ALEX Classroom Resource

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Rhythm

• 

Melody

• Pitch set: Do-centered diatonic
• Treble clef reading (choral octavos)
• Grand staff
• Bass clef
• Accidentals
• Major scale

Harmony

• Part singing/ playing
• Chord progression (I, IV, V)
• Arpeggio
• Descant
• Level bordun

Form

• Rondo form
• 12-Bar blues

Expression

• Vibrato
• Tremolo
• Reggae
• Blues
• Timbre: soprano, alto, tenor, bass

Other

• Age-appropriate audience and performer etiquette
• Age-appropriate pitch matching (Ab3-F5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
• Sing intervals on pitch within a major diatonic scale.
• Perform melodies on recorder while reading standard and/or iconic music notation.
• Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
• Sing partner songs to create harmony.
• Sight-read and prepare a performance.

Creating

• Demonstrate appropriate use of legato and staccato in a song.
• Create a personal playlist and explain why each piece was selected.
• Improvise, compose and arrange music.
• Use technology and the media arts to create and perform music.

Reading/ Writing

• Read, write, and perform rhythms in 2/4, 3/4.
4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
• Read, write and perform diatonic melodies and the major scale on the treble clef staff.
• Identify tempo markings such as allegro, presto, largo, and andante.
• Identify ledger-line notes A, B, and C above the treble clef staff.
• Identify whole and half steps of the major diatonic scale in printed music.
• Recognize the difference between major and minor tonalities.
• Write program notes to accompany performances.

Responding/ Evaluating

• Discuss melodic and harmonic elements used in a piece of music.
• Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
• Demonstrate appropriate audience etiquette at live performances.
• Write performance reviews of performances.