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 thinking when composing melodies, understanding rhythm patterns, and analyzing musical structures and proportions.
Students explore how sound travels as waves and investigate the physical properties of music through keyboard instruments and audio technology.
Students analyze song lyrics, write about musical experiences, discuss compositional choices, and present their musical ideas verbally and in writing.
Students learn about music history and various genres from different cultures and time periods, developing understanding of how music reflects society and historical contexts.
Students develop fine motor skills, hand-eye coordination, and finger dexterity through keyboard performance while learning proper posture and technique.
Students encounter music terminology and songs in different languages, expanding vocabulary and cultural awareness through diverse musical genres.
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, Hip-Hop, Spiritual, Classical, Ragtime, or Rap), demonstrating correct notation interpretation, technical skill, and emotional impact. The performance will be assessed using teacher-developed rubric criteria that evaluate how well students applied their own performance-readiness standards and how effectively they communicated the piece's musical structure and expressive intent to the audience.
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.