composition & theory...

Composition/Theory Advanced

DISPOSITIONS

Collaboration

Flexibility

Goal Orientation

Inquisitiveness

Openness and respect for the ideas and work of others

Responsible risk-taking

Self-Reflection

Self-discipline and Perseverance

CREATINGImagine

Generate Musical ideas for various purposes and contexts.

Standard: MU:Cr1.1.C.lIIa Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.

Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential QuestionHow do musicians generate creative ideas?

Knowledge:

StructurePlot and storyline (language parallel), mood, shape, harmonic colors, timbre

ContextExamples of music in which others have tried to represent extended sonic experiences or abstract ideas (e.g. Pictures at an Exhibition; Symphony Fantastique; Feldman, Rothko Chapel)

Evaluation CriteriaTo what extent were students able to describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or

Skills:

Performing N/A

Creating N/A

Aural & notational skills N/A

Evaluating: Students evaluate how sounds and musical ideas are used to represent extended sonic experiences or abstract ideas within a variety of musical examples, and in their own imaginings

Knowledge and Skills Composition/Theory Advanced page 1

abstract ideas?

Vocabulary Programmatic, tone poem, motif, mood, plot, loop, ostinato, pastoral, sound track, extended, sonic experience, abstract


Plan and MakeSelect and develop musical ideas for defined purposes and

contexts.

Standard: MU:Cr2.1.C.lIIa Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected extended sonic experiences or abstract ideas.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure Choose sounds to express sonic events, memories, images, concepts, texts or storylines (e.g., trombones may represent a roaring lion). This may involve understanding form (e.g., ABA), depending on the student’s intent.

Context Emotions/feeling that particular musical elements may evoke (e.g., tempo, tonality)

Expressions of sonic events, memories, images, concepts, texts or storylines in music students listen to (e.g., radio, film scores, performing in school and out of school)

Students may also encounter other constructs (e.g., form) in music they listen to

Expression of stories in instrumental works; in musical works with stories or pictures (e.g., Pictures at an Exhibition, Peter and the Wolf); hear and identify formal constructs.songs, instrumental music, examples from other composers

Evaluation Criteria To what extent were students able to assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected sonic extended sonic experiences or abstract ideas?

Skills:

Performing Students may wish to perform their expressions; if so, performing skill will be required.

Creating Students create expressions using sounds and extended musical ideas as outlined in this standard.

Students’ expressions may or may not include more formal structure (e.g., composing pieces that use ABA’ form; create contrast in “B”, and create a little variation in the A’)

Aural & notational skills Student use aural and notational skills to document their own ideas and/or examples from other sources (e.g., radio, film scores, music they perform); specific skills may vary based on use of non-traditional notation, traditional notation, notation software, etc.,

Evaluating Students evaluate the extent to which their assembled and organized sounds or musical ideas express their selected sonic experiences or abstract ideas.

Vocabulary: Gesture, motif, expressive, sonic experience, abstract, ternary, tone poem, symphonic poem, timbre, dynamics, register, texture, pacing, tension, release, contour, extended

Standard: MU:Cr2.1.C.IIIb Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.

Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure Understand binary, rondo, ternary, theme and variation, and sonata forms

Context Examples of these moderately complex or complex forms in music in a variety of styles

Skills:

Performing N/A

Creating Students may wish to use music they create for this task.


Evaluation Criteria To what extent were students able to analyze and demonstrate their development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms?

Aural & notational skills Students use aural and visual ability to recognize the development of ideas and forms

Evaluating Students evaluate how sounds and extended musical ideas are developed within moderately complex or complex forms.

Vocabulary: Form, binary, rondo, ternary, theme and variation, sonata form


Evaluate and RefineEvaluate and refine selected musical ideas to create

musical work that meets appropriate criteria.

Standard: MU:Cr3.1.C.lIIa Research identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Enduring UnderstandingMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential QuestionHow do musicians improve the quality of their creative work?

