Students will know Vocabulary: genre style mood

Transcription

1 8 th Grade Choir Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? 4. When is a creative work ready to share? Essential elements of music, articulation, genre, mood and style Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose. 8.1: Using technology (i.e. PhotoStory3, Soundation, or other compositional software) create an audio and/or visual project. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. Students will be able to. generate musical ideas for a specific purpose; record or notate those ideas; select multiple ideas to develop into a finished product demonstrating the effective use of unity/variety. explain the reasons for the choices. genre style mood the creative ideas, concepts, and feelings which influence artists work emerge from a variety of sources. generate musical ideas for a specific purpose and record or notate those ideas. select multiple ideas to develop into a finished product demonstrating the effective use of unity/variety, genre, style and mood, using technology. explain the reasons for the choices.

2 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 8.2: Using technology, develop a plan to present musical ideas and talk about their selections. Students will be able to. describe a plan to develop a compositional idea for a specific purpose or mood and include how elements of music convey expressive intent and unity/variety, and how personal experiences influence musical choices. Artists creative choices are influenced by their experience, context, and expressive intent. artists creative choices are genre influenced by their style experience, context, and mood expressive intent. describe a plan to develop a compositional idea, using technology, for a specific purpose (i.e. genre, style, mood) including how the elements of music convey expressive intent, unity/variety, and how personal experiences influence musical choices. Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 8.3: Using technology, create and edit a project. Artists evaluate and refine work through feedback, flexibility, and persistence. create, evaluate, and refine a composition that realizes the creative intent by including unity/variety. use feedback from others to improve craftsmanship. genre style mood artists make, evaluate and refine work through openness to new ideas and feedback (self-generated and external), flexibility, and persistence. create, evaluate, and refine a composition, using technology, that realizes the creative intent by including unity/variety, genre, style, and mood. use written guidelines and rubrics, as well as feedback from others to improve craftsmanship.

3 Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 8.4: Present their project for peers/informal audience. Artists share their work through performance. present an original composition that conveys a mood through craftsmanship; and explain how the elements of music, articulation, and unity/variety are used to communicate the expressive intent. elements of music articulation (i.e. staccato, legato, tenuto, marcato) genre style mood artists presentation of creative work is the culmination of a process of creation and communication. present an original composition (i.e. recording, notation, or live performance) that conveys a mood through craftsmanship. explain how the elements of music, articulation, unity/variety, genre, style, and mood are used to communicate the expressive intent.

4 8 th Grade Choir Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the work influence our response? 3. How do we discern the composer s/arranger s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance? Essential elements of music, articulation, tension/ release, historical context, cultural context, form, style Anchor Standard 1: Support the choice of music for a specific purpose or situation. 8.1: Listen to a variety of music. select two pieces of music in different styles to listen to or perform. describe the compositional and performance characteristics that influence their choice. tell how the music connects to their interests and experiences. Individual selection of work is influenced by their interests, experiences, understandings and purposes. individuals selection of articulation work is influenced by their tension/release interests, experiences, historical context understandings, and purposes. select two pieces of music in contrasting styles to listen to or perform. describe the compositional and performance characteristics that influence their choice. tell how the music connects to their interests and experiences.

5 Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 8.2: Analyze the musical elements and compositional techniques of a variety of musical selections. Understanding the structure and context of the work influences your response. analyze the composer s/arranger s or performer s use of elements of music, unity/variety, and cultural and stylistic contexts to express the intent. articulation form elements of music tension/release historical context cultural context form style composers/arrangers and performers manipulate elements within the historical/cultural connection. analyze the composer s/arranger s or performer s use of articulation, elements of music, form, tension/release, and historical, cultural, and stylistic contexts to express the intent.

6 Anchor Standard 3: Support an interpretation of a work that reflects the composers/performers expressive intent. 8.3: Discuss the relationship between the musical elements and the interpretation. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. describe how the composer/arranger uses compositional and performance characteristics to convey expressive intent. include their understanding of the cultural/historical context of the piece and how it impacted the interpretation. articulation tension/release historical context cultural context through their use of the elements and structures of the art form, composers/arrangers and performers provide clues to their expressive intent. describe how the composer/arranger uses compositional and performance characteristics to convey expressive intent. explain their understanding of the cultural/historical context of the piece and how it impacted the interpretation.

