ALEX Resources

   View Standards     Standard(s): [ARTS] MUS (4) 16 :

16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (4) 17 :

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

Students will discuss civic engagement and why it is important.  They will discuss how composers can participate in civic engagement.  They will listen to Ludwig van Beethoven's Symphony No. 3 and discuss how he dedicated it to Napoleon Bonaparte.  They will identify musical elements and how they were used to convey a message.  They will discuss how they can be involved in civic engagement.  

   View Standards     Standard(s): [ARTS] MUS (3) 17 :

17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (3) 18 :

18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] MUS (4) 17 :

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (4) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 17 :

17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

[ARTS] MUS (5) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] VISA (3) 14 :

14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 14 :

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will identify elements of music in orchestral program music. They will create a mural inspired by orchestral music.