National Association for Music Education (NAfME)



Guitar. Ensemble strand, Proficient levelDISPOSITIONSCollaboration Students learn to observe things about the playing of their ensemble, and how to collaborate to improve. Students learn to follow the directions of a conductor or ensemble leader to provide the best artistic product. Flexibility Goal Setting Students are aware of and plan adequately to meet the needs of the class performance schedule. Inquisitiveness Students develop an interest in new music styles and in how to perform them. Openness and respect for the ideas and work of others Students respect one another’s learning styles, pace, musical tastes, and preferencesResponsible risk-taking Self-Reflection Students learn to observe things about their playing, and learn to figure out how to improve. Self-discipline and Perseverance Students understand the rules for the class and the reasons for the rules, and learn to behave accordingly. Students recognize the importance of and work to implement effective, frequent practice. CREATINGImagine Generate Musical ideas for various purposes and contexts.Standard: MU:Cr1.1.E.la Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal. Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sourcesEssential QuestionHow do musicians generate creative ideas?Knowledge: Structure Closed position pentatonic scalesPower chordsMajor, minor, and Dominant 7 chordsTonality and key ContextHistory of the BluesOther selected guitar styles or genresEvaluation CriteriaAccuracy of performanceSkills: PerformingCan play closed position pentatonic scalesCan play power chords Can play open position Major, minor, Dominant 7 chordsCreatingIdentify and play a riff or melodic fragment over a given chord Aural & notational skillsRead tablature and chord diagramsHear and identify major and minor chordsEvaluatingIdentify chord and non-chord tones in a melodyVocabularyPower chords, major, minor, Dominant 7 chordsPlan and Make Select and develop musical ideas for defined purposes and contexts.Standard: MU:Cr2.1.E.la Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal. Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.Essential QuestionHow do musicians make creative decisions?Knowledge: Structure 12-bar blues and simple (e.g., AABA) forms ContextEvaluation CriteriaSkills: PerformingPlay required chords in time without disrupting beat of musicCreating Improvise a melody over a simple 3-chord (e.g., blues) progressionAural & notational skillsEvaluatingVocabularyStandard: MU:Cr2.1.E.lb Preserve draft compositions and improvisations through standard notation and audio recording. . Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.Essential QuestionHow do musicians make creative decisions?Knowledge: Structure ContextUse of notation or aural tradition in blues and other popular stylesEvaluation CriteriaAccuracy of notationSkills: PerformingAbility to use simple recording equipment to capture performancesCreating Aural & notational skillsAbility to notate simple chord progressionsAbility to notate simple melodiesEvaluatingVocabulary Evaluate and RefineEvaluate and refine selected musical ideas to create musical work that meets appropriate criteria.Standard: MU:Cr3.1.E.laEvaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes. 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 ContextValues applied to music in different cultural contexts or in the context of the classEvaluation CriteriaAccuracy and expressivenessSkills: PerformingAbility to render created musicCreating Aural & notational skillsEvaluatingAbility to form and express a considered judgment based on accuracy and expressivenessVocabularyPresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.Standard: MU:Cr3.2.E.lbShare personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that address identified purposes. Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communicationEssential QuestionWhen is creative work ready to share?Knowledge: Structure Blues progression ContextHistory and current contexts for performance of blues and other popular stylesEvaluation CriteriaStylistically appropriate sense of rhythm, tonality. Skills: PerformingCreating Improvise a melody, using pentatonic scale, over a three-chord (e.g., blues) progressionAural & notational skillsEvaluatingAbility to evaluate appropriateness of rhythm, tonality. VocabularyPERFORMINGSelectSelect varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.E.la Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance. 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 4/4, ?, 2/4, cut time meters12-bar blues and simple forms such as AABA ContextLevels of difficulty in guitar performanceEvaluation CriteriaAccuracy of performanceSkills: PerformingTuning the guitar (with or without technology)Ability to replace a stringAbility to care for the guitarCreating Aural & notational skillsRead standard notation up to the 4th fret on all 6 stringsRead tablature and chord diagramsApply a counting system to written notation,a nd be able to recognize the difference aurally between duple and triple meter. VocabularyAnalyzeAnalyze the structure and context of varied musical works and their implications for performance.Standard: MU:Pr4.2.E.laDemonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances. 