ALEX Classroom Resource

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

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.