CEDFA 2013 Session 2 Creative Expression Peter J. Warshaw Fine Arts Director Leander ISD

MS Committee Members Mike Grimes – President of Grimes Energy Company Karen Herrera – Fine Arts Director, McAllen ISD Melissa James – Orchestra Teacher, Waco ISD Vicki Keller – Fine Arts Specialist, Arlington ISD Phyllis King –Instructional Specialist, Killeen ISD Christina Svec – Music Specialist, McKinney ISD Peter Warshaw – Fine Arts Director, Leander ISD

HS Committee Members Stephen Duncan– Fine Arts Director, Galveston ISD Mary Grace Galvan-Carroll - Director of Piano Studies, Laredo ISD J.D. Janda– Fine Arts Director, Georgetown ISD John May– Fine Arts Director, San Antonio ISD Mackie Spradley - Coordinator of Secondary Choral Music, Dallas ISD Karen Elrod Thomas – Choir Director, Irving ISD Enrique Trevino – Fine Arts Administrator, Mission CISD

Task Overview Provide a proper bridge between Elementary and HS music TEKS Scaffold the MS Music TEKS to create increased rigor for students advancing through their respective music program Revise the TEKS for first year band, choir, and orchestra to reflect the nature of an entry level music course while acknowledging prior learning in elementary music.

What’s in a Name? Out with the Old Music Grade 6, Music Grade 7, and Music Grade 8 In with the New Music MS 1, Music MS 2, and Music MS 3

Change in Strand Name Creative Expression/Performance Now is Creative Expression which means Not Much (OK, some things are different)

A Proper Bridge Must Have… Connectivity Specificity

Climbing the Ladder of Bloom’s

First, the Description for MS Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. Creative expression. The student demonstrates musical artistry by singing or playing an instrument, individually and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres, from notation and by memory.

The Nine Nitty-Gritties 2 (A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques; 3 (C) perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small- ensemble, and large-ensemble performance techniques; (this is the same in all three levels)

Nitty-Gritty #1 a (C) demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts. This is now appearing in: (3)(C) perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small- ensemble, and large-ensemble performance techniques; (this is the same in all three levels)

Nitty-Gritty #2 2 (B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; (3) Creative expression. The student demonstrates musical artistry by singing or playing an instrument, individually and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres, from notation and by memory. (Q – Is this the same in MS 2 and 3? A – Yes)

Nitty-Gritty #3 2 (B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; (3)(D) perform independently and expressively a varied repertoire of music representing various styles and cultures; (no need to ask…the answer is Yes)

Nitty-Gritty #4 3 (A) sight-read simple music in treble and/or other clefs in various keys and meters; (3)(E) sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms; (Yes…though this is the last one)

Nitty-Gritty #5 3 (C) identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing. (3)(F) interpret music symbols and terms referring to keys, clefs, dynamics, including crescendo, decrescendo, piano, and forte, tempi, including accelerando and ritardando, and articulations, including staccato and legato, appropriately when performing;

Nitty-Gritty #5 – MS 2 3 (C) identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing. (3)(F) interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent and marcato, appropriately when performing;

Nitty-Gritty #5 – MS 3 3 (C) identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing. (3)(F) interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent and marcato, appropriately when performing;

Nitty-Gritty #6 3 (B) use standard symbols to notate meter, rhythm, pitch, and dynamics (manuscript or computer-generated); Moved to the Foundations strand in both MS 1 and MS 2

Nitty-Gritty #7 (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create rhythmic and melodic phrases; and (B) arrange rhythmic and melodic phrases. MS 2 - (3)(G) create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty. MS 3 - (3)(G) create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty.

Nitty-Gritty #8 New! MS 2: (3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental timbre; MS 3:(3)(A) model, alone and in groups, characteristic vocal or instrumental timbre;

Nitty-Gritty #9 New! (3)(B) perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture; (Same in MS 2 and MS 3)

A “Relocation” 2 (C) perform, from memory and notation, a varied repertoire of music representing styles from diverse cultures; Stayed in MS 3 but moved to: (3) Creative expression. The student demonstrates musical artistry by singing or playing an instrument, individually and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres, from notation and by memory.

Next, the Description for HS Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. (3) Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

Three Big Rocks – Old #1 3 (A) demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature; (B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and (C) exhibit and explain appropriate small- and large-ensemble performance techniques for formal and informal concerts.

Three Big Rocks – New #1 3 (A) demonstrate mature, characteristic sound appropriate for the genre; (B) demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques; (C) demonstrate rhythmic accuracy using appropriate tempo; (D) demonstrate observance of key signature and modalities; (E) demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and (F) demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

Big Rock #2 3 (A) sight-read ensemble parts; All Students are now expected to do everything while sight-reading that they do while performing performed material

Big Rock #3 (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: The student creates - moved to the Foundations Strand The student arranges – deleted 4 (A) improvise musical melodies - deleted

Summary The Most Important Thing to remember from this presentation (with apologies to Shakespeare): “Play’s the Thing” If it’s about playing or singing, it belongs in Creative Expression.

Thanks for being here and being a great audience! My contact info: Peter J. Warshaw