Share personally developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that address identified purposes.
Set up performance schedule during class so students can perform their compositions. Create evaluation form and make copies for students. Record each student’s performance. Place recordings in students’ virtual portfolio alongside their notated work.
Perform your final composition from Lesson 3 individually for the class. If needed, enlist help of additional performers. While others are performing, evaluate each piece on an evaluation form to be handed in at the end of class.
SAMPLE EVALUATION FORM QUESTIONS:
- What characteristics do you think the performer incorporated from the assignment’s region and time period?
- What performance choices were made in the attempt to accurately portray the style of the piece? Were these choices delivered appropriately?
- If you were unaware of the assignment’s topic, would you be able to determine what region or country the composition came from? Why or why not?
- Do you have suggestions for improving the performance of the piece in regards to the stylistic choices that were made?
- On a scale of 1-10, how would you rate the composition’s portrayal of region/time period?
Since the new core music standards were launched in June 2014, music teachers across the country have been identifying ways to teach them in their classrooms. For ensembles that travel, some standards can easily be met through pre-departure preparations, while on tour and even upon return. This is the third lesson plan for a new e-book which directly addresses each new core standard while also incorporating touring elements. Download the full e-book here: