Download Ensemble Novice

Ensemble Novice
DISPOSITIONS
Collaboration
Flexibility
Goal Setting
Inquisitiveness
Openness and respect for the ideas and work of others
Responsible risk-taking
Self-Reflection
Self-discipline and Perseverance
CREATING
Imagine
Generate Musical ideas for various purposes and contexts.
Standard: MU:Cr1.1.E.5a
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or
text(s) studied in rehearsal.
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources
Essential Question
How do musicians generate creative ideas?
Knowledge:
Skills:
Structure
Simple Time Signatures: 2/4, 3/4, and 4/4; students improvise & compose
simple rhythm patterns to study how rhythm is organized by time
signatures
Performing
When improvising on their instruments, students will:
Use good left hand position and technique, with correct half and whole
step placement when improvising simple tonal patterns
Use good right hand technique, bow speed/weight/angle and contact point
when improvising rhythm, dynamic, and tone/timber improvisations
Half and whole steps; major and minor tetrachords; students improvise
and compose simple tonal patterns to learn how pitches are organized
Dynamics, articulation; students improvise and compose simple rhythm or
tonal patterns with a variety of dynamics, articulations to study how the
same thing can be performed with different phrasing and style
Tone and timbre; students improvise and compose simple rhythm or tonal
patterns using different contact points (placement of the bow between the
bridge and fingerboard) to study how changes in bow weight, speed and
contact point affect the tone and timbre.
Context
Students can study even basic elements of music at very high/rich levels
of understanding when they learn these elements in the context of
Knowledge and Skills
Ensemble Novice
Creating
Students will improvise short, simple patterns with good tone, intonation,
and rhythm to demonstrate creative ideas.
Students will verbally describe what they will improvise or compose before
they do each.
Aural & notational skills
Aural: Students will differentiate between whole and half steps, between
half, quarter and 8th notes, duple and triple meters, forte and piano, and
discriminate between different kinds of timbre.
Notation: Students will learn to write the basic musical symbols through
discovery; “what idea did you want to write? How do musicians write that?”
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improvisation and composition. The teacher can demonstrate how to
improvise a rhythm pattern using quarters and 8th notes, and then have
students make up their own. They can do the same with tetrachords. The
teacher can demonstrate forte vs. piano on their instrument, or warm tone
vs. scratchy, etc. and then have students make up a dynamic or timbre
improvisation.
Evaluation
Teacher can ask students essential questions like:
What meter was that? Was it major or minor or neither? How did the
performer make that timbre? Which performance did you like most, and
why? Did it sound random or musical? How and why?
Teach demonstrates; students use the notation they learn to write down
their creative ideas.
Evaluating
Students will use the correct terminology to evaluate their own
improvisations/compositions and the creations of their peers.
Students will use their instrument to show what they or their peers
improvised well, and what could be done differently.
Students will evaluate their own compositions, and those of their peers by
discussing what is understandable or unclear, and whether the
composition achieved the goal of the teacher’s composition prompt.
Vocabulary
Quarter notes, half notes, 8th notes and rests.
Time signature, meter, 2/4, 3/4, 4/4
Whole step, half step, major/minor second, tetrachords, key signature
Dynamics, forte, mezzo, piano, crescendo, decrescendo, diminuendo
Tone, timbre, contact point, bow weight, bow speed, bridge, fingerboard,
Plan and Make
Select and develop musical ideas for defined purposes and contexts.
Standard: MU:Cr2.1.E.5a
Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of
characteristic(s) of music or text(s) studied in rehearsal.
Knowledge and Skills
Ensemble Novice
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Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and
expressive intent.
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Structure
quarters, 8ths, half-notes can be grouped in patterns that can be repeated
and recognized throughout a musical example
Performing
Students will perform motives in the same part of the bow, same
articulation and style throughout the section, unless notated differently in
the music
tonal patterns of steps and skips can be grouped in patterns that can be
repeated and recognized throughout a musical example
a motive is short tonal or rhythmic pattern that is used repeatedly to create
a larger musical idea
an ostinato is a rhythmic and/or tonal pattern that repeats continuously
through a musical excerpt
a sequence is a tonal pattern that is repeated on different steps of a scale
Repeated rhythmic and tonal patterns can be highlighted with accents,
dynamics.
Context
When studying a piece of music, the teacher can point out recurring
rhythmic and tonal ideas in the music. Students can look closely at these
motivic ideas, study how they are constructed, and learn how they are
used repeatedly throughout a musical work. This is a good opportunity to
review the tonal and rhythmic building blocks, and how they can be put
together and repeated to create musical patterns.
