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Guitar. Harmonizing Instruments strand, Proficient levelDISPOSITIONSCollaboration Students learn to follow the directions of a group leader to provide the best artistic product. Flexibility Students learn how to listen to others with whom they are performing, and adjust 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. Students develop a personal relationship with music. Openness and respect for the ideas and work of others Students respect one another’s learning styles, pace, musical tastes, and preferencesResponsible risk-taking Students develop the idea to sing and play with othersSelf-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.H.la Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). . 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: Structure Closed position pentatonic scalesPower chordsMajor, minor, and Dominant 7 chordsSome knowledge of other chord types (sus4, diminished, etc), depending on songs learned. Tonality 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.H.la Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). 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) formsContextEvaluation CriteriaSkills: PerformingPlay required chords in time without disrupting beat of musicUse drum machines, Garage Band, Make Music, other appropriate technologies. Creating Improvise a melody over a simple 3-chord (e.g., blues) progressionAural & notational skillsEvaluatingVocabularyEvaluate and RefineEvaluate and refine selected musical ideas to create musical work that meets appropriate criteria.Standard: MU:Cr3.1.H.laDevelop and apply criteria to critique, improve, and refine drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues) and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). . 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 ContextEvaluation CriteriaSkills: PerformingPlay with fluency an improvised melody over a 3-chord (e.g., blues) progressionCreating Aural & notational skillsPerceive the rhythmic and tonal fit of a melody to a give chord progressionEvaluatingVocabularyPresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.Standard: MU:Cr3.2.H.laPerform final versions of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas. 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: PerformingPerform improvised or “head arrangements” in class or in publicUse various strumming and picking patterns appropriate for the musicCreating Improvise a melody, using pentatonic scale, over a three-chord (e.g., blues) progressionAural & notational skillsEvaluatingEvaluate quality of performance and of created workVocabularyPERFORMINGSelectSelect varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.H.la Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). 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 AABARelation of melody to accompaniment 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 guitarAbility to sing along to a chord progressionCreating Aural & notational skillsRead standard notation up to the 4th fret on all 6 stringsRead tablature and chord diagramsApply a counting system to written notation, and 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.H.laIdentify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). 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 chordsVocabularyInterpretDevelop personal interpretations that consider creators’ intent.Standard: MU:Pr4.3.H.la Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns). 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 Choose and execute various strumming and arpeggio patterns to accompany a melody. Aural & notational skillsVocabularyRehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.Standard: MU:Pr5.3.H.la Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns), and create rehearsal strategies to address performance challenges and refine the 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 group leader)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 skillsVocabulary.PresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.Standard: MU:Pr6.1.H.la .Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical). 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 sung or played solo over a progression Aural & notational skillsVocabularyRESPONDINGSelectChoose music appropriate for a specific purpose or context.Standard: MU:Re7.1.H.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 evaluate the level of difficulty in a guitar part heard in a recording or live performanceVocabularyAnalyzeAnalyze how the structure and context of varied musical works inform the response.Standard: MU:Re7.2.H.la Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response. . 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:Re8.1.H.la Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and outside sources. 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.H.la Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening. 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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