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 Essential Question Through their use of elements and structures of music, creators and How do we discern the musical creators’ and performers’ expressive performers provide clues to their expressive intent. intent? Knowledge: Skills: Structure: The student is able to: Performing describe the way that selected musical examples are Students listen to selected music from diverse cultures organized and musical eras identify various elements of music theory (like key The student is given the opportunity to perform a variety of signature and tonality) in the music musical styles in a variety of settings, for events of differing identify other defining characteristics such as rhythmic nature patterns, types of harmonies, dynamics, timbre, texture, The student is given the opportunity to see a variety of and articulation when describing their overall musical styles in a variety of settings, for events differing in interpretation the chosen music. nature performed by peers and professionals Creating Using the description of stylistic elements and context that Context: The student can identify key contextual elements of the the student has already made (see above) the student is able selected music: historical information, cultural and social to formulate a description of what they see as the expressive ramifications, the purpose and key information concerning the intent of the composer, improviser, or performer in the intentions of the composer and/ or the performer; and compare the creation or performance of the selected music elements of the singular piece to the elements of the presentation of Students are able to describe how they believe the a complete program as a whole, when creating an interpretation to composer, improviser, or performer has manipulated the the chosen music. elements of the music they are performing or listening to achieve said expressive intent Evaluation Criteria: Does the student’s interpretation of the musical example contain supporting evidence of inquiry into the composer’s Aural & notational skills and/ or the performer(s)’ expressive intent 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 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
2EnsembleIntermediateOrchestraKS.doc.docx