Creating
Students will create a motive, and then use the motive to create a rhythmic
or tonal ostinato or sequence
Aural & notational skills
Students will aurally and visually recognize rhythmic and tonal motives or
ostinatos in the music they perform or hear
Evaluating
Students will learn to recognize and explain why certain patterns are
motives, and others are not. Students will explain why they like some
motives better than others, and what motives work better than others.
Students can bring in a popular song with a catchy ostinato and explain
how it is constructed and why they like it.
Evaluation
Teachers can ask questions like: Describe this motive; what intervals or
rhythms does the composer use in the motive? Find all of the motives in
this piece; how many are there? Do you see parts of motives, or
combinations of motives?
Vocabulary
Motive, sequence, ostinato, pattern,
Standard: MU:Cr2.1.E.5b
Preserve draft compositions and improvisations through standard notation and audio recording.
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and
expressive intent.
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Structure
Rhythmic structures: students will need to know how time signatures
divide time within a measure, and how the notes and rhythm patterns can
be organized in the measure. The teacher will need to determine what
rhythm parameters are appropriate for their level of students; start with
quarter notes and rests, and gradually increase the student’s rhythm
pallet.
Performing
Tonal structure: students will need to know the names of the notes they
want to write down; begin without key signatures, just adding accidentals
where needed; later, when they begin to see patterns of which accidentals
regularly recur, students can be shown how key signatures save time and
Knowledge and Skills
Ensemble Novice
Creating
Students can learn the creative process
1. Come up with (create) an idea
2. Record it in written notation or with audio equipment
3. Review the idea, and make decisions about what is good and
what is not; this is an opportunity for rich discussion, but also
frustration for the creator; good judgment and sense of balance
should be exercised by the teacher and student here.
4. Perform and record the revised idea.
5. Repeat the review process until
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make notes easier to read. The teacher will need to determine what tonal
parameters are appropriate for their level of students; start with the notes
in the D tetrachord, then the D scale, and gradually increase the student’s
tonal pallet.
Context
Teaching notation through composition gives students the opportunity to
learn notation the way it was created: When composers have musical
ideas, they have to figure out how to preserve these ideas in writing so the
ideas are understood by the performers. Beginning string students are
encouraged to make up a short piece on their instrument and then write it
down; students will remember the answer to “How do I write this?” much
longer than they will remember lectures on quarter notes and key
signatures.
To record improvisations, students can use their phones or computers and
then share them with their teachers or friends.
Evaluation
The teacher can use evaluation and questions to help students learn and
understand notation: “How loud did you want the performer to play this?
How fast? What kind of mood? What kind of tone? OK, this is how we
write that dynamic, tempo, mood, etc”
6.
the idea is finished satisfactorily.
Aural & notational skills
Students should have opportunities and assignments to improvise or
compose freely, and also to improvise and compose within parameters.
When improvising or creating rhythms, they should learn to see and hear
when their rhythmic ideas agree with an established meter, and when they
do not. They should be able to determine when notes are held for a
recognizable duration (quarters, 8ths) or when they are performed
randomly or outside of a meter or rhythmic framework.
When improvising or creating tonal patters, they should learn to see and
hear when their tonal ideas agree with an established key, and when they
do not. They should be able to determine when notes are in tune and
agree with the key, or when pitches are out of tune, or fall outside of a key.
Evaluating
The teacher can use evaluation questions to help students discriminate
about their musical choices: Why did you write this? Were their musical
ideas that you decided not to include because they weren’t good enough?
Explain why these were better?
When students listen to the creations of their peers, they should be
encouraged say what they liked and why. Or ask questions about what
didn’t make sense, and why.
Vocabulary
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Standard: MU:Cr3.1E..5a
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacherprovided criteria.
Enduring Understanding
Musicians evaluate, and refine their work through openness to new
ideas, persistence, and the application of appropriate criteria.
Essential Question
How do musicians improve the quality of their creative work?
Knowledge:
Skills:
Structure
Performing
Knowledge and Skills
Ensemble Novice
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Context
Having another student perform a composition helps the composer
determine if they used notation that correctly conveys their original
musical ideas.
Creating
Evaluation
Aural & notational skills
Evaluating
When the composition was performed, did it sound the same as it did in
the composer’s head? What was the same, and what was different?
Vocabulary
Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Standard: MU:Cr3.2.5b
Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that
demonstrate understanding of characteristics of music or texts studied in rehearsal.
Enduring Understanding
Musicians’ presentation of creative work is the culmination of a process
of creation and communication
Essential Question
When is creative work ready to share?
Knowledge:
Skills:
Structure
Performing
Students should use good, healthy, relaxed hand and instrument
positions to help them better perform and convey their musical ideas and
improvisations.
Context
Evaluation
Poor technique should not be a barrier to creativity, and young string
students should be encouraged to create, compose and improvise even
when their technique is limited. Good performing technique should be
encouraged throughout this process; the teacher can explain that good
performing technique allows musicians to express a wider range of
creative ideas with better skill and clarity.
When improvising or performing their compositions, students should
perform by default with a good, characteristic string tone; when students
create a piece with an airy or scratchy tone, they should be doing so by
choice, and not because they are limited by poor technique.
When improvising or performing their compositions, students should
make clear choices about which notes are sharp, flat and natural and
then perform these patterns in tune with good left hand technique. When
students create a piece with “blue notes” or other alternative pitches,
they should be doing so by choice, and not because they are limited by
poor technique.
Creating
Aural & notational skills
Evaluating
Vocabulary
Knowledge and Skills
Ensemble Novice
page 5
PERFORMING
Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.
Standard: MU:Pr4.1.E.5a
Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding
of the structure of the music, context, and the technical skill of the individual or ensemble.
Enduring Understanding
Performers’ 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 Question
How do performers select repertoire?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Analyze
Analyze the structure and context of varied musical works and their implications for performance.
Standard: MU:Pr4.2.E.5a
Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works
inform prepared or improvised performances.
Enduring Understanding
Analyzing creators’ context and how they manipulate elements of music
provides insight into their intent and informs performance.
Essential Question
How does understanding the structure and context of musical works
inform performance?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Knowledge and Skills
Ensemble Novice
page 6
Interpret
Develop personal interpretations that consider creators’ intent.
Standard: MU:Pr4.3.E.5a
Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and
improvised performances.
Enduring Understanding
Performers make interpretive decisions based on their understanding of
context and expressive intent.
Essential Question
How do performers interpret musical works?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Rehearse, Evaluate, Refine
Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Standard: MU:Pr5.3.E.5a
Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire
of music.
Enduring Understanding
To 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 Question
How do musicians improve the quality of their performance?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
.
Knowledge and Skills
Ensemble Novice
page 7
Present
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Standard: MU:Pr6.1.E.5a .
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised
performances of a varied repertoire of music.
Enduring Understanding
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.
Essential Question
When is a performance judged ready to present? How do context and
the manner in which musical work is presented influence audience
response?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Standard: MU:Pr6.1.E.5b
Demonstrate an awareness of the context of the music through prepared and improvised performances.
Enduring Understanding
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.
Essential Question
When is a performance judged ready to present? How do context and
the manner in which musical work is presented influence audience
response?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Knowledge and Skills
Ensemble Novice
page 8
RESPONDING
Select
Choose music appropriate for a specific purpose or context.
Standard: MU:Re7.1.E.5a
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and
purpose or context.
Enduring Understanding
Individuals' selection of musical works is influenced by their interests,
experiences, understandings, and purposes.
Essential Question
How do individuals choose music to experience?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Analyze
Analyze how the structure and context of varied musical works inform the response.
Standard: MU:Re7.2.E.5a
Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to
music.
Enduring Understanding
Response to music is informed by analyzing context (social, cultural, and
historical) and how creators and performers manipulate the elements of
music.
Essential Question
How does understanding the structure and context of music inform a
response?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Knowledge and Skills
Ensemble Novice
page 9
Interpret
Support an interpretation of a musical work tht reflects the creators’/performers’ expressive intent.
Standard: MU:Re8.1.E.5a
Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of
music, contexts, and (when appropriate) the setting of the text.
Enduring Understanding
Through their use of elements and structures of music, creators and
performers provide clues to their expressive intent.
Essential Question
How do we discern the musical creators’ and performers’ expressive
intent?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Evaluate
Support personal evaluation of musical works and performance(s) based on analysis, interpretation, and established criteria.
Standard: MU:Re9.1.E.5a
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
Enduring Understanding
The personal evaluation of musical work(s) and performance(s) is
informed by analysis, interpretation, and established criteria.
Essential Question
How do we judge the quality of musical work(s) and performance(s)?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
Knowledge and Skills
Ensemble Novice
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