Composition & Theory Proficient.docx -...

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

CREATINGImagine

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 UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential QuestionHow do musicians generate creative ideas?

Knowledge:

StructurePlot and storyline (language parallel), mood, shape, harmonic colors, timbre

ContextExamples 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 CriteriaTo 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

Knowledge and Skills Composition/Theory Proficient page 1

Vocabulary Programmatic, tone poem, motif, mood, plot, loop, ostinato, pastoral, sound track, sonic experience, image, storyline


Plan and MakeSelect 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 UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow 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 shortmusical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow 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 RefineEvaluate and refine selected musical ideas to create

musical work that meets appropriate criteria.

Standard: MU:Cr3.1.C.la Identify, describe, and apply teacher-providedcriteria to assess and refine the technical andexpressive aspects of evolving drafts leading tofinal versions.

Enduring UnderstandingMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow 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

PresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits


originality.Standard: MU:Cr3.2.C.laShare music through the use of notation, performance, or technology,and demonstrate how the elements of music have been employed to realize expressive intent.

Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen 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 mediumfor presenting personal works, and how they impact the finalcomposition and presentation.

Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen 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


PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.

Standard: MU:Pr4.1.C.laIdentify 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 UnderstandingPerformers’ 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 QuestionHow do performers select repertoire?

Knowledge:

Structure Techniques for expression in musical works (e.g., dissonance, tension/release, tonality, dynamics)

ContextExamples 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

AnalyzeAnalyze the structure and context of varied musical works and

their implications for performance.Standard: MU:Pr4.2.C.laAnalyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential QuestionHow 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

InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.C.laDevelop 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 UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.

Essential QuestionHow 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, RefineEvaluate and refine personal and ensemble performances,

individually or in collaboration with others.Standard: MU:Pr5.3.C.laCreate rehearsal plans for works, identifying repetition and variation within the form.


Enduring UnderstandingTo 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 QuestionHow 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

Standard: MU:Pr5.3.C.lbUsing established criteria and feedback, identify the way(s) in which performances convey theelements of music, style, and mood.



Knowledge:

Structure This will depend on established criteria and feedback (e.g., objective, subjective, based on craftsmanship, based on intent).

Context This will depend on the established criteria and feedback.

Evaluation Criteria To what extent were students able to use established criteria and feedback to identify the way(s) in which performances convey the elements of music, style, and mood?

Skills:

Performing Students use executive skills/technique to convey elements of music, style, and mood.

Creating N/A

Aural & notational skills Students use aural skills to evaluate the extent to which their performances (and those of others) convey the elements of music, style, and mood.

Evaluating Students evaluate the extent to which their performances (and those of others) convey the elements of music, style, and mood.

Vocabulary: Criteria, feedback, criticism, objective, subjective, style, mood, emotion

Standard: MU:Pr5.3.C.lcIdentify and implement strategies for improving the technical and expressive aspects of multiple works.




Knowledge:

Structure Instrument (including technology) technique, score study/analysis (if notated repertoire)

Context Individual performance, small group performance, chamber ensemble performance, large ensemble performance, electronic music performance

Evaluation Criteria To what extent were students able to identify and implement strategies for improving the technical and expressive aspects of musical works?

Skills:

Performing Students use executive skills to convey technical and expressive aspects of music.

Creating N/A

Aural & notational skills Students use aural skills to listen to and evaluate themselves and others (and possibly also notation-reading skills if the musical work is notated) to identify and implement strategies for improving the technical and expressive aspects of musical works.

Evaluating Students evaluate the technical and expressive aspects of multiple works.

Vocabulary: Technique, expression, artistry, interpretation, audience, performance, criteria, analyze, evaluate, refine, rehearse


PresentPerform expressively, with appropriate interpretation and technical

accuracy, and in a manner appropriate to the audience and context.

Standard: MU:Pr6.1.C.la .Share live or recorded performances of works (both personal and others’), and explain how the elements of music are used to convey intentEnduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

Structure Performance criteria from different time periods and genres. What constitutes a “successful” performance? How does a performer reconcile criteria related to time, place, and culture with their own interpretations, if they differ?