Knowledge:

Structure This will vary depending on criteria. This could, for example, relate to craftsmanship, expression of intent, specific form requirements, inclusion of specific elements (e.g., specifying a key, tonality, or meter)

Context This will also vary based on criteria and expectations

Evaluation Criteria To what extent were students able to research, identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts?

Skills:

Performing Students may perform their music while refining it.

Creating Students create evolving drafts leading to final versions.

Aural & notational skills Students use aural and/or notational skills to assess and refine their creative work.

Evaluating Students evaluate technical and expressive aspects in the context of personally-developed criteria.

Vocabulary: Criteria, critique, refine, revise, assess, evaluate, drafts, final product, subjective, objective

PresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits

originality.Standard: MU:Cr3.2.C.lIIaShare music through the use of notation, solo or group performance, or


technology, and demonstrate and explain how the elements ofmusic, compositional techniques and processes have been employed torealize expressive intent.

Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen is creative work ready to share?

Knowledge:

Structure Traditional forms like binary and ternary; concerts, recitals, student in-class presentations; technology-mediated presentations; social media; web media; notation software

Context Concerts, recitals, student in-class presentations, software tools (e.g., non-traditional notation, traditional notation, notation software) web presentation (e.g., YouTube)

Evaluation Criteria To what extent were students able to share music through the use of notation, solo or group performance, or technology, and demonstrate and explain how the elements of music, compositional techniques and processes have been employed to realize expressive intent?

Skills:

Performing Students use performing skills as required by their creative work.

Creating N/A

Aural & notational skills Students use notation skills if their music is shared through notation (traditional or non-traditional)

Evaluating Students evaluate the extent to which their expressive intent was communicated to listeners.

Vocabulary: Notation, technology, solo, group, performance, compositional techniques, compositional processes, expressive intent, sharing, audience, concert, recital, web tools, social media, craftsmanship

Standard: MU:Cr3.2.C.lIIb

Describe a variety of possible contexts and mediums for presentingpersonal works, and explain and compare how each could impact thesuccess of the final composition and presentation.

Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communication

Essential QuestionWhen is creative work ready to share?

Knowledge:

Structure Share, listen, comment, revise (repeat)

Context Examples of performing contexts might include: in class, in concerts, on YouTube, for family, via Skype, informally in a public place (e.g., flash mob).

Evaluation Criteria To what extent were students able to describe a variety of possible contexts and mediums for presenting their personal works, and explain and compare how each impacted the success of the final composition and presentation?

Skills:

Performing N/A

Creating N/A

Aural & notational skills N/A

Evaluating Students evaluate the impact of contexts and mediums on their final composition and presentation, and how each impacted the success of the final composition and presentation.

Vocabulary: Performance medium, audience, presentation, venue


PERFORMINGSelect

Select varied musical works to present based on interest, knowledge, technical skill, and context.

Standard: MU:Pr4.1.C.lIIaIdentify and select specific sections, movements, or entire works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.

Enduring UnderstandingPerformers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential QuestionHow do performers select repertoire?

Knowledge:

Structure Techniques for expression in musical works (e.g., dissonance, tension/release, tonality, dynamics)

ContextExamples of music in which others have tried to convey experiences and interests, moods, visual images, concepts, texts, or storylines (for example: Flourish for Wind Band, Peter and the Wolf, Shostakovich Preludes, Berlioz Symphonie Fantastique, Carnival of the Animals).

Context might also include venues in which students have experienced experiences and interests, moods, visual images, concepts, texts, or storylines conveyed through music (e.g., concerts, sporting events, religious services, informal music experiences).

Evaluation Criteria To what extent were students able to identify and select specific sections, movements, or entire works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms?

Skills:

Performing Students may perform sections, movements, or entire works while in the process of selecting them.

Creating N/A

Aural & notational skills Students may use aural and/or notational skills while identifying and selecting sections, movements, or entire works.

