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

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.

Reading/ Writing

• Discuss, using musical language, the characteristics of the music they hear and/or perform.
• Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.

Responding/ Evaluating

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.
• Describe how sounds and music are used in our daily lives.
• Describe the difference between steady beat and rhythm.
• Identify and connect a concept shared between music and another curricular area.
• Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
• Respond to sound with a drawing of how the sound makes them feel.
• Offer opinions about their own musical experiences and responses to music.
• Aurally identify flute, trumpet, violin, and piano.

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

• Quarter note, quarter rest, paired eighth notes
• Strong/ weak beat
• Steady beat/ rhythm
• Allegro/ adagio

Melody

• Pitch set: Mi, So, La
• Steps/ skips/ repeated notes
• Melodic direction
• Modified staff
• Line notes and space notes

Harmony/texture

• Rhythmic ostinati
• Simple bordun

Form

• AB, ABA

Expression

• Legato, staccato
• Piano (p), forte (f)
• Classroom instrument classifications
• Clarinet, trombone, cello, drum
• Orchestral music: ballet
• Non-Western music celebrations

Other

• Proper singing posture
• Age-appropriate pitch matching (C4 - C5)¹
• Mallet/ drumming technique — hands together

Performing

• Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.

Creating

• Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).

Reading/ Writing

• Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").

Responding/ Evaluating

• Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

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

• 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

• Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

• Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

• Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

• Explain musical decisions that contribute to the expressive intent of the music.
• Describe the context of lyrics in a verse/refrain song.

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.