ALEX Classroom Resource

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

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.