5 th Grade Instrumental 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? Essential echo, repeat, pattern, rhythm, pitch, tone, preference, dynamics, tempo, pitch, rhythm, practice, listening, manners, audience, performer, performance site, concert dress, posture, purpose, articulation, style Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose 5.1: With guidance, explore tonal and rhythmic patterns, combining selected patterns to create musical ideas. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. Students will be able to compare and contrast high/low fast/slow loud/soft echo repeat pattern pitch tone creative ideas come from personal experience and are influenced by purpose and interest. Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 5.2: Begins in grade 7. Artists creative choices are influenced by their experience, context and expressive intent. echo tonal patterns. echo rhythmic patterns. echo combined tonal and rhythm patterns. Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 5.3: Begins in grade 7. Artists evaluate and refine work through feedback, flexibility, and persistence.
Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 5.4: Begins in grade 7. Artists evaluate and refine work through feedback, flexibility, and persistence.
5 th Grade Instrumental 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. How do context and performer presentation influence audience response? 6. How do individuals and ensembles present and demonstrate their musical skills? Essential preference, opinion, performance, audience, posture, dynamics, tempo, composer, pitch, rhythm, scale, repeat, culture, practice, listening, evaluate, manners, audience, performer, performance site, concert dress, posture, practice Anchor Standard 1: Select work(s) to present on interest, knowledge, ability, and context. 5.1: With guidance, identify which musical selection they would prefer to perform. preference opinion performance audience posture Select repertoire based on student interest, knowledge, ability and context. individual preferences influence musical choices. choose an appropriate piece of music to perform. Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 5.2: With guidance, demonstrate a given musical element from the music. Analyzing the structure and historical/ cultural context of music influences performance. pitch scale repeat culture Students will understand that... music is comprised of musical elements. demonstrate a given musical element.
Anchor Standard 3: Create personal interpretation that considers creator s intent. 5.3: With guidance, demonstrate the expressive qualities in the selected music. composer Performers make interpretive decisions based on personal understanding of the work and the creator s intent. and tempo are expressive perform contrasting dynamics. qualities in music. perform contrasting tempos. Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individually or in collaboration with others. 5.4: With guidance, discuss the musical elements of their performance. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. practice listening evaluate a performance can be improved through evaluation and practice. aurally identify and evaluate musical elements of a performance. make suggestions for improvement. Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy in a manner appropriate to the performer, audience and context. 5.5: With guidance, demonstrate a readiness to perform in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette. manners audience performer performance site concert dress an effective performance requires appropriate manners as both an audience member and a performer. any room can be a performance site. demonstrate performer and audience manners appropriate to a performance setting.
Anchor Standard 6: Perform individually and in groups appropriate literature that matches the ability level of the performer and the performance ensemble. 5.6: Perform individually and in groups in accordance to the grade and ability level of the instrumental class. Performing to a high standard of skills produces a worthy performance. posture practice programs are opportunities for students to perform and demonstrate their musical skills. the end result of practice is a performance. demonstrate 5 th grade level skills to successfully perform in front of an audience.
5 th Grade Instrumental Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential purpose, dynamics, tempo, articulation, style, rhythm Anchor Standard 1: Support the choice of music for a specific purpose or situation. 5.1: With support, indicate what musical selections students prefer to experience or listen to for a given purpose. Individual selection of work is influenced by their interests, experiences, understandings and purposes. select music from familiar sources. explain how the selection is connected to the purpose (i.e., Veteran s Day). show how the selection is connected to the purpose (i.e., singing, moving). relate personal interest and/or experiences to the selection. purpose articulation style individuals choose music based on personal preferences influenced by a variety of criteria. respond to instructor-guided questions about musical preferences.
Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 5.2: With support, demonstrate a given musical concept while listening to musical selections. Understanding the structure and context of the work influences your response. analyze where tempo/dynamics, etc. change in the piece. analyze the sounds used in the musical elements that reflect personal, social and/or cultural contexts. explain how the development of the elements influence responses. articulation style the structure (form) and context of the music influences your response. discuss musical concepts as they relate to structure (form). Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. 5.3: With support, demonstrate the expressive qualities in the musical selection(s). Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. develop an interpretation of the expressive intent of the musical selection through music mapping, drawings, movement, etc. articulation style an interpretation should reflect the creator s/performer s expressive intent. discuss and/or demonstrate the expressive qualities in the musical selection.
Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 5.4: With support, describe musical selection(s)* based on personal preference and given criteria. Quality performances are influenced by analysis, interpretation, and established criteria. generate criteria to evaluate the accuracy, purpose/function and expressiveness of a musical performance. justify their evaluation based on their given criteria. articulation style personal preference for music is influenced by a variety of given criteria. use given vocabulary to discuss their personal preference for music.