Unit 2 — Performing
Description
Students will be increasingly able to select and prepare repertoire for performance purposes which will include application of a variety of criteria which will influence the audience's aesthetic reaction. Students will celebrate the lives and music of various musicians through various genres of music as well as Music History. Some Specific Genres Include: Jazz, Hip-Hop, Spiritual, Classical, Ragtime, Rap. Awareness will be brought to Climate Change through chosen songs and performances.
Essential Questions
- How do performers select repertoire?
- How do musicians improve the quality of their performance?
- When is a performance judged ready to present?
- How do context and the manner in which musical work is presented influence audience response?
Learning Objectives
- 1.3A.8.Pr4b: Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
- 1.3A.8.Pr5a: Identify and apply personally developed criteria (e.g., demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, interest) to rehearse, refine and determine when the music is ready to perform.
- Students will acquire a range of skills and abilities to creatively solve problems.
Supplemental Resources
- Keyboards
- Chord charts
- Tablature
- Promethean board
- Vocal and instrumental scores
- Sheet music
Music - Performing
Students apply mathematical reasoning to understand rhythmic patterns, melodic structures, and proportional relationships in music composition and performance.
Students explore the physical properties of sound and the science of musical acoustics through keyboard experimentation and investigation.
Students analyze song lyrics, write about musical experiences, and communicate ideas about music through discussion and reflection.
Students examine the historical and cultural contexts of various music genres including Jazz, Hip-Hop, Spirituals, Classical, Ragtime, and Rap to understand how music reflects society and cultural identity.
Students develop fine motor skills, hand-eye coordination, and physical dexterity through keyboard technique and performance.
Students engage with music from diverse cultural and linguistic backgrounds to broaden global perspectives.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students will perform a prepared keyboard piece from one of the studied genres (Jazz, Classical, Ragtime, Spiritual, Hip-Hop, or Rap) and provide written analysis explaining how they applied performance criteria such as correct notation interpretation, technical skill, emotional impact, and originality. The performance and written reflection will demonstrate their ability to select appropriate repertoire and explain how musical elements serve the piece's intended aesthetic effect and message.
Benchmark Assessment
Benchmark assessments as outlined in Formative, Summative, Alternative, and Benchmark Assessments resource.
Alternative Assessment
Alternative assessments as outlined in Formative, Summative, Alternative, and Benchmark Assessments resource.
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction.
Section 504
Modifications and accommodations listed in curriculum guides are suggested for all types of learners; 504 plan accommodations applied as indicated.
ELL / MLL
Modifications and accommodations listed in curriculum guides are suggested for all types of learners including ELL students.
At Risk (RTI)
Modifications and accommodations listed in curriculum guides are suggested for At Risk learners.
Gifted & Talented
Modifications and accommodations listed in curriculum guides are suggested for G&T learners.