Images.pcmac.org



Expression 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scalea. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing?(DOK 1-3)(C)We will incorporate all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing?ApplicationLevel 3 Sheet musicEssentials of MusicianshipEssential Repertoire SymbolsTempoExpressive TechnicalTone qualityIntonationBalanceBlendDictionPhrasingExpression 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scaleb. Demonstrate advanced techniques?(DOK 1-2)(I)We will demonstrate advanced techniques?Application Level 3 Sheet musicEssentials of MusicianshipEssential RepertoireAdvancedTechniqueExpression 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scalee. Describe and defend interpretive judgments?(DOK 1-4)(C)We will describe and defend interpretive judgments?EvaluationLevel 3 Sheet musicEssentials of MusicianshipEssential RepertoireInterpretive judgementsExpression 1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scalef. Explain how self-evaluation has strengthened the performance during the course of preparation?(DOK 3)(IC)We will explain how self-evaluation has strengthened the performance during the course of preparationComp No resource necessary Self-evaluationPreparationExpression3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scalea. Adjust tempo, dynamics, and expression, according to the conductor?(DOK 1-3)(I)We will adjust tempo, dynamics, and expression, according to the conductor?CompLevel 2 Sheet musicEssential MusicianshipEssential repertoireTempoDynamicsExpressionExpression 4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuitsa. Identify all major and relative minor scales and arpeggios?(DOK 1)(C)We will identify all major and relative minor scales and arpeggios?Knowledge Scale sheetMajorMinorScalesArpeggiosExpression 4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuitsc. Produce a characteristic tone?(DOK 1-2)(CM)We will produce a characteristic toneApplicationNRNToneExpression 4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuitsd. Demonstrate ability to identify music in other languages (vocal)?(DOK 1)(ICM)We will demonstrate ability to identify music in other languagesKnowledgeYouTubeMusic in other languagesLanguageTheory1. Interpretation of notated of musical elements and ideasa. Identify musical elements in written form?(DOK 1)(CM)We will identify musical elements in written form?KnowledgeLevel 3 Sheet musicEssentials of MusicianshipEssential RepertoireMusical elementsWrittenTheory1. Interpretation of notated of musical elements and ideasb. Describe the uses of elements of music and expressive devices with appropriate musical vocabulary?(DOK 1-2)(CM)We will describe the uses of elements of music and expressive devices with appropriate musical vocabulary?CompLevel 3 Sheet musicEssentials of MusicianshipEssential RepertoireElementsExpressive devicesVocabularyTheory2. Classification by genre, style, historical period, or culturea. Classify and describe unfamiliar but representative aural examples of music from a given musical genre and explain the reasoning for the classification (such as rock, jazz, classical)?(DOK 1-2)(CM)We will classify and describe unfamiliar but representative aural examples of music from a given musical genre and explain the reasoning for the classification (such as rock, jazz, classical)?ApplicationListening LibraryAuralGenreClassificationTheory2. Classification by genre, style, historical period, or culturec. Classify and describe unfamiliar but representative aural examples of music from a given musical/historical period and explain the reasoning for the classification (renaissance or baroque, ?80s pop or ?50s rock)?(DOK 1-2)(ICM)We will classify and describe unfamiliar but representative aural examples of music from a given musical/historical period and explain the reasoning for the classification (renaissance or baroque, ?80s pop or ?50s rock)ApplicationListening LibraryHistoricalClassificationTheory 3. Evaluation of music using critical, informed analysisa. Identify basic elements of written examples of music using appropriate musical vocabulary?(DOK 1)(CM)We will identify basic elements of written examples of music using appropriate musical vocabulary?KnowledgeLevel 3 Sheet musicEssentials of MusicianshipEssential RepertoireElementsVocabularyTheory 3. Evaluation of music using critical, informed analysisb. Apply specific criteria from similar or exemplary models in evaluating music of compositions, arrangements, and improvisations?(DOK 1-3)(CM)We will apply specific criteria from similar or exemplary models in evaluating music of compositions, arrangements, and improvisationsApplicationYouTubeCriteriaExemplary modelsCompositionsArrangementsImprovisationsAesthetic Valuation1. Practice of appropriate behavior in cultural activitiesa. Demonstrate respect for the music preferences of others?(DOK 1-2)(C)We will demonstrate respect for the music preferences of othersApplicationNRNRespect PreferenceAesthetic Valuation1. Practice of appropriate behavior in cultural activitiesb. Articulate and demonstrate appropriate audience behavior in various kinds of musical performance and music-related events?(DOK 1-3)(I)We will articulate and demonstrate appropriate audience behavior in various kinds of musical performance and music-related eventsApplicationPerformanceArticulateDemonstrateAudiencePerformanceAesthetic Valuation2. Evaluation of the quality and effectiveness of musical performancesa. Apply specific criteria from similar or exemplary models in evaluating music by others or themselves?(DOK 1-4)(C)We will apply specific criteria from similar or exemplary models in evaluating music by others or themselves?ApplicationYouTubeExemplary modelsCriteriaAesthetic Valuation3. Development of criteria-based aesthetic judgment of the artistic process and products in musicb. Make and defend informed aesthetic (personal) judgments based on the criteria developed?(DOK 1-4)(ICM)We will make and defend informed aesthetic (personal) judgments based on the criteria developed?EvaluationNRNDefendAesthetic judgmentCriteriaAesthetic Valuation4. Knowledge of available musical opportunities for continued musical growth and professional developmenta. Articulate pathways to further musical education including but not limited to higher education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life?(DOK 1-2)(CM)We will articulate pathways to further musical education including but not limited to higher education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life?CompComputer accessPathwaysEducationProductionBusinessWritingCommunity ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download