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: 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.

Artistic Process: Responding

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

Process Components: Perceive, Analyze, Interpret

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

34.

• Personal narratives
• Fictional narratives
• Literary elements
• Characters
• Plot
• Setting
• Conflict
• Dialogue
• Voice
• Event sequences

34. Students know:

• A narrative is a piece of writing that tells a story.
• A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story.
• A narrative story describes a sequence of plot events in a logical order (beginning, middle, end).
• Narrative writing includes text elements, like characters, setting, and conflict.
• Dialogue is a conversation between two or more characters in a text.

34. Students are able to:

• Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
• Write a narrative with a logical sequence of plot events.
• Incorporate literary elements into their narrative writing, like characters, setting, and conflict.
• Include dialogue in narrative writing.
• Use a strong voice in writing by developing a personal writing style.

34. Students understand that:

• Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict.
• Incorporating dialogue between the characters can add details to their narrative writing.
• Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.