Role
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Audience
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Format
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Topic
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Music Critic for magazine
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Subscribers to 5280 Magazine will be reading your article for insight on the up-and-coming local music groups.
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Write an article that recreates the performance for the readers.
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Use descriptive and academically focused language to communicate the mood, quality of performance, musicians involved, and the pieces performed.
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Panel Judge for an American Idol for instrumentalists
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America is watching to see who has what it takes to get to get a once in a lifetime opportunity for a recording contract.
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Write out a script, similar to the dialogue on American Idol. In a group of 4 judges, take different roles and focus on various aspects of the performance.
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Judge 1) Focus on criticism and the worst parts of the performance; Judge 2)The positive judge focused on giving encouraging feedback; Judge 3)Focused on giving a “how to” get to the next round; Judge 4) Summarizes what the contestant did that may or may not get them to the next round.
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Music Blogger
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Subscribers to the blog are looking for new, independent artists to listen to and add to their personal music collection.
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Post a video to an online blog. Name the performers, pieces performed, and the ensemble name.
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Give a detailed performance of your personal opinion of their musical choices, their execution of the music, the story behind the group, and a description of the overall mood of the music. Give a star rating from 1-5 on whether you’d listen to this group again.
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Radio Announcers
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Listeners from around the world are listening to the live performance on the radio while the announcer narrates what he/she sees and hears in the performance venue.
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Create a dialogue script between 2 radio announcers.
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Both will offer insight into the physical environment of the performance, the reaction of the audience, the size of the venue, the attire of the performers, and the repertoire selected by the ensemble. The announcers will then critique and praise the performance by discussing the mood communicated in the music, the ensemble balance and unity, accuracy of pitches and rhythms, and overall stage presence.
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Task Prompt:
- Students will choose a role from the RAFT above.
- They can choose to be a 1) Music critic for 5280, 2) Part of a Panel of Judges for American Idol for Instrumentalists (group of 4), 3)An online music and video blogger, or 4)A radio announcer (group of two.)
- After choosing their roles and partners (as needed), students will use the performance rubrics made available to them to assess the performances of their peers.
- They need to include the details unique to each format selected as well as the performance criteria on the rubric (Pitch, rhythm, expression, mood, articulations, tone quality, phrasing, composition interpretation, etc)
- Critics from each category need to state areas of improvement that need to take place, what strategies the performers can use in their practice time to improve, and outline a goal for the performers to reach for future performances.
- Use the rubric to complete a pre-write outline describing/evaluating the performance using academic vocabulary, complete sentences, content vocabulary, etc.
- Use the pre-write outline to create the equivalent size of a 5 paragraph essay in the format you choose from above (i.e. music blogger, American idol judge, music critic for magazine, or radio announcer.)
- The article or dialogue should identify areas of strength, weakness, enduring understanding from the performance (i.e. favorite pieces or composers), and action steps for creating improvement in rehearsals, sectionals, or personal practice prior to the next performance.
FINAL EXAM: Performance Reflection Essay – Pre-write
Please use this template to help you organize your writing and answer each prompt thoroughly.
Elements of Music: Pitch, Rhythm, Tempo, Dynamics, Ensemble, Balance, Blend, Technique, Meter, Tempo, Harmony, Articulation, Diction, Tone Quality, Confidence, Professionalism
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INTRODUCTION PARAGRAPH (introduce the ideas of each of your 3 body paragraphs in at least 1 sentence):
Paragraph #1:
Paragraph #2:
Paragraph #3:
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PARAGRAPH 1: Describe three Elements of Music that you and/or the ensemble excelled at during this performance.
Element #1:
Element #2:
Element #3:
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DETAILS: Support each Element of Music with evidence from a specific piece we performed.
Evidence from song for Element #1:
Evidence from song for Element #2:
Evidence from song for Element #3:
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PARAGRAPH 2: Describe three Elements of Music that you and/or the ensemble could improve upon in our next performance.
Element #1:
Element #2:
Element #3:
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DETAILS: Support each Element of Music with evidence from a specific piece we performed AND give a next step for each.
Evidence from song for Element #1:
Next Step for Element #1:
Evidence from song for Element #2:
Next Step for Element #1:
Evidence from song for Element #3:
Next Step for Element #1:
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PARAGRAPH 3: What enduring understandings (“take-aways”) have you experienced by being a part of this class so far this year?
Understanding #1:
Understanding #2:
Understanding #3:
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DETAILS: Support each enduring understanding with specific evidence from this year.
Evidence for Understanding #1:
Evidence for Understanding #2:
Evidence for Understanding #3:
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CONCLUSION PARAGRAPH (wrap up the ideas of each of your 3 body paragraphs AND perhaps give an overall impression/idea):
Paragraph #1:
Paragraph #2:
Paragraph #3:
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Mid-Course Task
“I’ll Be the Judge of That!” - Evaluating Performance from the Perspective of a Music Critic
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Content:
Evaluation - Secondary Instrumental/Vocal Music
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Grade:
9-12 Beginning/Intermediate High School Instrumental Music
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Task Title:
“I’ll Be the Judge of That!”
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Goal:
Students must reflect upon their own performance in order to evaluate their personal progress. Students should be able to identify areas of improvement, and create their own action steps to create improvement in those areas. They should then be able to apply those strategies and determine whether they were effective or ineffective in creating improvement for future performances. Students should also be able to lead themselves as well as their ensemble or sections.
Evaluate/Reflect, Plan, Apply
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Role: Students will act as a music critic for a magazine, American Idol judge, blogger or radio announcer.
Students will participate as musicians to put on a public, community performance.
Activities include:
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Audience: Performance - Family, friends, community
Article - Public consumers of specific media outlets (blog, magazine, radio, television)
Peers
Teacher
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Situation: Students will choose whether they are a blogger, radio announcer, American Idol judge or music critic for a magazine. They will then evaluate their own performance from the perspective of one of occupations. Their article used will be published in the appropriate media outlet.
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Product/Performance:
Students will create:
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Standards/Criteria:
1.1 Perform accurately and expressively, demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scale
1.3 Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale
4.2 Evaluation of the quality and effectiveness of musical performances
4.3 Development of criteria-based aesthetic judgment of artistic process and products in music
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Priority Standards:
Language Arts:
L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
MATH:
Math 1: Make sense of problems and persevere in solving them.
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Teacher Notes: When using the Choose Your Own Adventure Matrix teachers can choose to use as many or as few of the role options as they wish depending on class size, student interaction and cooperation goals, and task goals.
Teacher/Student Materials:
Performance Rubric
Writing Rubric
Pre-Write Outline
Video of Performances
Video Camera
Computers for writing reflection and viewing recordings
Choose your own adventure matrix (RAFT)
Student Performance Rubric
Name of Student____________________________ Name of Piece_______________________________
0
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1
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2
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Rhythm
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no sense of rhythm tied to a steady beat of tempo
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some rhythms played correctly
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all rhythms played correctly
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Melody
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Many wrong notes, with squeaks or bad tone quality
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Most pitches played correctly with good tone
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All pitches played correctly
with good tone quality
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Tempo
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No tempo markings
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Tempo distracted from the composition
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Tempo enhanced the composition
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Expression
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no dynamic markings
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dynamics distracted from the composition
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dynamics enhanced the composition
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Articulations
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No articulations
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articulations distracted from the composition
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articulations enhanced the composition
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Phrasings
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No phrasings
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phrasings distracted from the composition
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phrasing enhanced the
composition
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Musicality
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no sense of musicality or conveyance of complete music idea or emotion
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inconsistent conveyance of
emotion of musical idea
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strong conveyance of a musical idea or emtion
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Judge(s) Analysis of Performance Rubric
4
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3
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2
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1
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Focus
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-people in group are very focused on the analysis of their musical performance
- people know what they are going to say in advance and have finished draft in front of them (on paper, computer phone, etc)
- use academic vocabulary to explain their thoughts
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-some are more prepared than others for the analysis but, the members that aren’t are trying their hardest to be up to speed with the whole group
-everyone knows what they are going to say but look at paper or electronic device to keep the conversation going
-use some academic vocab to explain thoughts
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-not many people in the group are prepared for the analysis
-a couple people know what they are going to say about the performance, most people use paper or device to continue the analysis conversation
-use very little academic vocab to explain their thoughts
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- no one in the group is prepared whatsoever to perform in front of class or on the video recording
-everyone is winging what they are saying and/or don’t understand what they are talking about
-not explaining their reasoning and have not used academic vocabulary
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Content
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-everyone talks normally and there are no awkward silences or long pauses
-There is humor in the conversation
-very enjoyable for the audience to watch
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-some people feel awkward while performing but they carry along with the conversation
-there are fewer humorous parts to the performance than serious
-audience enjoyed what they saw
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-almost everyone feels awkward during the performance making it difficult to perform
- little humorous parts to the conversation, mainly serious
-audience doesn’t really enjoy the performance
.
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-no one wants to perform the analysis at all and the conversation seems forced
-no humorous parts and everyone is too serious
-the audience doesn't seem to enjoy what they are watching
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Organization
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-everyone has their responses in the conversation all written out and/or memorised with thoughtful responses that connect back to the conversation
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-almost everyone has their responses to the conversation written out, not memorised and they make sense and connect back to the performance
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-a couple people have written and semi-thoughtful responses to the performance that they gave but some of them haven't connected it back to their performance
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-no one has written their responses to the performance or if they have, they don’t connect back to the performance they gave
.
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Style
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They either record the performance of their conversation with a video camera or perform it in front of their classmates. They all put on a show and have a fun time with what they are doing.
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The group records the performance or performs in front of the class and they enjoy what they are doing and they are doing what it required.
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The group records or performs in front of the class and they aren’t really enjoying what they are doing and you can see that they are just doing this for a grade.
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The group records or performs in front of the class and you can see that they are completely hating what they are doing and you can also see that they are doing it for a grade.
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