ALEX Classroom Resource

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

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

• Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

• Express melodic contour through movement.

Reading/ Writing

• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
• Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

• Identify and respond to simple music forms (e.g., AB, ABA).
• Identify elements of music using appropriate vocabulary.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

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

• Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Creating

• Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

• Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

• Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
• Explain how the elements and subject matter of music connect with disciplines outside the arts.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

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

• Analyze the formal structure of music that is to be performed.
• Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).

Creating

• Choose a literary work, such as a poem or story, to generate musical ideas for performance.

Reading/ Writing

• Examine performance music for expressive elements, and use correct notation to indicate placement.

Responding/ Evaluating

• Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
• Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
• Consider and articulate the influence of technology on music careers.
• Develop and apply criteria for critiquing more complex performances of live and recorded music.