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 Compound vs Simple meter Tonality and KeyDifference major and minor chordsNotation for formal elements including repeats, endings, etc. ContextEvaluation CriteriaChoice and execution of appropriate pulse, tempo, and dynamicsSkills: PerformingPlay swing vs straight rhythmsCreating Aural & notational skillsAble to play with fluency G major scaleAbility to hear and identify major and minor chordsVocabularyTempo, moderato, presto, largoInterpretDevelop personal interpretations that consider creators’ intent.Standard: MU:Pr4.3.E.la Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances. Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.Essential QuestionHow do performers interpret musical works?Knowledge: Structure ContextAppropriateness of finger- or pick-style to given literatureEvaluation CriteriaDynamics, tone colorSkills: PerformingFinger-style sound production to include rest stroke, free stroke, and rudimentary strummingPick-style sound production to include down and alternate picking and strumming patternsControl of tone color (where on string to play, rest stroke or free stroke)Proper seated position, proper guitar support, and proper use of the right and left hands. Creating Aural & notational skillsVocabularySul ponticello, sul tasto, apoyando, tirandoRehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.Standard: MU:Pr5.3.E.la Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances. 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: StructureManipulations of tempo (accelerando, ritardando) ContextEvaluation CriteriaSense of ensembleSkills: PerformingListening for ensemble (following a director or chamber music skills)Ability to perform solo and duets, in addition to in ensemble. Control of rushing, draggingMastery of basic rhythms to include the note values of whole, half, quarter, beat groups of eighth notes, and dotted quarter-eighth combinationsAble to play all open position chords (Major, Minor, and dominant 7th) using the proper bass note for each. Creating Aural & notational skillsVocabularyAccelerando, ritardando.PresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.Standard: MU:Pr6.1.E.la Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. .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 ContextPerformance etiquetteEvaluation CriteriaSkills: PerformingAbility to maintain a sense of ensemblePerform a solo as well as three ensemble piecesCreating Create a solo over a progression played by the ensembleAural & notational skillsVocabularyStandard: MU:Pr6.1.E.lb . Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances 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 ContextEvaluation CriteriaSkills: PerformingCreating Aural & notational skillsAbility to objectively judge personal and ensemble accuracy and expressivityVocabularyRESPONDINGSelectChoose music appropriate for a specific purpose or context.Standard: MU:Re7.1.E.la Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context. 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 ContextWhere to find performances onlineThe parts of the guitar, the difference between different styles of guitar construction, the application of each instrument to various styles (including knowledge of electric guitars and amplifiers). Evaluation CriteriaSkills: PerformingCreating Aural & notational skillsAbility to read a guitar part to evaluate level of difficulty VocabularyAnalyzeAnalyze how the structure and context of varied musical works inform the response.Standard: MU:Re7.2.E.la Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music. 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 ContextEvaluation CriteriaAwareness of at least four recognized guitarists from different stylesSkills: PerformingCreating Aural & notational skillsAbility to recognize the performing of four different styles of guitar playing. VocabularyInterpretSupport an interpretation of a musical work tht reflects the creators’/performers’ expressive intent.Standard MU:Re9.1.E.laExplain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.Essential QuestionHow do we discern the musical creators’ and performers’ expressive intent?Knowledge: Structure ContextEvaluation CriteriaSkills: PerformingCreating Aural & notational skillsVocabularyEvaluateSupport personal Evaluation Criteria of musical works and performance(s) based on analysis, interpretation, and established criteria.Standard: MU:Re9.1.E.la . Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context. Enduring UnderstandingThe personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?Knowledge: Structure ContextEvaluation CriteriaSkills: PerformingCreating Aural & notational skillsAbility to objectively judge accuracy and expressivity in a performanceVocabulary ................
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