session 4: strand four - critical evaluation and response middle school and high school music grades...
TRANSCRIPT
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Session 4: Strand Four - Critical Evaluation and ResponseMiddle School and High School Music
Grades 6 - 12JD Janda, Director of Fine Arts
Georgetown ISD
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“He who rejects change is the architect of decay. The only
human institution which rejects change is the cemetery.”
- Harold Wilson
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Objectives of this Session:
• Take a close look at the “CRITICAL EVALUATION and RESPONSE” strand of Music, grades 6-12, with a comparison of the new and the old.
• Brainstorm how updates to the student expectations might impact instructional planning and the classroom environment
• Discuss what we, as educators, must do to prepare for implementing the new TEKS in 2015
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Comparison of Current and New Strands
Current strands
• Perception
• Creative expression/performance
• Historical and cultural heritage
• Response/evaluation
Revised strands• Foundations: music literacy
• Creative expression
• Historical and cultural relevance
• Critical evaluation and response
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WHAT’S NEW IN MIDDLE SCHOOL?
New Course Titles/Numbers for Grades 6-8!OLD TEKS NEW TEKS
General Music 6, 7, 8 General Music 6
Band 6, 7, 8 Band MS 1, MS 2, MS 3
Choir 6, 7, 8 Choir MS 1, MS 2, MS 3
Orchestra 6, 7, 8 Orchestra MS 1, MS 2, MS 3
Jazz Band 7, 8 Jazz Ensemble MS 2, MS 3 *
Instrumental Ensemble 7, 8 Instrumental Ensemble MS 1, MS 2, MS 3
Vocal Ensemble MS 1, MS 2, MS 3 - NEW
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WHAT’S NEW IN HIGH SCHOOL?Two Different Pathways and New Courses
1. Music (performance)
Courses include:• Band I - IV• Choir I - IV• Orchestra I - IV• Jazz Ensemble I - IV• Jazz Improv I – IV (PREVIOUSLY INNOVATIVE)• Instrumental Ensemble I - IV• Vocal Ensemble I - IV• World Music Ensemble I – IV (NEW)• Applied Music I – IV (LEVELS III & IV ARE NEW)• Mariachi I – IV (NEW)• Piano I – IV (NEW)• Guitar I – IV (NEW)• Harp I – IV (NEW)
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WHAT’S NEW IN MUSIC?Two Different Pathways and New Courses2. Music Studies (non-performance) Courses include:
• Music Theory I-II• Music Appreciation I-II• Music Business I-II - NEW• Music Composition I-II – CURRENTLY INNOVATIVE• Music Production I-II - NEW• Music and Media Communications – CURRENTLY
INNOVATIVE• AP Music Theory• IB Music SL & HL
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WHAT’S NEW IN MUSIC?
All Fine Arts TEKS are designed with the following in mind:• Workforce Preparation• College and Career Readiness• Cross-curricular Integration
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IMPORTANT NOTES!
• All Music Courses are ONE FULL CREDIT.
• The prerequisite for all Music Level II, III, or IV courses is one credit of Music in the previous level.
(Example: The prerequisite for Vocal Ensemble IV must be credit for Vocal Ensemble III.)
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Let’s look at a few examples of the “old” and the “new,” and do some comparisons!
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Critical Evaluation and Response – Music MS 1Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Grade 6 Music, Middle School 1
(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:
(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:
(A) identify criteria for evaluating performances; (A) demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B) evaluate the quality and effectiveness of music and musical performances; and (B) identify criteria for listening to and evaluating
musical performances;
(C) exhibit concert etiquette as an informed, actively involved listener during varied live performances.
(C) describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;
(D) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and
(E) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
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Critical Evaluation and Response – Music MS 2Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Grade 7 Music, Middle School 2
(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:
(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:
(A) design and apply criteria for evaluating the quality and effectiveness of music and musical performances;
(A) demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B) evaluate the quality and effectiveness of personal performances; and (B) apply criteria for listening to and evaluating
musical performances;
(C) exhibit concert etiquette during live performances in a variety of settings.
(C) demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;
(D) identify and apply criteria for evaluating personal performances;
(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and
(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
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Critical Evaluation and Response – Music MS 3Current TEKS: Expectations Revised TEKS: Expectations
Music, Grade 8 Music, Middle School 3(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:
(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:
(A) design and apply criteria for evaluating the quality and effectiveness of music and musical performance;
(A) model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B) evaluate the quality and effectiveness of personal musical performances; (B) apply criteria for listening to and evaluating musical
performances;
(C) apply specific criteria appropriate for the style of the music and offer constructive suggestions for improvement; and
(C) demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;
(D) exhibit concert etiquette during live performances in a variety of settings. (D) apply criteria for listening to and evaluating
personal performances;
(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and
(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
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Critical Evaluation and Response – Music (HS), Level I
Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level I Music, Level I
(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:
(A) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(A) practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;
(B) evaluate musical performances by comparing them to exemplary models; and
(B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(C) practice informed concert behavior during live performances in a variety of settings.
(C) develop processes for self-evaluation and select tools for personal artistic improvement; and
(D) evaluate musical performances by comparing them to exemplary models.
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Critical Evaluation and Response – Music (HS), Level II
Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level II Music, Level II
(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:
(A) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(A) exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;
(B) evaluate musical performances by comparing them to exemplary models; and
(B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(C) exhibit concert etiquette during live performances in a variety of settings.
(C) develop processes for self-evaluation and select tools for personal artistic improvement; and
(D) evaluate musical performances by comparing them to exemplary models.
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Critical Evaluation and Response – Music (HS), Level III
Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level III Music, Level III
(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:
(6) Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:
(A) evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and
(A) exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
(B) exhibit informed concert etiquette during live performances in a variety of (B) create and apply specific criteria for evaluating
performances of various musical styles;
(C) create and apply specific criteria for offering constructive feedback using a variety of music performances;
(D) develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and
(E) evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
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Critical Evaluation and Response – Music (HS), Level IV
Current TEKS: Expectations Revised TEKS: ExpectationsMusic, Level IV Music, Level IV
(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:
(6) Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:
(A) evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and
(A) exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
(B) exhibit concert etiquette during live performances in a variety of settings. (B) create and apply specific criteria for evaluating
performances of various musical styles;
(C) create and apply specific criteria for offering constructive feedback using a variety of musical performances;
(D) develop processes for self-evaluation and select tools for personal artistic improvement; and
(E) evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
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Critical Evaluation and Response – Music Studies (one credit)
Taken from revised TEKS at: Revised TEKS: Expectations Music Studies, One Credit
Music, Level I & II (6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:
Music, Level I (A) practice informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
Music, Level I & II (B) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
Music, Level III (C) develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and
Music, Level I & II (D) evaluate musical performances by comparing them to exemplary models.
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Small group discussions
Divide into small groups or table groups –
THE TOPIC –How can the Revised TEKS be used to help
students learn how to be more effective in their at-home practice time?
How does emerging technology effect the answer to this question?
Discuss in your group and be prepared to “Report Out” in about five minutes -
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Now an individual assignment
Here is the scenario – Five rehearsals before UIL Concert Contest, your top group (band, choir or
orchestra) performance recording from last night’s concert in the theater – we’re going to
listen together in class.
Use the handout to brainstorm how this scenario changes from using our current TEKS to
the Revised TEKS.
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Moving Forward!
GROUP DISCUSSION –What’s next? How do we begin to prepare for the
delivery and assessment of these new standards?