TECHNOLOGY STRAND – Proficient

DISPOSITIONS

Collaboration
Flexibility
Goal Setting
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 .T.la
Generate melodic, rhythmic, and harmonic ideas for
compositionsand improvisations using digital tools.
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
  • Identify correct and appropriate use of the digital tool to support creating or recording musical ideas
  • Identify technical and musical needs with given digital tool
  • Identify menus and files of digital tools that support creating or generating melodic, rhythmic, and harmonic ideas.
  • Îdentify and learn to play digital instruments
  • Identify how the technical and expressive qualities of music are created, represented, recorded, or notated with the tool
  • Describe musical literacies reinforced by the digital tool
Context
  • Identify and share genres of music using digital tools for music creation
  • Identify and share information of musicians using digital tools for music creation and recording.
  • Track the evolution of electronic and digital instruments, recording devices, and notation
  • Notate, record, and perform rhythm and melody, digitally.
  • Correlate musical terminology to digital tool/instrument.
  • Identify the necessary requirements to perform or share using digital tools.
  • Understand copyright law and the connections to the making and recording of music through recording
  • Connect knowledge of digital music to the music that students listen to currently.
Evaluation
  • Identify, explain, and peer teach the main components of the digital tool used to create or record music.
  • Use classroom generated rubrics to evaluate knowledge of the digital tool, instrument, and music created.
  • Demonstrate knowledge of the historical timeline of digital music and its many facets from creating to performing, and recording.
/ Skills:
Performing
  • Present digital tool or instrument to peers, sharing new found knowledge of the digital tool(s)
  • Share with peers, how to create or record music with tools
  • Improvise rhythms and melodies and record improvisations using digital tool or instruments, within classroom guidelines
  • Create rhythmic, melodic, or harmonic question and phrases
  • Present their melodic, rhythmic, or harmonic ideas generated on a digital tool
  • Share their iconic and/or traditionally notated music through a digital platform
  • Reflect on classroom/student creations and how the digital tool was used to express their musical ideas.
  • Perform music with the digital instrument or tool.
Creating
  • Create iconic and/or traditionally notated music through a digital platform
  • Construct and document knowledge through exploration of the digital tool, applying new information to generate musical ideas.
  • Work collaboratively and independently to improvise, generate and perform rhythmic, melodic, and/or harmonic patterns and ideas or phrases
Aural & notational skills
  • Identify iconic symbols of sound in digital tools and create symbols to represent the six properties of sound: hgh/low, loud/quiet, long/short
  • Create a rhythm or melody with notation software and identify and explain note relationships through creation, first.
  • Apply note relationships and create original ideas with traditional notation
  • Describe the digital tool and identify how the tool connects with the elements of music. (beat, tempo, rhythm, pitch, etc.)
  • Utilize cloud technology to create and share notation and musical works
Evaluating
  • Using class generated rubrics, evaluate improvisations, phrases, and melodic, rhythmic, or harmonic ideas or phrases, while meeting correlating standard.
  • Write and present reflections of work with the digital tool.

Vocabulary:
  • The elements of music and the 6 properties of sound: pitch (high/low), dynamics(loud/quiet/), duration (long/short)
  • Traditional and/or iconic notation
  • Menu, file, key buttons and functions of digital tool
  • Symbols and icons used in the digital tool
  • Cursor, record, pause, play, rewind, forward,
  • Process terms: play, record, layer, improvise, create, compose

Plan and Make
Select and develop musical ideas for defined purposes and contexts.
Standard: MU:Cr2.1.T.la
Select melodic, rhythmic, and harmonic ideas to develop
into a larger work using digital tools and resources.
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and expressive intent. / Essential Question
How do musicians make creative decisions?
Knowledge:
Students will select and develop musical ideas with a digital instrument and/or tool.
Structure
  • Using a digital tool, create a musical plan for their work.
  • Using a digital tool, expand musical cells or ideas into larger phrases.
  • Using a digital tool or instrument, organize and select musical ideas to expand into a larger musical form (binary, ternary, or rondo form with introduction and coda)
  • Using a digital tool or instrument, apply the expressive elements of music to communicate their musical ideas.
  • Using a digital instrument, perform and share the different timbres the instrument can make and how these will contribute to the created music.
Context
  • Identify how the digital tool is used to support music creation and performance.
  • Identify how the musical choices created by the digital tool, effect the larger piece
  • Identify how the digital tool supported the process of creating or organizing musical ideas
Evaluation
  • Create a digital portfolio of the planning and process of their musical work and or performance on a digital instrument, sharing audio and visual examples.
  • Students write and present reflections on the process of creating the larger musical work.
/ Skills:
Performing
  • Identify and share purpose and guidelines for musical creation.
  • Share thoughts and feelings about the selection process and how creative choices are made and/or performed.
  • Lead discussions about musical choices and identify how these connect to the development of the larger musical work.
  • Share/perform melodic, rhythmic, and harmonic ideas for the class with a digital tool and/or instrument
Creating
  • Work with peers to create a musical plan and create larger works using digital tools or instruments.
  • Create a visual plan with icons and verbal descriptions
  • Create a presentation format to share their work throughout the process.
Aural & notational skills
  • Identify areas of the larger work to notate and share on a digital platform
  • Using notation software, notate chosen idea and expand to complete a larger composition
Evaluating
  • Using predetermined rubrics, evaluate musical plan and outcome(s).
  • Create and write reflections of the planning, creating, and performing process, assessing levels of musical literacy with the elements of music and reading/writing music, with the use of the digital tool or instrument.

Vocabulary
  • The elements of music and the 6 properties of sound: pitch (high/low), dynamics(loud/quiet/), duration (long/short)
  • Traditional and/or iconic notation
  • Menu, file, key buttons and functions of digital tool
  • Symbols and icons used in the digital tool
  • Cursor, record, pause, play, rewind, forward,
  • Process terms: play, record, layer, improvise, create, compose
  • Reflection and revision

Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Standard: MU:Cr3.1.T.la
Drawing on feedback from teachers and peers, develop
and implement strategies to improve and refine the
technicaland expressive aspects of draft compositions
and improvisations.
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
  • Identify and collaboratively discuss strategies for musical revisions using digital tools and/or digital instruments
  • Identify and collaboratively discuss how individual choices regarding digital tools and/or digital tools impact melodic, rhythmic, and harmonic musical decisions
  • Identify how the technical and expressive qualities of music are created, represented, recorded, or notated with the tool
Context
  • Share multiple steps of the creative process, discussing impact of digital tool on the creation process
  • Share musical presentations (compositions, performances, etc) in multiple contexts, reflecting on impact of purpose and venue relating to individual context
  • Track the evolution of compositional revisions and impact of revisions on the final product or performance
  • Connect appropriate music and technological vocabulary to revision and development process
Evaluation
  • Write, discuss, or demonstrate multiple steps in the creative process, including and reflecting upon feedback from self, peers, instructors, or other consumers of the musical product.
  • Create a digital portfolio of the planning and process of their musical work and or performance on a digital instrument, sharing audio and visual examples.
/ Skills:
Performing
  • Identify, share, and discuss the purpose and guidelines for musical creation.
  • With peers, audience members, and instructors, share thoughts and feelings about the selection process and how creative choices are made and/or performed.
  • Share/perform developed melodic, rhythmic, and harmonic ideas for the class with a digital tool and/or instrument
Creating
  • Lead discussions about musical choices and identify how these connect to the development of the larger musical work.
  • Work with peers to create a musical plan and create larger works using digital tools or instruments.
  • Develop a visual plan with icons and verbal descriptions, using peers, audience members, and instructors as a guide.
  • Create a presentation format to share their work throughout the process using peers, audience members, and instructors as a guide.
Aural & notational skills
  • Identify and develop areas of the larger work to notate and share on a digital platform
  • Using notation software, notate chosen idea and expand to complete a larger composition
Evaluating
  • Create and write reflections of the planning, creating, and performing process, assessing levels of musical literacy with the elements of music and reading/writing music, with the use of the digital tool or instrument.

Vocabulary
  • The elements of music and the 6 properties of sound: pitch (high/low), dynamics(loud/quiet/), duration (long/short)
  • Traditional and/or iconic notation
  • Menu, file, key buttons and functions of digital tool
  • Symbols and icons used in the digital tool
  • Cursor, record, pause, play, rewind, forward,
  • Process terms: play, record, layer, improvise, create, compose
  • Reflection and revision

Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Standard: MU:Cr3.2.T.la
Share compositions and improvisations that demonstrate an accomplished level of musical and technological craftsmanship as well as the use of digital and/oranalog tools and resources in developing and organizing musical ideas‘Standard: MU:Cr1.1 .T.la’
Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools.
Enduring Understanding
Musicians’ presentation of creative work is the culmination of a process of creation and communication.
/ Essential Question
When is a creative work ready to share?
Knowledge:
Structure
●Present musical work with the digital tool and/or instrument, identifying the elements of music and properties of sound and how these are utilized within the music.
●Present notation of musical work and share edits and processing of editing to complete the piece
●Identify areas that are unique and demonstrate originality, created specifically, or as a result of, the digital tool.
Context
●Identify traditional and 21st century methods of presentation
●Identify resources for housing music in the cloud
●Identify how students share and house music with their digital resources
●Identify editing tools within the digital tools to craft a complete piece
Evaluation
●Identify how the elements of music conveyed the intent of the piece with the digital tool / Skills:
Performing
  • Present and share the process of editing to create a complete work
  • Present and share the communication necessary in group work and /or the metacognitive process while creating music with the digital tool
  • Present and share aspects of originality created through the usage of the digital tool or instrument
Aural & notational skills
  • Provide digital copies of the notation and/or piece
  • Blog and share resources used to present digital works
  • Blog and reflect on the intent of the musical work through a digital platform, identifying key elements of music and how these were createdin the piece to convey meaning?
Evaluating
  • Using rubrics, identify how the elements of music conveyed intent and to what degree the digital tool enhanced or supported the process

Vocabulary
  • The elements of music and the 6 properties of sound: pitch (high/low), dynamics(loud/quiet/), duration (long/short)
  • Traditional and/or iconic notation
  • Menu, file, key buttons and functions of digital tool
  • Symbols and icons used in the digital tool
  • Cursor, record, pause, play, rewind, forward,
  • Process terms: play, record, layer, improvise, create, compose
  • Reflection, revision, and presentation

PERFORMING

Select
Select varied musical worksto present based on interest, knowledge, technical skill, and context.
Standard:MU:Pr4.l.T.la
Develop and explain the criteria used for selecting a varied repertoire of music based on interest,
music reading skills, and an understanding of the performer’s technical and technological skill.
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
  • Perform a musical work with a digital tool and/or instrument, demonstrating working knowledge of the tool or instrument.
  • Identify skills needed to perform with a digital tool
  • Improve piece through deeper knowledge and application of the digital tool
Context
  • Identify traditional and 21st century methods of notation and recording
  • Identify traditional and digital instruments and compare/contrast the skills necessary to perform on each.
  • Identify how a digital tool can support different levels of musical learning
Evaluation
  • Identify how the digital tool supports the growth of both technical and expressive qualities of music.
  • Demonstrate how the digital tool creates and supports musical literacy (reading and writing music and reading and writing about music)
/ Skills:
Performing
  • Perform and share music with a digital instrument, sharing personal interests and knowledge of the instrument.
  • Share the skills necessary to perform on the instrument
  • Perform and share a digital work and share the process through an artist statement, sharing personal interests, knowledge, and feelings of process through the completion of the work.
  • Perform a musical work and share the technical skills needed to play, record, or create the musical piece.
  • Using predetermined guidelines, share the work in a formal performance using a digital platform.
Creating
  • Create a performance outline for the presentation of a digital work, identifying needs for the tool and the audience to receive the piece.
  • Create a performance that shares the technical skills necessary to use a digital tool
  • Share personal interest and connect these to the musical choices made in the performance.
Aural & notational skills
  • Notate a musical piece of choice or an original work, identifying the knowledge of the digital tool and the technical skills needed to notate the musical piece.

Vocabulary
  • The elements of music and the 6 properties of sound: pitch (high/low), dynamics (loud/quiet/), duration (long/short)
  • Traditional and/or iconic notation
  • Menu, file, key buttons and functions of digital tool
  • Symbols and icons used in the digital tool
  • Cursor, record, pause, play, rewind, forward,
  • Process terms: play, record, layer, improvise, create, compose
  • Reflection, revision, and presentation

Analyze
Analyze the structure and context of varied musical works and their implications for performance.
Standard: MU:Pr4.2.la
Describe and demonstrate how context, theoretical and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.
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
  • Analyze how digital recording tools support improvement of performance levels through recording, assessment, and reflection
  • Record a performance of a musical work with a digital tool and observe or listen to the performance.
  • Identify how digital tools can help assess performance pieces
  • Identify how the digital tools can enhance a performance piece and what elements of music can be adjusted with a digital tool
Context
  • Identify traditional and 21st century methods of recording and how these are used to assess performance pieces
  • Identify traditional and digital instruments and identify how these can be used to support student growth in performance and skill.
  • Identify how digital tools can be used in live performances to enhance a performance
Evaluation
  • Identify how the digital tool can change the performance piece
  • Identify how the digital tool can change elements of music and determine if this can be positive or negative and why
/ Skills: