Technology Stand Proficient.docx - NAfME · Web viewTechnology Stand Proficient.docx Last modified by Jeanne Reynolds Company PCSB ...

TECHNOLOGY STRAND – Proficient

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

CREATINGImagine

Generate musical ideas for various purposes and contexts.

Standard: MU:Cr1.1 .T.la

Generate melodic, rhythmic, and harmonic ideas forcompositions and improvisations using digital tools.

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:Structure Identify correct and appropriate use of the digital tool to support creating or

recording musical ideas Identify technical and musical needs with given digital tool Identify menus and files of digital tools that support creating or generating

melodic, rhythmic, and harmonic ideas. Îdentify and learn to play digital instruments Identify how the technical and expressive qualities of music are created,

represented, recorded, or notated with the tool Describe musical literacies reinforced by the digital tool

Context Identify and share genres of music using digital tools for music creation Identify and share information of musicians using digital tools for music

Skills:Performing Present digital tool or instrument to peers, sharing new

found knowledge of the digital tool(s) Share with peers, how to create or record music with tools Improvise rhythms and melodies and record improvisations

using digital tool or instruments, within classroom guidelines Create rhythmic, melodic, or harmonic question and phrases Present their melodic, rhythmic, or harmonic ideas generated

on a digital tool Share their iconic and/or traditionally notated music through

a digital platform Reflect on classroom/student creations and how the digital

tool was used to express their musical ideas. Perform music with the digital instrument or tool.

Creating Create iconic and/or traditionally notated music through a

digital platform Construct and document knowledge through exploration of

Knowledge and Skills Technology Proficient page 1

creation and recording. Track the evolution of electronic and digital instruments, recording devices,

and notation Notate, record, and perform rhythm and melody, digitally. Correlate musical terminology to digital tool/instrument. Identify the necessary requirements to perform or share using digital tools. Understand copyright law and the connections to the making and recording of

music through recording Connect knowledge of digital music to the music that students listen to

currently.

Evaluation Identify, explain, and peer teach the main components of the digital tool used

to create or record music. Use classroom generated rubrics to evaluate knowledge of the digital tool,

instrument, and music created. Demonstrate knowledge of the historical timeline of digital music and its many

facets from creating to performing, and recording.

the digital tool, applying new information to generate musical ideas.

Work collaboratively and independently to improvise, generate and perform rhythmic, melodic, and/or harmonic patterns and ideas or phrases

Aural & notational skills Identify iconic symbols of sound in digital tools and create

symbols to represent the six properties of sound: hgh/low, loud/quiet, long/short

Create a rhythm or melody with notation software and identify and explain note relationships through creation, first.

Apply note relationships and create original ideas with traditional notation

Describe the digital tool and identify how the tool connects with the elements of music. (beat, tempo, rhythm, pitch, etc.)

Utilize cloud technology to create and share notation and musical works

Evaluating Using class generated rubrics, evaluate improvisations,

phrases, and melodic, rhythmic, or harmonic ideas or phrases, while meeting correlating standard.

Write and present reflections of work with the digital tool.Vocabulary: The elements of music and the 6 properties of sound: pitch (high/low),

dynamics (loud/quiet/), duration (long/short) Traditional and/or iconic notation Menu, file, key buttons and functions of digital tool Symbols and icons used in the digital tool Cursor, record, pause, play, rewind, forward, Process terms: play, record, layer, improvise, create, compose

Plan and MakeSelect and develop musical ideas for defined purposes

and contexts.

Standard: MU:Cr2.1.T.la

Select melodic, rhythmic, and harmonic ideas to developinto a larger work using digital tools and resources.

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

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Students will select and develop musical ideas with a digital instrument and/or tool.