Context This could vary widely in relation to time, place, and culture, and may include formal and informal performances, performances with varying purposes (e.g., solo recital, wedding, funeral, cocktail hour), performances of music in varying styles in varying venues (e.g., performing in a concert hall vs. a hotel lobby).

Evaluation Criteria To what extent were students able to share live or recorded performances of works (both personal and others’), and explain how the elements of music are used to convey intent?

Skills:

Performing Students share live or recorded performances of musical works.

Creating Students share live or recorded performances of personal musical works.

Aural & notational skills Students may use notation-reading skills to perform musical works.

Students use aural and/or notational skills to evaluate performance progress on a musical work, and judge when it is ready to present.

Evaluating Students evaluate how the elements of music are used to convey intent.

Vocabulary: Intent, performance, critique, criteria, context, culture, place, presentation, audience, reception, performance practice, period instruments

Standard: MU:Pr6.1.C.IbIdentify how compositions are appropriate for anaudience or context, and how this will shape future


compositions.

Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

Structure musical elements that might influence the extent to which a composition is appropriate for a given audience and/or context (e.g., volume, tempo, mood, lyrics (or lack thereof), instrumentation, duration).

Context Contexts could vary widely (see “Enduring Understanding” above). Teachers could approach this in many ways (e.g., begin with a discussion of local culture and musical practices, begin with a discussion of an unfamiliar culture and its musical practices).

Evaluation Criteria The extent to which students are able to identify how compositions are appropriate for an audience or context, and how this will shape future compositions?

Skills:

Performing N/A

Creating Student work within this standard should inform future compositions.

Aural & notational skills Students will likely use aural and/or notational skills to evaluate examples of compositions considered (in)appropriate for a particular audience and/or context.

Evaluating Students evaluate how context influences audience response to presentation.

Vocabulary: Audience, reception, context, critics, time, place, culture, subjective


RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.C.laApply teacher-provided criteria to select musicthat expresses a personal experience, mood,visual image, or storyline in simple forms(such as one-part, cyclical, binary), anddescribe the choices as models for composition.

Enduring UnderstandingIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential QuestionHow do individuals choose music to experience?

Knowledge:

Structure: Teacher-provided criteria; these could vary widely based on teacher’s objectives and expectations.

Context: The teacher will create context for this task through their criteria.

Evaluation: To what extent were students able to apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms, and describe the choices a s models for composition?

Skills:

Performing: N/A

Creating: N/A

Aural & notational skills: Students would likely need aural and notational skills to determine the extent to which a piece meets the teacher-provided criteria.

Evaluating Students evaluate the selected music to describe how they would/would not serve as models for their own composing.

Vocabulary Experience, mood, image, storyline, forms, one-part, cyclical, binary, model composition, additional terms used in teacher-provided criteria.

AnalyzeAnalyze how the structure and context of varied musical works

inform the response.Standard: MU:Re7.2.C.laAnalyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential QuestionHow does understanding the structure and context of music inform a response?

Knowledge:

Structure This would vary depending on the music being analyzed. Some examples might include: Motivic analysis, texture, form, common practice harmony, chromaticism, style, mood, context, tonality, meter, tone row.

Context Social, cultural, and historical contexts will vary based on pieces

Skills:

Performing Students may perform selected music in the process of analyzing and/or describing their analyses.

Creating Student analysis of selected music informs their compositional growth.


selected. Context might also include composers and musicians who influenced the composer of the music being studied.

Evaluation Criteria To what extent were students able to analyze aurally the elements of music of musical works, relating them to style, mood, and context, and describe how the analyses provides models for personal growth as composer, performer, and/or listener?

Aural & notational skills Students use aural skills in analyzing the elements of music. Students may use notational skills if consulting a score as part of the analysis process, or describing their analysis (e.g., notating a theme for use as a model).

Evaluating Students evaluate the extent to which their analyses provide models for personal growth as composer, performer, and/or listener.

