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.Pr4c: Analyze selected music by sight-reading in treble or bass clef using simple rhythmic, melodic and/or harmonic notation.
- 1.3A.8.Pr4e: Perform contrasting pieces of music, demonstrating as well as explaining how the music's intent is conveyed by their interpretations of the elements of music and expressive qualities (e.g., dynamics, tempo, timbre, articulation/style, phrasing).
- 1.3A.8.Pr6a: Perform music with technical accuracy, stylistic expression and culturally authentic practices to convey the creator's intent.
Supplemental Resources
- Ukuleles
- Chord charts
- Tablature
- Promethean board
- Vocal and instrumental scores
- Sheet music
Music - Performing
Students apply mathematical thinking to rhythm patterns, timing, and proportional relationships in musical composition and performance.
Students explore sound waves, acoustics, and the physics of musical instruments while developing scientific inquiry skills through musical experimentation.
Students read and interpret song lyrics, analyze literary themes in musical texts, and communicate musical ideas through discussion and writing.
Students investigate the cultural, historical, and social contexts of diverse musical genres and traditions from various civilizations and time periods.
Students develop fine and gross motor skills, coordinate breathing with musical performance, and build self-awareness and confidence through ensemble participation.
Students learn songs and musical traditions in different languages and explore how music facilitates cross-cultural communication and understanding.
Formative Assessments
- Group Work
- Discussion
- Question and Answer
- Teacher Observation
- Skill Testing
Summative Assessment
Students will present, share and distribute media artworks through various social, cultural and political contexts.
Benchmark Assessment
Group Work, Discussion, Question and Answer, Teacher Observation, Skill Testing
Alternative Assessment
Group Work, Discussion, Question and Answer, Teacher Observation, Skill Testing
IEP (Individualized Education Program)
Modifications and accommodations listed in an IEP will take priority for each individual student instruction.
Section 504
Modifications and accommodations are suggested for all types of learners. Specific student accommodations listed in a 504 plan will take priority.
ELL / MLL
Modifications and accommodations are suggested for all types of learners including ELL students.
At Risk (RTI)
Modifications and accommodations are suggested for all types of learners including At Risk students.
Gifted & Talented
Modifications and accommodations are suggested for all types of learners including Gifted and Talented students.