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 when composing melodies and understanding rhythmic patterns and structures.
Students explore sound waves and acoustics through keyboard performance and listening activities.
Students examine the historical and cultural contexts of various musical genres including Jazz, Hip-Hop, Spiritual, Classical, Ragtime, and Rap from different cultures and time periods.
Students read, interpret, and discuss musical notation, lyrics, and written analyses of musical works and composers.
Students develop fine motor skills and hand-eye coordination through keyboard technique and practice routines.
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, Hip-Hop, Spiritual, or Rap), demonstrating correct interpretation of notation, technical skill, and emotional impact. A rubric will assess how well students applied their self-developed performance criteria and explained the musical structure choices that support their interpretation.
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.