ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] MUS (4) 11 :

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Example: Experiment with instrumentation to explore the impact on a known piece.

[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 (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.

[ARTS] MUS (5) 11 :

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

[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] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Students will create a theme and variations using a simple sentence.  Students will compare and contrast themes and variations while listening to Mozart's variations on "Twinkle, Twinkle, Little Star."  Listening examples are provided. 

   View Standards     Standard(s): [ARTS] MUS (5) 2 :

2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 11 :

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

Students will listen and evaluate blues music. The teacher will play C-major, C-minor, and Blues scale on C. Students will compare and contrast the scales. Students will use the Blues scale to compose a song.  

   View Standards     Standard(s): [ARTS] MUS (4) 11 :

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Example: Experiment with instrumentation to explore the impact on a known piece.

[ARTS] MUS (4) 13 :

13) Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

[ARTS] MUS (5) 11 :

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

Students will review accents in music and speech.  Students will speak their own names accenting different syllables. The teacher will play a musical excerpt while accenting different notes.  Students will identify each accent.  Students will sing a song with and without accents. Students will discuss why composers choose to use accents in the music.  A demonstration video is provided.