PROFICIENT LEVEL
(Continued)
vising over a blues progression and
listen to the recording, applying
sation. Students discuss areas of
success and areas to work on. (The
standing of the criteria and keeps the
recordings on file to compare to later
improvisations.)
ADVANCED LEVEL
(Continued)
Small groups of students record
themselves in pairs or peer groups,
listening to and coaching each other
using more complex and refined
dents’ comprehension of the criteria
and keeps the recordings on file to
compare to later improvisations.)
Students record themselves impro-
criteria for evaluating blues improvi-
teacher assesses student’s under-
criteria. (The teacher assesses stu-
Chapter 4
Guidance
for Visual and
Performing Arts
Programs
Music
As a culminating task students listen
to several unfamiliar professional-
quality performances of improvisa-
tion and classify them by style,
explaining why they chose the labels
they did (i.e., demonstrate under-
standing of various improvisation
vocal styles).
Possible scoring criteria:
- Identification of style characteris-
tics - Ability to improvise, using more
than two vocal styles (match
between pitches in improvised
melody and accompanying
tonality and chord progression) - Use of appropriate musical
vocabulary to describe various
aspects of improvisation and
performance styles
As a culminating task students
listen to nonprofessional blues per-
formances (self, anonymous peer,
partner) and critique improvisations
in light of criteria/dimension.
Possible scoring criteria:
- Appropriate blues style (meter
and phrasing) - Use of appropriate rhythmic ideas
that include but go beyond those
heard in the accompaniment - Match between pitches in impro-
vised melody and accompanying
tonality and chord progression - Introduction of appropriate blue
notes and passing tones - Use of contour or direction
- Development of a motif or other
idea