational skills: Students will reflect on their performance adjustments to the performance and present changes in future based on questioning from the teacher (did you use your singing voice? performances. Did you sing quietly? Did your voice sound the same or different than my voice? Etc.) Vocabulary: rubric, checklist, feedback, refine, revise . MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
Respond through purposeful physical movement to selected prominent characteristics or to specific music events while listening to music Vocabulary Interpret Develop personal interpretations that consider creators’ intent. Standard: MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent Enduring Understanding Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question How do performers interpret musical works? Knowledge: Structure: form, tempo, style, melodic direction, dynamics Context: cultural and historical influences Evaluation Criteria: Do student movements reflect the music (stop/go; fast/slow; smooth/bouncy; loud/quiet; heavy/light; etc.)? Skills: Performing Creating: Students explore through movement, demonstrating understanding of musical qualities through the movements they create. Aural & notational skills: Students begin by imitating teacher movements and move into developing their own movements in response to musical stimuli. Students demonstrate understanding of the expressive qualities of music through movement. Vocabulary: Sound vs. Silence; Loud vs. Quiet; Fast vs. Slow; Smooth vs. Bouncy; Heavy vs. Light Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: MU:Pr5.1.2a established criteria to judge the accuracy, expressiveness, and effectiveness of performances . Enduring Understanding To 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 Question How do musicians improve the quality of their performance? Knowledge: Structure: listening, singing, performing, tempo, style, articulation, melody, rhythm Context: Evaluation Criteria: students will reflect on their performance and make adjustments to the performance and present changes in future performances. Skills: Performing: Students will perform age/developmentally appropriate repertoire and will reflect on their performance through guided questions from the teacher. Creating Aural & notational skills: Students will reflect on their performance based on questioning from the teacher (did you use your singing voice? Did you sing quietly? Did your voice sound the same or different than my voice? Etc.) Vocabulary: rubric, checklist, feedback, refine, revise . MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
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