7 Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 8.4: Evaluate a musical performance. Quality performances are influenced by analysis, interpretation, and established criteria. evaluate a performance or composition created for a specific purpose using a list of criteria. discuss how the characteristics are used to create an expressive and effective performance/composition. elements of music tension/release historical context the personal evaluation of artistic work and performance is informed by analysis, interpretation, and established criteria. evaluate a performance using a list of criteria. discuss how the musical characteristics are used to create an expressive and effective performance.

8 8 th Grade Choir Performing Essential Questions: 1) How do performers select repertoire? 2) How does understanding the structure and context of music influence performance? 3) How do performers interpret music? 4) How do performers improve the quality of their performance? 5) When is a work judged ready to perform? 6) How do context and performer presentation influence audience response? 7) How do individuals and ensembles present and demonstrate their musical skills? Essential elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony); articulation (i.e. staccato, legato, tenuto, marcato); tension/release (both harmonic and dynamic); intonation; balance and blend, concert, recital, festival, public-service Anchor Standard 1: Select work(s) to present based on interest, knowledge, ability, and context. 8.1: Discuss a selection from the current performing repertoire. identify technical and expressive characteristics distinguish basic cultural and historical characteristics Select repertoire based on student interest, knowledge, ability and context. articulation tension/release (both harmonic and dynamic) performers interest in and/or knowledge of a work, understanding of their own abilities, and the context for their performance influence the selection of repertoire. explain how the technical/ expressive characteristics (i.e. articulation, tension/release) and contextual characteristics (i.e. historical) make this an appropriate song choice.

9 Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 8.2: Analyze a selection from the current performing repertoire. Analyzing the structure and historical/cultural context of music influences performance. analyze technical and expressive characteristics distinguish basic cultural and historical characteristics articulation tension/release (both harmonic and dynamic) composers/arrangers manipulate elements within the historical/cultural context to provide insight into their intent and how this influences performance. analyze expressive/ technical (i.e. articulation, tension/release) and contextual characteristics (i.e. historical) of the piece and how each influences the performance. Anchor Standard 3: Create personal interpretation that considers creator s intent. 8.3: Listen to and/or observe two versions of the same song, preferably from current choral repertoire. explain the expressive/technical and contextual characteristics of two versions of the same piece, including how they convey the composer s/arranger s intent, and perform their interpretation. Performers make interpretive decisions based on personal understanding of the work and the creator s intent. elements of music articulation tension/release (both harmonic and dynamic) performers make interpretative decisions based on personal understanding of the work and the composer s/arranger s intent. explain the expressive/technical (i.e. elements of music, articulation and tension release) and contextual (i.e. historical) characteristics of two versions of the same piece, including how they convey the composer s/arranger s intent, and perform their interpretation.

10 Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. 8.4: With support, demonstrate (i.e. move, chant, sing, play instruments) or say what they like and what they will improve in their performance. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. rehearse, evaluate and refine their individual and/or ensemble performance, using teacher/peer feedback (i.e. technical accuracy) and class-created criteria to improve over time. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic and dynamic) intonation balance and blend in order to express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection, and collaboration. rehearse, evaluate and refine their individual and ensemble performance(s), using teacher/peer feedback (i.e. effectiveness), and classcreated criteria (i.e. stylistic characteristics) and selfevaluation to improve over time.

11 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 8.5: Demonstrate choral singing using expressive qualities in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to perform a selected work for an audience; demonstrate appropriate stage presence, staging for the performance and interpretation of the composer s/arranger s intent; reflect on expressiveness, technical accuracy, whether the selection was appropriate for the audience and context, and the effect that staging had on the reception of the performance. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic and dynamic) intonation balance and blend performance is judged based on quality standards that vary across time, place, and cultures. the context and how a work is presented influences the audience response. respond to the conductor in order to successfully perform choral literature for an audience. demonstrate proper breathing techniques, good intonation and appropriate stage presence. adjust balance and blend to the needs of the group. demonstrate technical accuracy (i.e. articulation, tension/release, historical context). reflect on whether the selection was appropriate for the audience and context, and the effect that staging had on the reception of the performance.

12 Anchor Standard 6: Perform, individually and in groups, appropriate literature that matches the ability level of the performer and the performance ensemble. 8.6: Perform, individually and in groups, in accordance to the grade and ability level of the 8 th grade choir class. Performing to a high standard of skills produces a worthy performance. Student will be able to demonstrate 7 th grade level skills to successfully perform in front of an audience. concert recital festival public-service concerts, recitals, festivals, public-service performances are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate 8 th grade level skills to successfully perform in front of an audience.