Composition/Theory Proficient

DISPOSITIONS

Collaboration
Flexibility
Goal Orientation
Inquisitiveness
Openness and respect for the ideas and work of others
Responsible risk-taking
Self-Reflection
Self-discipline and Perseverance

CREATING

Imagine
Generate Musical ideas for various purposes and contexts.
Standard: MU:Cr1.1.C.la
Describe how sounds and short musical ideas
can be used to represent personal experiences, moods,
visual images, and/or storylines.
.
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. / Essential Question
How do musicians generate creative ideas?
Knowledge:
Structure
Plot and storyline (language parallel), mood, shape, harmonic colors, timbre
Context
Examples of music in which others have tried to represent personal experiences, moods, visual images, and/or storylines (e.g. Pictures at an Exhibition; Symphony Fantastique; Feldman, Rothko Chapel)
Evaluation Criteria
To what extent were students able to describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines? / Skills:
Performing N/A
Creating N/A
Aural & notational skills N/A
Evaluating: Students evaluate how sounds and short musical ideas are used to represent personal experiences, moods, visual images and/or storylines within a variety of musical examples, and in their own imaginings
Vocabulary Programmatic, tone poem, motif, mood, plot, loop, ostinato, pastoral, sound track, sonic experience, image, storyline
Plan and Make
Select and develop musical ideas for defined purposes and contexts.
Standard: MU:Cr2.1.C.la
Assemble and organize sounds or short musical ideas
to create initial expressions of selected experiences,
moods, images, or storylines.
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and expressive intent. / Essential Question
How do musicians make creative decisions?
Knowledge:
Structure Choose sounds to express experiences, moods, images, or storylines (e.g., trombones may represent a roaring lion). This may involve understanding form (e.g., ABA), depending on the student’s intent.
Context Emotions/feeling that particular musical elements may evoke (e.g., tempo, tonality)
Expressions of experiences, moods, images, and/or storylines in music students listen to (e.g., radio, film scores, performing in school and out of school)
Students may also encounter other constructs (e.g., form) in music they listen to
Expression of stories in instrumental works; in musical works with stories or pictures (e.g., Pictures at an Exhibition, Peter and the Wolf); hear and identify formal constructs.
songs, instrumental music, examples from other composers
Evaluation Criteria To what extent were students able to assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines? / Skills:
Performing Students may wish to perform their expressions; if so, performing skill will be required.
Creating Students create expressions using sounds and short musical ideas as outlined in this standard.
Students’ expressions may or may not include more formal structure (e.g., composing pieces that use ABA’ form; create contrast in “B”, and create a little variation in the A’)
Aural & notational skills Student use aural and notational skills to document their own ideas and/or examples from other sources (e.g., radio, film scores, music they perform); specific skills may vary based on use of non-traditional notation, traditional notation, notation software, etc.,
Evaluating Students evaluate the extent to which their assembled and organized sounds or short musical ideas express their selected experiences, moods, images, or storylines.
Vocabulary: Gesture, motif, sonic, image, experience, storyline, ternary, tone poem, symphonic poem, timbre, dynamics, register, texture, pacing, tension, release, contour
Standard: MU:Cr2.1.C.Ib
Identify and describe the development of sounds or short
musical ideas in drafts of music within simple forms
(such as one-part, cyclical, or binary).
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and expressive intent. / Essential Question
How do musicians make creative decisions?
Knowledge:
Structure Understand one part, cyclical, binary forms
Context Examples of these simple forms in music in a variety of styles
Evaluation Criteria To what extent were students able to identify and describe their development of sounds or short musical ideas in drafts of music within simple forms? / Skills:
Performing N/A
Creating Students may wish to use music they create for this task.
Aural & notational skills Students use aural and visual ability to recognize the development of ideas and simple forms
Evaluating Students evaluate how sounds and short musical ideas are developed within simple forms.
Vocabulary: Form, binary, one part, cyclical
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Standard: MU:Cr3.1.C.la
Identify, describe, and apply teacher-provided
criteria to assess and refine the technical and
expressive aspects of evolving drafts leading to
final versions.
Enduring Understanding
Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. / Essential Question
How do musicians improve the quality of their creative work?
Knowledge:
Structure This will vary depending on criteria the teacher provides. Criteria could, for example, relate to craftsmanship, expression of intent, specific form requirements, inclusion of specific elements (e.g., specifying a key, tonality, or meter)
Context This will also vary based on teacher criteria and expectations
Evaluation Criteria To what extent were students able to identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts? / Skills:
Performing Students may perform their music while refining it.
Creating Students create evolving drafts leading to final versions.
Aural & notational skills Students use aural and/or notational skills to assess and refine their creative work.
Evaluating Students evaluate technical and expressive aspects in the context of teacher-provided criteria.
Vocabulary: Criteria, critique, refine, revise, assess, evaluate, drafts, final product, subjective, objective
Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Standard: MU:Cr3.2.C.la
Share music through the use of notation, performance, or technology,
and demonstrate how the elements of music have been employed
to realize expressive intent.
Enduring Understanding
Musicians’ presentation of creative work is the culmination of a process of creation and communication / Essential Question
When is creative work ready to share?
Knowledge:
Structure Traditional forms like binary and ternary; concerts, recitals, student in-class presentations; technology-mediated presentations; social media; web media; notation software
Context Concerts, recitals, student in-class presentations, software tools (e.g., non-traditional notation, traditional notation, notation software) web presentation (e.g., YouTube)
Evaluation Criteria To what extent were students able to share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent? / Skills:
Performing Students use performing skills as required by their creative work.
Creating N/A
Aural & notational skills Students use notation skills if their music is shared through notation (traditional or non-traditional)
Evaluating Students evaluate the extent to which their expressive intent was communicated to listeners.
Vocabulary: Notation, technology, performance, expressive intent, sharing, audience, concert, recital, web tools, social media, craftsmanship
Standard: MU:Cr3.2.C.lb
Describe the given context and performance medium
for presenting personal works, and how they impact the final
composition and presentation.
Enduring Understanding
Musicians’ presentation of creative work is the culmination of a process of creation and communication / Essential Question
When is creative work ready to share?
Knowledge:
Structure Share, listen, comment, revise (repeat)
Context Examples of performing contexts might include: in class, in concerts, on YouTube, for family, via Skype, informally in a public place (e.g., flash mob).
Evaluation Criteria To what extent were students able to describe the given context and performance medium for presenting their personal works, and how they impacted the final composition and presentation? / Skills:
Performing N/A
Creating N/A
Aural & notational skills N/A
Evaluating Students evaluate the impact of context and performance medium on their final composition and presentation.
Vocabulary: Performance medium, audience, presentation, venue