Structure Using a digital tool, create a musical plan for their work. Using a digital tool, expand musical cells or ideas into larger phrases. Using a digital tool or instrument, organize and select musical ideas to expand

Skills:

Performing Identify and share purpose and guidelines for musical

creation. Share thoughts and feelings about the selection process

and how creative choices are made and/or performed. Lead discussions about musical choices and identify how

these connect to the development of the larger musical


into a larger musical form (binary, ternary, or rondo form with introduction and coda)

Using a digital tool or instrument, apply the expressive elements of music to communicate their musical ideas.

Using a digital instrument, perform and share the different timbres the instrument can make and how these will contribute to the created music.

Context Identify how the digital tool is used to support music creation and performance. Identify how the musical choices created by the digital tool, effect the larger piece Identify how the digital tool supported the process of creating or organizing

musical ideas

Evaluation Create a digital portfolio of the planning and process of their musical work and or

performance on a digital instrument, sharing audio and visual examples. Students write and present reflections on the process of creating the larger

musical work.

work. Share/perform melodic, rhythmic, and harmonic ideas for

the class with a digital tool and/or instrument

Creating Work with peers to create a musical plan and create

larger works using digital tools or instruments. Create a visual plan with icons and verbal descriptions Create a presentation format to share their work

throughout the process.

Aural & notational skills Identify areas of the larger work to notate and share on a

digital platform Using notation software, notate chosen idea and expand

to complete a larger composition

Evaluating Using predetermined rubrics, evaluate musical plan and

outcome(s). Create and write reflections of the planning, creating, and

performing process, assessing levels of musical literacy with the elements of music and reading/writing music, with the use of the digital tool or instrument.

Vocabulary The elements of music and the 6 properties of sound: pitch (high/low), dynamics

(loud/quiet/), duration (long/short) Traditional and/or iconic notation Menu, file, key buttons and functions of digital tool Symbols and icons used in the digital tool Cursor, record, pause, play, rewind, forward, Process terms: play, record, layer, improvise, create, compose Reflection and revision

Evaluate and RefineEvaluate and refine selected musical ideas to create musical work

that meets appropriate criteria.Standard: MU:Cr3.1.T.la

Drawing on feedback from teachers and peers, developand implement strategies to improve and refine thetechnical and expressive aspects of draft compositions and improvisations.


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 Identify and collaboratively discuss strategies for musical revisions using digital

tools and/or digital instruments Identify and collaboratively discuss how individual choices regarding digital tools

and/or digital tools impact melodic, rhythmic, and harmonic musical decisions Identify how the technical and expressive qualities of music are created,

represented, recorded, or notated with the tool

Context Share multiple steps of the creative process, discussing impact of digital tool on

the creation process Share musical presentations (compositions, performances, etc) in multiple

contexts, reflecting on impact of purpose and venue relating to individual context Track the evolution of compositional revisions and impact of revisions on the final

product or performance Connect appropriate music and technological vocabulary to revision and

development process

Evaluation Write, discuss, or demonstrate multiple steps in the creative process, including

and reflecting upon feedback from self, peers, instructors, or other consumers of the musical product.

Create a digital portfolio of the planning and process of their musical work and or performance on a digital instrument, sharing audio and visual examples.

Skills:

Performing Identify, share, and discuss the purpose and

guidelines for musical creation. With peers, audience members, and instructors,

share thoughts and feelings about the selection process and how creative choices are made and/or performed.

Share/perform developed melodic, rhythmic, and harmonic ideas for the class with a digital tool and/or instrument

Creating Lead discussions about musical choices and identify

how these connect to the development of the larger musical work.

Work with peers to create a musical plan and create larger works using digital tools or instruments.

Develop a visual plan with icons and verbal descriptions, using peers, audience members, and instructors as a guide.

Create a presentation format to share their work throughout the process using peers, audience members, and instructors as a guide.

Aural & notational skills Identify and develop areas of the larger work to notate

and share on a digital platform Using notation software, notate chosen idea and

expand to complete a larger composition

Evaluating Create and write reflections of the planning, creating,

and performing process, assessing levels of musical literacy with the elements of music and reading/writing music, with the use of the digital tool or instrument.

