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 engage in collaborative discussions about music, develop and present arguments about musical selections, and use written communication to analyze and interpret musical works across all units.
Students apply mathematical thinking to understand rhythm patterns, tempo relationships, and proportional structures in musical compositions and performances.
Students explore the physics of sound waves and acoustic properties of instruments through inquiry-based learning and investigation.
Students learn about diverse music histories and genres reflecting various cultures, historical periods, and societies, including jazz, hip-hop, spirituals, classical, ragtime, and rap traditions.
Students engage with music from diverse cultural and linguistic traditions and develop appreciation for global musical perspectives.
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.