Vocabulary: The vocabulary related to elements of music, style, and context would vary considerably based on music selected. Possibilities might include: form, theme and variation, sonata form, orchestration, tension, release, melody, harmony, ostinato, chromaticism, tone row, dissonance, swing, hook, bridge, intro, outro.

InterpretSupport interpretations of musical works that reflect creators’/performers’ expressive intent.

Standard: MU:Re8.1.C.laDevelop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.

Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential QuestionHow do we discern musical creators’ and performers’ expressive intent?

Knowledge:

Structure Structural knowledge required would depend on the repertoire selected. For example, a student interpreting a Beethoven Piano Sonata would need to learn about sonata form, development, and harmonic language used in Beethoven’s music; a student interpreting jazz standards might need structural knowledge of ii-V-I progressions, tritone substitution, or AABA form.

Context This will also vary based on selected repertoire. For example, a student interpreting Shostakovich’s music and a student interpreting John Mayer’s music would both need to learn about cultural and historical context, but the specific contexts would be very different.

Evaluation Criteria To what extent were students able to develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects, as well as the style/genre of each work?

Skills:

Performing Students will likely perform in sharing their interpretations and understanding of the composer’s intent.

Creating N/A

Aural & notational skills Students use aural (and perhaps notational skills, depending on repertoire selected) to identify and cite technical and expressive aspects of selected works.

Evaluating Students evaluate composers’ intent in order to cite technical and expressive aspects, as well as style/genre, of each work.

Vocabulary: This will vary based on musical works selected. Examples might include: melody, harmony, text painting, lyrics, form, instrumentation, reharmonization, variation, inflection, rubato, balance, mix, performance practice.


EvaluateSupport evaluations of musical works and performances based on

analysis, interpretation, and established criteria.Standard: MU:Re9.1.C.laDescribe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.Enduring UnderstandingThe personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?

Knowledge:

Structure: This is variable based on teachers’ definitions of “fundamentals of music theory.” Possibilities may include form, tonality, meter, key signatures, dynamics, modulation, repetition, variation, counterpoint, etc.

Context: This is dependent on the music and performances selected for evaluation. For example, a discussion of technical aspects of a symphony orchestra performance would be very different from a discussion of technical aspects of electronic music created using a DAW.

Evaluation: To what extent were students able to describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory?

Skills:

Performing: Students may perform excerpts from selected music and/or participate in selected performances in order to describe effectiveness of that music and/or performance. Students may also perform to demonstrate their understanding of music theory fundamentals (e.g., play a reduction of an orchestra piece, or chord changes for a jazz standard, at the piano).

Creating: N/A

Aural & notational skills: Students will likely use aural and notational skills to evaluate works and performances, and to demonstrate their understanding of theory (e.g., hearing a particular melodic gesture and notating it).

Evaluating Students evaluate the effectiveness of technical and expressive aspects of selected music and performances.

Vocabulary: Relevant vocabulary related to teachers’ definitions of “fundamentals of music theory”; relevant vocabulary related to technique (this will differ among instruments) and expression (may also differ based on instrument or genre); analysis, evaluation, interpretation, criteria, rubric, rating scale, subjective, objective, aesthetic

Standard: MU:Re9.1.C.lbDescribe the way(s) in which critiquing others’ work


and receiving feedback from others can beapplied in the personal creative process.

Enduring UnderstandingThe personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?

Knowledge:

Structure: Personal experiences giving feedback; personal experiences receiving feedback

Context: Others’ personal creations; subjectivity; personal creative process (self and others’)

Evaluation: To what extent were students able to describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in their personal creative process?

Skills:

Performing: Students may use performing skills to play others’ work in order to provide critique.

Creating Students will apply feedback to their personal creative processes.

Aural & notational skills Students will use aural and/or notational skills to critique others’ work, and to interpret others’ critique their own work.

Evaluating Students evaluate how to apply feedback and learnings from critiquing others’ work to their personal creative processes.

Vocabulary: Critique, feedback, subjective, intent, interpretation, personal, creative process, criticism


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