Vocabulary The elements of music and the 6 properties of sound: pitch (high/low),

dynamics(loud/quiet/), duration (long/short) Traditional and/or iconic notation Menu, file, key buttons and functions of digital tool Symbols and icons used in the digital tool Cursor, record, pause, play, rewind, forward, Process terms: play, record, layer, improvise, create, compose Reflection and revision


PresentShare creative musical work that conveys intent, demonstrates

craftsmanship, and exhibits originality.Standard: MU:Cr3.2.T.la Share compositions and improvisations that demonstrate an accomplished level of musical and technological craftsmanship as well as the use of digital and/or analog tools and resources in developing and organizing musical ideas ‘Standard: MU:Cr1.1 .T.la’

Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools.


Enduring Understanding

Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question

When is a creative work ready to share?

Knowledge:

Structure● Present musical work with the digital tool and/or instrument,

identifying the elements of music and properties of sound and how these are utilized within the music.

● Present notation of musical work and share edits and processing of editing to complete the piece

● Identify areas that are unique and demonstrate originality, created specifically, or as a result of, the digital tool.

Context● Identify traditional and 21st century methods of presentation● Identify resources for housing music in the cloud● Identify how students share and house music with their digital

resources● Identify editing tools within the digital tools to craft a complete piece

Evaluation● Identify how the elements of music conveyed the intent of the piece

with the digital tool

Skills:

Performing Present and share the process of editing to create a complete work Present and share the communication necessary in group work and

/or the metacognitive process while creating music with the digital tool

Present and share aspects of originality created through the usage of the digital tool or instrument

Aural & notational skills Provide digital copies of the notation and/or piece Blog and share resources used to present digital works Blog and reflect on the intent of the musical work through a digital

platform, identifying key elements of music and how these were created in the piece to convey meaning?

Evaluating Using rubrics, identify how the elements of music conveyed intent

and to what degree the digital tool enhanced or supported the process

Vocabulary The elements of music and the 6 properties of sound: pitch

(high/low), dynamics (loud/quiet/), duration (long/short) Traditional and/or iconic notation Menu, file, key buttons and functions of digital tool Symbols and icons used in the digital tool Cursor, record, pause, play, rewind, forward, Process terms: play, record, layer, improvise, create, compose Reflection, revision, and presentation

PERFORMINGSelect

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

Standard: MU:Pr4.l.T.la

Develop and explain the criteria used for selecting a varied repertoire music reading skills, and an understanding of the performer’s


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 Perform a musical work with a digital tool and/or instrument, demonstrating

working knowledge of the tool or instrument. Identify skills needed to perform with a digital tool Improve piece through deeper knowledge and application of the digital tool

Context Identify traditional and 21st century methods of notation and recording Identify traditional and digital instruments and compare/contrast the skills

necessary to perform on each. Identify how a digital tool can support different levels of musical learning

Evaluation Identify how the digital tool supports the growth of both technical and

expressive qualities of music. Demonstrate how the digital tool creates and supports musical literacy

(reading and writing music and reading and writing about music)

Skills:Performing Perform and share music with a digital instrument,

sharing personal interests and knowledge of the instrument.

Share the skills necessary to perform on the instrument Perform and share a digital work and share the process

through an artist statement, sharing personal interests, knowledge, and feelings of process through the completion of the work.

Perform a musical work and share the technical skills needed to play, record, or create the musical piece.

Using predetermined guidelines, share the work in a formal performance using a digital platform.

Creating Create a performance outline for the presentation of a

digital work, identifying needs for the tool and the audience to receive the piece.

Create a performance that shares the technical skills necessary to use a digital tool

Share personal interest and connect these to the musical choices made in the performance.

Aural & notational skills Notate a musical piece of choice or an original work,

identifying the knowledge of the digital tool and the technical skills needed to notate the musical piece.