Evaluating Students evaluate the extent to which specific sections, movements, or entire works express personal experiences and interests, moods, visual images, concepts, texts, or storylines.

Vocabulary: Excerpt, passage, section, movement, musical work, personal experience, mood, visual image, concept, text, storyline, one-part, cyclical, binary, programmatic, sonic

AnalyzeAnalyze the structure and context of varied musical works and

their implications for performance.Standard: MU:Pr4.2.C.IIIaAnalyze how the elements of music (including form)and compositional techniques of selected works relate to the style, function, and context and explain and support the analysis and its implications for rehearsal and performance

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music

Essential QuestionHow does understanding the structure and context of musical works


provides insight into their intent and informs performance. inform performance?

Knowledge:

Structure Motivic analysis, texture, form, tonality, texture, orchestration, meter, harmony, melody, accompaniment, variation, development, dynamics, expression, tension, release, ambiguity

Context Other composers who influenced the composer of the work being studied, context for which a selected work was composed, contexts in which the work has been performed, audience/critical reception of performances of the work

Evaluation Criteria To what extent were students able to analyze how the elements of music (including form), and compositional techniques of selected works relate to style, function, and context, and explain and support the analysis and its implications for rehearsal or performance?

Skills:

Performing Students may perform the selected works as part of their analysis.

Creating N/A

Aural & notational skills Students use aural and/or notational skills to identify elements of music, compositional techniques, style, function, and context in repertoire they access aurally and/or through notation.

Evaluating Students evaluate the implications for rehearsal and performance of how the elements of music (including form) and compositional techniques of selected works relate to style, function, and context.

Vocabulary Form, style, function, context, texture, orchestration, tonality, meter, harmony, melody, accompaniment, dynamics, variation, development, tension, release, ambiguity, compositional techniques, analysis

InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.C.lIIaDevelop interpretations of works based on an understanding of the use of elements of music including form), compositional techniques, style, function, and context, explaining and justifying how the interpretive choices reflect the creators’ intent

Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.

Essential QuestionHow do performers interpret musical works?

Knowledge:

Structure Play an excerpt and perform it in multiple ways, trying to make it convey a particular intent (e.g., melancholic, joyful). What interpretive choices did the performer make to convey those different intents?

Context Music genre, composer, audience members, performance medium, occasion for performance

Evaluation Criteria To what extent were students able to develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function and context, explaining and justifying how the interpretive choices reflect the creators’ intent?

Skills:

Performing Students perform their interpretations of musical work that reflects the creators’ intent.

Creating N/A

Aural & notational skills Students use aural and/or notational skills in developing and performing interpretations.

Evaluating Students evaluate how interpretive choices reflect creator’s intent.

Vocabulary: Expression, artistry, intent, audience, interpretation, style, function, context, form, compositional techniques

Rehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances,


individually or in collaboration with others.Standard: MU:Pr5.3.C.IlIaCreate rehearsal plans for works, identifying the form, repetition and variation within the form, compositional techniques, and the style and historical or cultural context of the work.

Enduring UnderstandingTo 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.

Essential QuestionHow do musicians improve the quality of their performance?

Knowledge:

Structure One possible point of departure could be works with obvious repetition and variation (e.g., Variations on America, Holst First Suite, mvt. 1, Carnival of Venice); teachers could then lead students toward identifying smaller patterns of repetition and variation (e.g., ABA1 form) within other repertoire.

Context Rehearsals (individual, small group, large group), listening sessions, analysis

Evaluation Criteria To what extent were students able to create rehearsal plans for works, identifying the form, repetition and variation within forms, compositional techniques, and the style and historical or cultural context of works.

Skills:

Performing Students analyze, evaluate, and refine their performance over time (e.g., in preparation for a recital or concert).

Creating N/A

Aural & notational skills Students will use aural and/or notational skills (If rehearsing a notated piece students will use notation skills, and if rehearsing a piece they accessed aurally, they will use aural skills). If rehearsing a notated piece, students will need to reconcile what they hear aurally with what they see visually in order to evaluate their performance and create a rehearsal plan).

Evaluating Students evaluate form, repetition and variation within forms, compositional techniques, and the style and historical or cultural context of works in order to create rehearsal plans.

Vocabulary: Rehearse, practice, repetition, habit strength, criteria, persistence, openness, evaluate, refine, self-assess, form, repetition, variation, style, historical context, cultural context, compositional techniques

Standard: MU:Pr5.3.C.lIIbUsing established criteria and feedback, identify the ways in which performances use compositional techniques and convey the formal design, style, and historical/cultural context of the works.



Knowledge:

Structure This will depend on established criteria and feedback (e.g., objective, subjective, based on craftsmanship, based on intent).

Context This will depend on the established criteria and feedback.

Evaluation Criteria To what extent were students able to use established criteria and feedback to identify the ways in which performances use compositional techniques and convey formal design, style, and historical/cultural context of works?

Skills:

Performing Students may use executive skills/technique to perform works or sections of works to determine how performances use compositional techniques and convey formal design, style, and historical/cultural context of works.

Creating N/A

Aural & notational skills Students use aural skills to evaluate the extent to which their performances (and those of others) use compositional techniques and convey formal design, style, and historical/cultural context of works

Evaluating Students evaluate the extent to which their performances (and those of others) use compositional techniques and convey formal


design, style, and historical/cultural context of works.

Vocabulary: Criteria, feedback, criticism, objective, subjective, formal design, style, historical context, cultural context, emotion, compositional techniques

Standard: MU:Pr5.3.C.lIIcIdentify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.



Knowledge:

Structure Instrument (including technology) technique, score study/analysis (if notated repertoire)

Context Individual performance, small group performance, chamber ensemble performance, large ensemble performance, electronic music performance

Evaluation Criteria To what extent were students able to identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works?

Skills:

Performing Students use executive skills to convey technical and expressive aspects of music.

Creating N/A

Aural & notational skills Students use aural skills to listen to and evaluate themselves and others (and possibly also notation-reading skills if the musical work is notated) to identify, compare, and implement strategies for improving the technical and expressive aspects of musical works.

Evaluating Students evaluate the technical and expressive aspects of varied works.

Vocabulary: Technique, expression, artistry, interpretation, audience, performance, criteria, analyze, evaluate, refine, rehearse, contrast


PresentPerform expressively, with appropriate interpretation and technical

accuracy, and in a manner appropriate to the audience and context.

Standard: MU:Pr6.1.C.lIIa .Share live or recorded performances of works (both personal and others’), and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

Structure Performance criteria from different time periods and genres. What constitutes a “successful” performance? How does a performer reconcile criteria related to time, place, and culture with their own interpretations, if they differ?

Context This could vary widely in relation to time, place, and culture, and may include formal and informal performances, performances with varying purposes (e.g., solo recital, wedding, funeral, cocktail hour), performances of music in varying styles in varying venues (e.g., performing in a concert hall vs. a hotel lobby).

Evaluation Criteria To what extent were students able to share live or recorded performances of works (both personal and others’), and explain and/or demonstrate how the expressive intent of the music is conveyed?

Skills:

Performing Students share live or recorded performances of musical works.

Creating Students share live or recorded performances of personal musical works.

Aural & notational skills Students may use notation-reading skills to perform musical works.

Students use aural and/or notational skills to evaluate performance progress on a musical work, and judge when it is ready to present.

Evaluating Students evaluate how the expressive intent of music is conveyed.

Vocabulary: Expressive intent, performance, critique, criteria, context, culture, place, presentation, audience, reception, performance practice, period instruments, compositional techniques

Standard: MU:Pr6.1.C.IIIbExplain how compositions are appropriate for a


variety of audiences and contexts, and how this willshape future compositions.

Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Knowledge:

Structure musical elements that might influence the extent to which a composition is appropriate for given audiences and/or contexts (e.g., volume, tempo, mood, lyrics (or lack thereof), instrumentation, duration).

Context Contexts could vary widely (see “Enduring Understanding” above). Teachers could approach this in many ways (e.g., begin with a discussion of local culture and musical practices, begin with a discussion of an unfamiliar culture and its musical practices).

Evaluation Criteria The extent to which students are able to explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions?

Skills:

Performing N/A

Creating Student work within this standard should inform future compositions.

Aural & notational skills Students will likely use aural and/or notational skills to evaluate examples of compositions considered (in)appropriate for a particular audiences and/or contexts.

Evaluating Students evaluate how context influences audience response to presentation.

Vocabulary: Audience, reception, context, critics, time, place, culture, subjective, variety


RESPONDINGSelect

Choose music appropriate for a specific purpose or context.Standard: MU:Re7.1.C.lIIaApply researched or personally-developed criteriato select music that expresses personal experiencesand interests, visual images, concepts, texts, orstorylines in moderately complex or complexforms, and describe and justify the choices asmodels for composition.

Enduring UnderstandingIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential QuestionHow do individuals choose music to experience?

Knowledge:

Structure: Researched or personally-developed criteria; these could vary widely based on objectives and expectations.

Context: The student will create context for this task through their criteria.

Evaluation: To what extent were students able to apply researched or personally-developed criteria to select music that expresses personal experiences and interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe and justify the choices as models for composition?

Skills:

Performing: N/A

Creating: N/A

Aural & notational skills: Students would likely need aural and notational skills to determine the extent to which a piece meets the criteria.

Evaluating Students evaluate the selected music to describe and justify how they would/would not serve as models for their own composing.

Vocabulary Experience, interest, image, concept, text, storyline, forms, one-part, cyclical, binary, model composition, justify, additional terms used in researched or personally-developed criteria.

AnalyzeAnalyze how the structure and context of varied musical works

inform the response.Standard: MU:Re7.2.C.IlIaAnalyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context, and explain how the analysis provides models for personal growth as composer, performer, and/or listener.

Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential QuestionHow does understanding the structure and context of music inform a response?

Knowledge: Skills:


Structure This would vary depending on the music being analyzed. Some examples might include: Motivic analysis, texture, form, common practice harmony, chromaticism, style, mood, context, tonality, meter, tone row.

Context Social, cultural, and historical contexts will vary based on pieces selected. Context might also include composers and musicians who influenced the composer of the music being studied.

Evaluation Criteria To what extent were students able to analyze aurally and/or by reading the scores of musical works the elements of music, compositional techniques and procedures relating them to aesthetic effectiveness, style, mood, and context, and explain how the analyses provides models for personal growth as composer, performer, and/or listener?

Performing Students may perform selected music in the process of analyzing and explaining their analyses.

Creating Student analysis of selected music informs their compositional growth.

Aural & notational skills Students use aural and notational skills in analyzing the elements of music, compositional techniques and procedures.

Evaluating Students evaluate the extent to which their analyses provide models for personal growth as composer, performer, and/or listener.

Vocabulary: The vocabulary related to elements of music, style, and context would vary considerably based on music selected. Possibilities might include: form, theme and variation, sonata form, orchestration, tension, release, melody, harmony, ostinato, chromaticism, tone row, dissonance, swing, hook, bridge, intro, outro. Also, compositional techniques, compositional procedures, aesthetic effectiveness

InterpretSupport interpretations of musical works that reflect creators’/performers’ expressive intent.

Standard: MU:Re8.1.C.lIIaDevelop, justify and defend interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential QuestionHow do we discern musical creators’ and performers’ expressive intent?

