Search ALEX...

Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.5

Synthesize polymorphic art forms, media arts forms, and academic content into unified media arts productions that retain artistic fidelity across platforms, including transdisciplinary productions.

Unpacked Content

Essential Questions

EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.6

Employ mastered artistic, design, technical, and career skills in managing and producing media artworks.

Unpacked Content

Essential Questions

EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.7

Competently employ creative and innovative design in formulating lines of inquiry and solutions to address complex challenges within and through media arts productions.

Unpacked Content

Essential Questions

EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.8

Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.

Unpacked Content

Essential Questions

EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.9

Curate, design, and promote the presentation and distribution of media artworks through a variety of contexts.

Examples: Markets and venues, for intentional impacts.

Unpacked Content

Essential Questions

EU: Media artists purposefully present, share, and distribute media artworks for various contexts.
EQ: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.10

Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts.

Example: After receiving peer and teacher feedback, incorporate new understandings into an existing multi-media project.

Unpacked Content

Essential Questions

EU: Media artists purposefully present, share, and distribute media artworks for various contexts.
EQ: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

Skills Examples

  • Create a series of ten media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for professional review.
  • Conceptualize an original idea for a series of ten media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to a public audience.
  • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
  • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
  • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
  • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.11

Analyze and synthesize the qualities and relationships of the components and audience impact in a variety of media arts productions.

Unpacked Content

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • Review a variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
  • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
  • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
  • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.12

Survey a range of exemplary range of media arts productions, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.

Unpacked Content

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • Review a variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
  • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
  • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
  • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.13

Analyze the intent, meanings, and impacts of diverse media arts productions, considering complex factors of context and bias.

Unpacked Content

Essential Questions

EU: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.
EQ: How do people relate to and interpret media artworks?

Skills Examples

  • Review a variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
  • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
  • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
  • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.14

Independently develop rigorous evaluations of and strategically seek feedback for production processes and media arts productions, considering complex goals and factors.

Unpacked Content

Essential Questions

EU: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
EQ: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

Skills Examples

  • Review a variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
  • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
  • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
  • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.15

Independently and proactively access relevant and qualitative resources to inform the creation of cogent media arts productions.

Unpacked Content

Essential Questions

EU: Media artworks synthesize meaning and form cultural experience.
EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

Skills Examples

  • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
  • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
  • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.

Vocabulary

Responsibility
  • Investigate
  • Proactive
Quality
  • Cogent
  • Relevant
  • Impactful
  • Strategically
  • Critically
  • Creativity
  • Consummate
Contexts
  • Personal
  • Global
  • Cultural
  • Legal
  • Vocational
  • Technological
  • Systemic
Relationships
  • Correlation
  • Causation
  • Inverse
Message
  • Purpose
  • Meaning
  • Values

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.16

Demonstrate and expound on the use of media arts productions to consummate new meaning, knowledge, and relevant cultural experiences.

Unpacked Content

Essential Questions

EU: Media artworks synthesize meaning and form cultural experience.
EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

Skills Examples

  • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
  • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
  • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.

Vocabulary

Responsibility
  • Investigate
  • Proactive
Quality
  • Cogent
  • Relevant
  • Impactful
  • Strategically
  • Critically
  • Creativity
  • Consummate
Contexts
  • Personal
  • Global
  • Cultural
  • Legal
  • Vocational
  • Technological
  • Systemic
Relationships
  • Correlation
  • Causation
  • Inverse
Message
  • Purpose
  • Meaning
  • Values

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.17

Demonstrate the relationships of media arts ideas and works to personal and global contexts, purposes, and values, through relevant and impactful media arts productions.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
  • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
  • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.

Vocabulary

Responsibility
  • Investigate
  • Proactive
Quality
  • Cogent
  • Relevant
  • Impactful
  • Strategically
  • Critically
  • Creativity
  • Consummate
Contexts
  • Personal
  • Global
  • Cultural
  • Legal
  • Vocational
  • Technological
  • Systemic
Relationships
  • Correlation
  • Causation
  • Inverse
Message
  • Purpose
  • Meaning
  • Values

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 09-12 - Media Arts

AE17.MED.ADV.18

Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
  • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
  • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.

Vocabulary

Responsibility
  • Investigate
  • Proactive
Quality
  • Cogent
  • Relevant
  • Impactful
  • Strategically
  • Critically
  • Creativity
  • Consummate
Contexts
  • Personal
  • Global
  • Cultural
  • Legal
  • Vocational
  • Technological
  • Systemic
Relationships
  • Correlation
  • Causation
  • Inverse
Message
  • Purpose
  • Meaning
  • Values

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.1

Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Exploring Steady Beat With Percussion Instruments
Kandinsky
Making Rain
Telling a Story With Music
Feel the Music
Max Found Two Sticks
The Very Hungry Caterpillar
Four Seasons
Listening Underwater
Talking Music
Whaling Crescendo
Eucalyptus Tree
My Idea
A Shy Fellow
Five Senses
My Many Colored Days
Two Sticks
'Cmon - Feel the Noise
Exploring the Sky with Van Gogh and Mozart
A Carnival of Animals and Children
Adventures in Tempo
Kindergarten Carnival!
Finding the Tempo in Locomotor Movements
Peter and the Wolf With Puppetry
Introducing Tempo
Musical Muffins
Creating Patterns
Hickory Dickory Dock
Presto is Fast, Largo is Slow
Singing, Speaking, Whispering, Shouting
I Know an Old Lady Who Swallowed a Fly
Unpitched Percussion Exploration
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.2

Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

Unpacked Content

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Exploring Long and Short Rhythmic Patterns Through Movement and Composition
Navajo Weaving
Whaling Crescendo
'Cmon - Feel the Noise
Seasons Rondo
Elementary Improvisation: Part 1
Elementary Improvisation: Part 2
Elementary Improvisation: Part 3
Elementary Improvisation: Part 4
Elementary Improvisation: Part 5
Elementary Improvisation: Part 6
Elementary Improvisation: Part 7
Elementary Improvisation: Part 8
Three Little Birds
Creating Story Music
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.3

Demonstrate and choose favorite musical ideas.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Harry's Horrible Hair
Presto is Fast, Largo is Slow
Creating Story Music
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.4

Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Exploring Long and Short Rhythmic Patterns Through Movement and Composition
Creating AB Patterns
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.5

Apply personal, peer, and teacher feedback in refining personal musical ideas.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Refine Your Results

  • 3240 results found

Content Type

Grade(s)

Subject Area

Course(s)/Cluster(s) - ALL

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme