Erin Dixon

Winding for Dr. Hammel

HG.2 The student will compose and arrange music within specified guidelines by
1. incorporating appropriate voicings and ranges; and
-Forward: ​ incorporate multiple instruments/timbres (consider musical aspects: time changes,
key changes, etc.)
-Back: ​incorporate main melody with one or a few simple harmonies (can be further wound if
necessary)
2. using a variety of sound, notational, and technological sources.
-Forward: ​present arrangement in at least two different forms of notation using at least two
technological sources (one form of notation should be notation developed by the student)
-Back: ​ present arrangement either hand notated or using digital application (using at least one
technological source)

HG.4 The student will improvise music, including

1. improvising melodic and rhythmic patterns and accompaniments in a variety of styles;
And
-Forward: ​improvise melodically on both vocal and on instrument of choice while continuing to
tap a rhythmic ostinato on foot
-Back: ​ improvise a simple melody or rhythm either vocally (chant or sing) or on instrument of
choice or by clapping or tapping on body
2. improvising variations on a simple melody.
-Forward: ​add variation on a simple melody by exploring scatting and keeping the melody on
voice while creating rhythmic improvisation
-Back: ​keep the simple melody while tapping something different on the body or percussion
instrument

HG.10 The student will evaluate and critique music by

1. examining and applying accepted criteria for evaluating works of music;
-Forward: ​develop their own criteria for evaluating works of music (genre, meaning, etc.)
-Back: ​the student is able to evaluate works of music based previously generated criteria on
style/genre alone
2. comparing musical performances to similar exemplary models, using music terminology;
And
-Forward: ​develop individual strategies to compare musical performances using a technology of
their choice
-Back: ​sort musical performances into 2-3 categories (venn diagram, etc) based on terminology
discussed beforehand
3. examining and applying accepted criteria for critiquing musical performances of self and
Others.
Erin Dixon
Winding for Dr. Hammel

-Forward: ​ develop criteria for self reflection for musical performances and continue in writing
reflections once a week or when applicable
-Back: ​create a pro and con sheet after viewing a few musical performances in class (or on time)

HG.7 The student will investigate the role of music in society by

1. comparing and contrasting the development of music in diverse cultures throughout
History;
-Forward: ​demonstrate understanding of development of music throughout history by creating a
short song that compares two different cultures
-Back: ​focus development of one specific culture throughout history (demonstrate via method of
choice
2. examining various opportunities to experience music in the community; and
-Forward: ​ examine and engage in multiple music experiences throughout the community
INCLUDING performing themselves
-Back: ​ distinguish between examining and engaging with music in the community
3. describing the role of technology and social media in the development of music.
-Forward: ​describe multiple methods of how the previous was developed throughout music and
demonstrate this understanding through methods of both technology and social media
-Back: ​describe one way both technology and social media have impacted music

HG.8 The student will demonstrate concert etiquette at musical performances by

1. comparing and contrasting audience behavior appropriate for various musical settings;
-Forward: ​demonstrate (via collaborative skit) of both appropriate and inappropriate in a
multitude of musical settings (consider different genre? atmosphere?)
-Back: ​give examples of either inappropriate or appropriate behaviors during MOST musical
performances
2. exhibiting acceptable behavior as an active listener; and
-Forward: ​engage as an active listener one-on-one via multiple scenarios
-Back: ​describe what one should be listening for when listening
3. showing respect for the contributions of others within performance settings.
-Forward: ​Discuss what respect means to them within performance settings via one-on-one
discussion with the teacher
-Back:​ Describe what respect means to them (in general or within music)

HG.3 The student will perform a varied repertoire of music, including

1. singing with increased vocal proficiency
-Forward: ​sightread melodies of simple-moderate difficulty while remaining increased vocal
proficiency
Erin Dixon
Winding for Dr. Hammel

-Back: ​speak melody in rhythm proficiently (either rhythmic syllables, solfege, or text)
2. recognizing and demonstrating proper instrumental technique; and
-Forward: ​present on the proper instrumental technique OR discuss why technique is
proper/why improper technique is so
-Back: ​ realize at least 3 methods of proper instrumental technique
3. playing instrumental music representative of diverse styles, forms, and cultures.
-Forward: ​create a short instrumental creation representative of a style, form, or culture of the
student’s choice
-Back: ​recognize that certain instruments are crucial aspects of a few styles, forms, and cultures