Knowledge:

Structure Structural knowledge required would depend on the repertoire selected. For example, a student interpreting a Beethoven Piano Sonata would need to learn about sonata form, development, and harmonic language used in Beethoven’s music; a student interpreting jazz standards might need structural knowledge of ii-V-I progressions, tritone substitution, or AABA form.

Context This will also vary based on selected repertoire. For example, a student interpreting Shostakovich’s music and a student interpreting John Mayer’s music would both need to learn about cultural and historical context, but the specific contexts would be very different.

Evaluation Criteria To what extent were students able to develop, justify and defend interpretations of varied works, demonstrating an understanding of the composers’ intent by citing use of elements of music, compositional techniques, and style/genre and context of selected works?

Skills:

Performing Students will likely perform in sharing their interpretations and understanding of the composer’s intent.

Creating N/A

Aural & notational skills Students use aural (and perhaps notational skills, depending on repertoire selected) to identify and cite use of elements of music, compositional techniques, and style/genre of selected works.

Evaluating Students evaluate composers’ intent in order to cite use of elements of music, compositional techniques, and style/genre of each work.


Vocabulary: This will vary based on musical works selected. Examples might include: melody, harmony, text painting, lyrics, form, instrumentation, reharmonization, variation, inflection, rubato, balance, mix, performance practice. Also, compositional techniques, style, genre, context, justify, defend


EvaluateSupport evaluations of musical works and performances based on

analysis, interpretation, and established criteria.Standard: MU:Re9.1.C.lIIaExplain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of theoretical concepts and complex compositional techniques and procedures.Enduring UnderstandingThe personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?

Knowledge:

Structure: This is variable based on teachers’ definitions of “fundamentals of music theory.” Possibilities may include form, tonality, meter, key signatures, dynamics, modulation, repetition, variation, counterpoint, etc.

Context: This is dependent on the music and performances selected for evaluation. For example, a discussion of technical aspects of a symphony orchestra performance would be very different from a discussion of technical aspects of electronic music created using a DAW.

Evaluation: To what extent were students able to explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding theoretical concepts and complex compositional techniques and procedures?

Skills:

Performing: Students may perform excerpts from selected music and/or participate in selected performances in order to explain effectiveness of that music and/or performance. Students may also perform to demonstrate their understanding of theoretical concepts (e.g., play a reduction of an orchestra piece, or chord changes for a jazz standard, at the piano), and complex compositional techniques and procedures.

Creating: N/A

Aural & notational skills: Students will likely use aural and notational skills to evaluate works and performances, and to demonstrate their understanding of theoretical concepts and complex compositional techniques and procedures.

Evaluating Students evaluate the effectiveness of technical and expressive aspects of selected music and performances.

Vocabulary: Relevant vocabulary related to teachers’ definitions of “fundamentals of music theory”; relevant vocabulary related to technique (this will differ among instruments) and expression (may also differ based on instrument or genre); analysis, evaluation, interpretation, criteria, rubric, rating scale, subjective, objective, aesthetic, compositional techniques, compositional procedures, concept, complex

Standard: MU:Re9.1.C.lbDescribe and evaluate the ways in which critiquing


others’ work and receiving feedback from others have been specifically applied in the personal creative process.

Enduring UnderstandingThe personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?

Knowledge:

Structure: Personal experiences giving feedback; personal experiences receiving feedback

Context: Others’ personal creations; subjectivity; personal creative process (self and others’)

Evaluation: To what extent were students able to describe and evaluate the ways in which critiquing others’ work and receiving feedback from others have been specifically applied in their personal creative process?

Skills:

Performing: Students may use performing skills to play others’ work in order to provide critique.

Creating Students will apply feedback to their personal creative processes.

Aural & notational skills Students will use aural and/or notational skills to critique others’ work, and to interpret others’ critique their own work.

Evaluating Students evaluate how feedback and learnings from critiquing others’ work have been specifically applied to their personal creative processes.

Vocabulary: Critique, feedback, subjective, intent, interpretation, personal, creative process, criticism, evaluate


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