Ensemble Proficient DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance CREATING Imagine Generate Musical ideas for various purposes and contexts. Enduring Understanding Essential Question The creative ideas, concepts, and feelings that influence musicians’ work How do musicians generate creative ideas? emerge from a variety of sources Knowledge: Skills: Structure Performing When composers and improvisers envision the music they are going to • Students, by ear, experiment with melodic tonal patterns (patterns and create, they take into account the following components of composition: melodies with chromatic alterations) in major and minor tonalities (vocally, organization of the elements of the piece pizzicato, and/or arco; neutral syllable, then solfege). use of communication tools such as notation clearly depicting • Students try various primary and secondary (ii, vi, vii) tonal patterns melody, rhythm, harmony, dynamics, timbre, texture, form, and (vocally, pizzicato, and/or arco; neutral syllable, then solfege). style/articulation • Students experiment with rhythmic passages to create arrangements the purpose for which the piece is being written for specific purposes characteristics of music from various historical periods Creating
Ensemble Proficient DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance CREATING Imagine Generate Musical ideas for various purposes and contexts. Enduring Understanding The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources Essential Question How 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: 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 characteristics of music from various historical periods Skills: Performing • Students, by ear, experiment with melodic tonal patterns (patterns and melodies with chromatic alterations) in major and minor tonalities (vocally, pizzicato, and/or arco; neutral syllable, then solfege). • Students try various primary and secondary (ii, vi, vii) tonal patterns (vocally, pizzicato, and/or arco; neutral syllable, then solfege). • Students experiment with rhythmic passages to create arrangements for specific purposes Creating
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