PERFORMING

Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.
Standard: MU:Pr4.1.C.la
Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary)
Enduring Understanding
Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. / Essential Question
How do performers select repertoire?
Knowledge:
Structure Techniques for expression in musical works (e.g., dissonance, tension/release, tonality, dynamics)
Context
Examples of music in which others have tried to convey a personal experience, mood, visual image, or storyline (for example: Flourish for Wind Band, Peter and the Wolf, Shostakovich Preludes, Berlioz Symphonie Fantastique, Carnival of the Animals).
Context might also include venues in which students have experienced a personal experience, mood, visual image, or storyline conveyed through music (e.g., concerts, sporting events, religious services, informal music experiences).
Evaluation Criteria To what extent were students able to identify and select specific excerpts, passages, or sections in musical works that express personal experiences, moods, visual images, or storylines in simple forms? / Skills:
Performing Students may perform excerpts, passages, or sections in musical works while in the process of selecting them.
Creating N/A
Aural & notational skills Students may use aural and/or notational skills while identifying and selecting excerpts, passages, or sections in musical works.
Evaluating Students evaluate the extent to which specific excerpts, passages, or sections in musical works express personal experiences, moods, visual images or storylines.
Vocabulary: Excerpt, passage, section, musical work, personal experience, mood, visual image, storyline, one-part, cyclical, binary, programmatic, sonic
Analyze
Analyze the structure and context of varied musical works and their implications for performance.
Standard: MU:Pr4.2.C.la
Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance
Enduring Understanding
Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. / Essential Question
How does understanding the structure and context of musical works inform performance?
Knowledge:
Structure Motivic analysis, texture, form, tonality, texture, orchestration, meter, harmony, melody, accompaniment, variation, development, dynamics, expression, tension, release, ambiguity
Context Other composers who influenced the composer of the work being studied, context for which a selected work was composed, contexts in which the work has been performed, audience/critical reception of performances of the work
Evaluation Criteria To what extent were students able to analyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance? / Skills:
Performing Students may perform the selected works as part of their analysis.
Creating N/A
Aural & notational skills Students use aural and/or notational skills to identify elements of music, style, and mood, in repertoire they access aurally and/or through notation.
Evaluating Students evaluate the implications for rehearsal and performance of how the elements of music (including form) of selected works relate to style and mood.
Vocabulary Form, style, mood, texture, orchestration, tonality, meter, harmony, melody, accompaniment, dynamics, variation, development, tension, release, ambiguity
Interpret
Develop personal interpretations that consider creators’ intent.
Standard: MU:Pr4.3.C.la
Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators’ intent
Enduring Understanding
Performers make interpretive decisions based on their understanding of context and expressive intent. / Essential Question
How do performers interpret musical works?
Knowledge:
Structure Play an excerpt and perform it in multiple ways, trying to make it convey a particular intent (e.g., melancholic, joyful). What interpretive choices did the performer make to convey those different intents?
Context Music genre, composer, audience members, performance medium, occasion for performance
Evaluation Criteria To what extent were students able to develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators’ intent? / Skills:
Performing Students perform their interpretations of musical work that reflects the creators’ intent.
Creating N/A
Aural & notational skills Students use aural and/or notational skills in developing and performing interpretations.
Evaluating Students evaluate how interpretive choices reflect creator’s intent.
Vocabulary: Expression, artistry, intent, audience, interpretation, style, mood, context
Rehearse, Evaluate, Refine
Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Standard: MU:Pr5.3.C.la
Create rehearsal plans for works, identifying repetition and variation within the form.
Enduring Understanding
To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. / Essential Question
How do musicians improve the quality of their performance?
Knowledge:
Structure One possible point of departure could be works with obvious repetition and variation (e.g., Variations on America, Holst First Suite, mvt. 1, Carnival of Venice); teachers could then lead students toward identifying smaller patterns of repetition and variation (e.g., ABA1 form) within other repertoire.
Context Rehearsals (individual, small group, large group), listening sessions, analysis
Evaluation Criteria To what extent were students able to create rehearsal plans for works, identifying repetition and variation within forms. / Skills:
Performing Students analyze, evaluate, and refine their performance over time (e.g., in preparation for a recital or concert).
Creating N/A
Aural & notational skills Students will use aural and/or notational skills (If rehearsing a notated piece students will use notation skills, and if rehearsing a piece they accessed aurally, they will use aural skills). If rehearsing a notated piece, students will need to reconcile what they hear aurally with what they see visually in order to evaluate their performance and create a rehearsal plan).
Evaluating Students evaluate repetition and variation within forms in order to create rehearsal plans.
Vocabulary: Rehearse, practice, repetition, habit strength, criteria, persistence, openness, evaluate, refine, self-assess, form, repetition, variation