1. Session IV: Critical Evaluation and Response Karen Bryan

2. “They always say time changes things, but you actually have to change them yourself.” – Andy Warhol “All great changes are preceded by chaos. ” – Deepak Chopra

3. Objectives (4) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) identify steady beat in musical performances; and (B) identify higher/lower, louder/softer, faster/slower, and same/different in musical performances. (4) Critical evaluation and r esponse /evaluation. The student listens to, responds to, and evaluates music and musical performance s. The student is expected to: (4)(A) identify and demonstrate appropriate audience behavior during live or recorded performances; (4)(B)(C) compare same/different in beat/rhythm identify, higher/lower, louder/softer, faster/slower, and same/different simple patterns in musical performances ; (4)(A)(B) identify steady beat in musical performances ; and Kindergarten Music TEKS

4. Objectives (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and (B) begin to practice appropriate audience behavior during live performances. First Grade Music TEKS (6)Critical evaluation and response/evaluation. The student listens to, responds to and evaluates music and musical performances. The student is expected to: (6)(A)(C)distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different simple patterns in musical performances and; (6)(B)(A)begin to practice identify and demonstrate appropriate audience behavior during live or recorded performances; (6)(B)recognize known rhythmic and melodic elements in simple aural examples using known terminology; (6)(D)respond verbally or through movement to short musical examples.

5. Objectives (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and (B) show appropriate audience behavior during live performances. Second Grade Music TEKS (6)Critical evaluation and response/evaluation. The student listens to, responds to and evaluates music and musical performances. The student is expected to: (6)(A)(C) distinguish between beat/ rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and same/different simple patterns in musical performances; and (6)(B)(A) begin to practice show appropriate audience behavior during live or recorded performances.; (6)(D)respond verbally or through movement to short musical examples. (6)(B)recognize known rhythmic and melodic elements in simple aural examples using known terminology;

6. Materials: colored index cards or craft foam, craft sticks, glue Directions: * write “loud” or “soft” on both sides, glue to sticks * write “fast” or “slow” on both sides, glue to sticks * write “high” or “low” on both sides, glue to sticks Uses: demonstrate appropriate sound when heard* * with younger students, I would have them practice with just one sound first, i.e. “Raise your loud sign when the music gets loud.” I would have them distinguish between loud and soft only after they had practiced them separately. Then before I played the music for comparison, we would discuss scenarios that would provide loud sounds and soft sounds, and let them raise the appropriate sign. I do the same for fast/slow and high/low. Dynamics/Tempo/Pitch Indicators

8. Objectives (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) define basic criteria for evaluating musical performances; and (B) exhibit audience etiquette during live performances. Third Grade Music TEKS (6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to: (6) (A)(B) exhibit audience etiquette during live and recorded performances; (6)(B)recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary; (6)(C) identify specific musical events in aural examples, such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary; (6)(D)respond verbally and through movement to short musical examples; and (6)(E) (A)describe a variety of compositions, and formal or informal define basic criteria for evaluating musical performances using specific music vocabulary. And

9. Objectives (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) apply basic criteria in evaluating musical performances and compositions; (B) justify, using music terminology, personal preferences for specific music works and styles; and (C) practice concert etiquette as an actively involved listener during live performances. Fourth Grade Music TEKS (6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to: (6)(A)(C) exhibit audience practice concert etiquette as an actively involved listener during live and recorded performances; (6)(B)recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary; (6)(C)describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary; (6)(D)respond verbally and through movement to short musical examples; (6)(E)(A) describe a variety of compositions, and formal or informal apply basic criteria in evaluating musical performances using specific music vocabulary; and and compositions. (6)(F)(B)justify, using music vocabulary terminology, personal preferences for specific music works and styles. and

10. Objectives (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) apply criteria in evaluating musical performances and compositions; (B) evaluate, using music terminology, personal preferences for specific music works and styles; and (C) exhibit concert etiquette as an actively involved listener during varied live performances. Fifth Grade Music TEKS (6)Critical evaluation and response/evaluation. The student listens to, responds to, and evaluates music and musical performances. The student is expected to: (6)(A)(C)exhibit concert audience etiquette as an actively involved listener during varied live and recorded performances; (6)(B)identify known rhythmic and melodic elements in aural examples using appropriate vocabulary; (6)(C)describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary; (6)(D)respond verbally and through movement to short musical examples; (6)(E)(A)evaluate a variety of compositions, and formal or informal apply criteria in evaluating musical performances and compositions using specific criteria; and (6)(F)(B)justify evaluate, using music vocabulary terminology, personal preferences for specific music works and styles. and