ALEX Classroom Resource

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

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

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

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

• Sing or play music with attention to expressive elements such as dynamics and articulation
• Perform music from a variety of cultural traditions, focusing on holidays and special days.

Creating

• Create new verses for familiar songs.
• Use manipulatives or movement to inform melodic contour.

Reading/ Writing

• Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
• Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
• Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
• Identify expressive markings in printed music.

Responding/ Evaluating

• Determine the appropriate dynamics and articulation for different types of music (ex.
March = staccato, forte; lullaby = legato, piano).

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

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 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience 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

• 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.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience 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

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.