ALEX Classroom Resource

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

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: Interpret

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

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 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

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: Interpret

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

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 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

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.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

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.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Process Components: Interpret

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Process Components: Interpret

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Investigate, Plan, Make

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?