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Learning Activities - Leadership Portfolio Project
Learning Activities - Leadership Portfolio Project
Standard
MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
Goals
1) I can recall, differentiate, and convey characteristics of the pieces we've played in
rehearsal
2) I can replicate those characteristics on my instrument
3) I can write down these specific characteristics when asked to create a composition
Introduction
● Learning Activities
○ Have students play through a melodic etude in the Essential Elements and follow
it up with a discussion of the piece’s characteristics students noticed
○ Pinpoint where each characteristic style occurred in the piece and then have
them play those specific measures
● Assessment
○ Ask a student what part of the piece exemplified a certain characteristic (one of
the characteristics as discussed as a class)
○ Have the student play the specified measure(s) and see if they can explain how
what they played exemplified the specific characteristic
● Repertoire
○ Essential Elements
Reinforcement
● Learning Activities
○ Give students options of a characteristic to try and replicate on their instrument
○ Lead an informal discussion on why what was played exemplifies the certain
characteristic
● Assessment
○ Go down the row and have each student try to play/exemplify a characteristic of
their choice (as provided by the teacher)
○ Ask the students if they think what they just heard exemplifies the characteristic
their peer was trying to convey
○ See if they remember a spot in the etude they played that also exemplified the
characteristic
● Repertoire
○ Essential Elements
Mastery
● Learning Activities
○ Have students collaborate to exemplify a characteristic of their choice together
○ Have each group explain their characteristic without prior discussion
● Assessment
○ Have students who aren’t playing write down on a piece of paper the
characteristic they think the group is trying to convey
○ Once each group has gone compare answers with the students and discuss from
there
● Repertoire
○ What the group has composed
PERFORMING
Standard
Goals
Introduction
Reinforcement
Mastery
Mastery will be after students have taken the District audition, or of a similar assessment done
by me.
● Learning Activities
○ Taking the audition will train students to play when under some pressure, which
happens during any kind of performance.
○ Winning a spot in Districts will give students experience making music with other
like-minded students, and encourage them to continue studying music.
○ Similar assessment will be graded for feedback purposes. Everyone who puts
forth effort will never be penalized by grade.
● Assessment
○ Students who get accepted into the district band will automatically get full marks
for the first half.
○ Students who do not will have the opportunity to take my personal assessment
(low stress, effort based assessment) for the same credit. Everyone has an off
day, and deserves a second chance to perform for credit.
○ Students who do not to audition will take personal assessment by me of their
scales (memorized), a sight-read short excerpt for their instrument, and
arpeggios (memorized)
○ Students can come back all semester to retake the assessment.
● Repertoire
○ I can compose short excerpts to test students on their individual instruments
CONNECTING
Standard
MU:Cn10.0.E.5a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.
Goals
Reinforcement
Reinforcement activities will occur approximately 5-6 times throughout the year.
● Learning Activities
○ Students will continue to add and/or change the initial list as they grow and
change.
○ Periodically, students will trade lists and discuss potential connections between
musical experiences and preferences. They will explore the questions, “How
does my musical past influence my musical present?” and “How might my
musical present influence my musical future?”
○ Outside of class, students will create written or spoken and video-recorded
reflections on what they learned from trading lists with each other.
● Assessment
○ Assessment will be based on completion of reflections outside of class.
● Repertoire
○ No repertoire for this activity.
Mastery
Mastery will be planned to occur near the end of the school year.
● Learning Activities
○ As a final transfer activity, students will discuss with peers or write what music
they like to make when they’re feeling different emotions.
○ Students will be given a short, random list of common emotions. They will then
use their lists of adjectives that they have been creating all year to connect the
adjectives to the emotions.
○ With the adjectives come the songs to which they were originally meant to refer.
Thus, the student now has a list of specific emotions associated with songs.
○ Outside of class, students will then write or make a video describing what they
learned from the in-class activity. They will also reflect on to what extent they
expected to learn what they did and to what extent other people might experience
the songs they ended up associating with different emotions in the same way
they do.
● Assessment
○ Assessment will be based on completion of reflections outside of class.
● Repertoire
○ No repertoire for this activity.