Vocabulary The elements of music and the 6 properties of sound: pitch (high/low),

dynamics (loud/quiet/), duration (long/short) Traditional and/or iconic notation Menu, file, key buttons and functions of digital tool Symbols and icons used in the digital tool Cursor, record, pause, play, rewind, forward, Process terms: play, record, layer, improvise, create, compose Reflection, revision, and presentation

AnalyzeAnalyze the structure and context of varied musical works and

their implications for performance.Standard: MU:Pr4.2.laDescribe and demonstrate how context, theoretical and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.

Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential QuestionHow does understanding the structure and context of musical works inform performance?

Knowledge: Skills:


Structure Analyze how digital recording tools support improvement of

performance levels through recording, assessment, and reflection Record a performance of a musical work with a digital tool and

observe or listen to the performance. Identify how digital tools can help assess performance pieces Identify how the digital tools can enhance a performance piece and

what elements of music can be adjusted with a digital tool

Context Identify traditional and 21st century methods of recording and how

these are used to assess performance pieces Identify traditional and digital instruments and identify how these can

be used to support student growth in performance and skill. Identify how digital tools can be used in live performances to

enhance a performance

Evaluation Identify how the digital tool can change the performance piece Identify how the digital tool can change elements of music and

determine if this can be positive or negative and why

Performing Perform and share music with a digital instrument and adjust the

final piece through the digital tool, enhancing various elements of music.

Share the skills necessary to adjust a piece through a digital tool. Share a digital work that has been manipulated with a digital tool

and share personal thoughts and about this process.

Creating Create a performance piece that has been altered digitally,

addressing various elements of music and needs of the piece. Share personal interest and connect these to the musical choices

made in the alteration

Aural & notational skills Notate a musical piece of choice or an original work, identifying the

adjustments made to the musical piece.



InterpretDevelop personal interpretations that consider creators’ intent.

Standard: MU:Pr4.3.T.laDemonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influence prepared or improvised performances.

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

Essential QuestionHow do performers interpret musical works?

Knowledge:

Structure Make interpretive decision on a musical work with a digital tool

and/or instrument, demonstrating working knowledge of the expressive intent of the composer

Skills:

Performing Perform a piece of music using a digital tool or instrument, utilizing the

digital aspects to provide expression As a part of the performance, address how the expression is conveyed


Identify skills needed to perform with a digital tool Improve piece through deeper knowledge and application of the

digital tool

Context Identify traditional and 21st century methods of notation and

recording Identify analog and digital music performances and

compare/contrast the performance of each Identify how a digital tool can support different levels of

expression

Evaluation Identify how the digital tool supports the growth of both technical

and expressive qualities of music. Demonstrate how the digital tool creates and supports artistic

expression.

digitally, highlighting key expressive elements of the music and the digital tool or instrument.

Provide multiple performance of a given piece, to expand the expressivity of the piece with variations within the tool

Creating Create a portfolio that shares levels and stages of musical

development and growth as expressive intent is increased and achieved as the piece of music is learned over time.

Create a performance moment where students play previous performances of the piece and compare and contrast the change of the piece over time, identifying key expressive intent and connecting the performer’s intent and interpretation

Aural & notational skills Listen to and write a reflection of the differences between multiple

performances of a given piece, identifying the progression of expressivity over time, while using the digital tool



Evaluate, RefineEvaluate and refine personal and ensemble performances,

individually or in collaboration with others.Standard: MU:Pr5.1.T.laIdentify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

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

Essential QuestionHow do musicians make creative decisions?

Knowledge:

Structure Share likes and dislikes of musical genres Identify the many musical genres and the expansion in the last 30

years

Context

Evaluation

Skills:

Performing

Creating

Aural & notational skills




PresentPerform expressively, with appropriate interpretation and technical

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

Standard: MU:Pr6.1.T.laUsing digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music..

.

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

Context

Evaluation

Skills:

Performing

Creating


Vocabulary•The elements of music and the 6 properties of sound: pitch (high/low), dynamics(loud/quiet/), duration (long/short)•Traditional and/or iconic notation•Menu, file, key buttons and functions of digital tool•Symbols and icons used in the digital tool•Cursor, record, pause, play, rewind, forward,•Process terms: play, record, layer, improvise, create, compose•Reflection, revision, and presentation


Standard: MU:Pr6.1.T.lbDemonstrate an understanding of the expressiveintent when connecting with an audience throughprepared and improvised performances.

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

Context

Evaluation

Skills:

Performing

Creating





RESPONDINGSelect

Choose music appropriate for a specific purpose or situation.Standard: MU:Re7.1.T.laCite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose

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 Demonstrate, either verbally or in writing, choices made

regarding fundamentals elements of music (such as melody, harmony, form, etc)

Demonstrate, either verbally or in writing, choices made regarding digital tool or digital instrument selection.

Context Identify and describe how selection of digital tools and

instruments impacts overall musical experience in various venues.

Identify and describe how creator’s purpose can be perceived differently based on cultural and social environment of performance venue.

Evaluation Demonstrate, either verbally or in writing, connections

between musical and technological choices in the creative experience.

Demonstrate, either verbally or in writing, the creator intended purpose or function of musical experience or creation.

Skills:

Performing In a formal performance using a digital platform, creator shares

personal intention with the musical audience and those participating in the creative experience.

In a formal performance using a digital platform, creator shares final product of pre-selected musical and digital choices.

Creating Create a plan and structure outlining musical and digital choices

connected to the final product or musical experience. Create and articulate (either verbally or written) overall intention,

purpose, or mood of a composition.

Aural & notational skills Through traditional or iconic notation, express connections to mood

or purpose of musical creation by using expressive markings. Through traditional or iconic notation, illustrate personal choices in

musical experience.




AnalyzeAnalyze how the structure and context of varied musical works

inform the response.Standard: MU:Re7.2.T.laExplain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and purpose of the music informs the response.

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:

Structure Demonstrate, either verbally or in writing, how

knowledge of elements of music (such as melody, harmony, form, etc) impact the intended response



instruments impacts overall musical experience and musical response of the audience.

Identify and describe how creator’s purpose can be perceived differently based on cultural and social environment or performance venue.




Skills:

Performing In a formal performance using a digital platform, creator uses

knowledge of the composition’s musical structure and organization to communicate intention to audience or other participants in musical experience.


Creating Create a plan and structure outlining musical and digital choices that

informs the audience and other participants in musical experience of creator’s intended purpose.

Create and articulate (either verbally or written) overall intention and purpose and how it relates to composition’s or performance’s musical and technological elements.



musical experience.




InterpretSupport interpretations of musical works that reflect

creators’/performers’ expressive intent.Standard: MU:Re8.1.T.laExplain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.

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

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

Knowledge:

Structure Demonstrate, either verbally or in writing, how

knowledge of elements of music (such as melody, harmony, form, etc.) impact the intended response



instruments impacts overall musical experience and musical response of the audience.

Identify and describe how creator’s purpose can be perceived differently based on cultural and social environment or performance venue.




Skills:

Performing In a formal performance using a digital platform, creator uses

knowledge of the composition’s musical structure and organization to communicate intention to audience or other participants in musical experience.


Creating Create a plan and structure outlining musical and digital choices

that informs the audience and other participants in musical experience of creator’s intended purpose.

Create and articulate (either verbally or written) overall intention and purpose and how it relates to composition’s or performance’s musical and technological elements.



musical experience.




EvaluateSupport evaluations of musical works and performances based on

analysis, interpretation, and established criteria.Standard: MU:Re9.1.T.laEvaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.

Enduring UnderstandingThe personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

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

Knowledge:

Structure

Context

Evaluation

Skills:

Performing

Creating





Technology Stand Proficient.docx - NAfME · Web viewTechnology Stand Proficient.docx Last modified by Jeanne Reynolds Company PCSB ...

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