Impressionism

Procedure

Slide Show Introduction - see attached
Students compare at least two impressionistic works (one visual art, one musical)
This should include: form, timbre, harmony and style
Can use some type of graphic organizer (ie Venn Diagram)
Discussion post Venn Diagram

Standards Code

MU:Re7.1.7 and MU:Re7.1.8 a. Select and compare how a set of contrasting musical
works (from teacher- or student-provided options) connect to and are influenced by specific
interests, experiences, contexts. contexts.

MU:Re8.1.7 & MU:Re8.1.8 a. Support a personal interpretation of contrasting sets of musical works and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods, to conveys expressive intent. convey expressive intent.

MU:Re9.1.7 Apply established, collaboratively developed criteria to evaluate musical works and performances, citing evidence, explaining appropriateness to the context.
MU: Re9.1.8.Apply established, collaboratively, and personally developed criteria to evaluate musical works and performances, citing evidence, explaining appropriateness to the context.

MU:Cn11.1.7 b. Identify the cultural, social, and political uses for music
MU: Cn11.1.8 b. Identify ways in which music is used to inform or change the beliefs, values or behaviors of an individual or of a society.

Suggested Assessment

Impressionist Quiz
https://docs.google.com/document/d/1R1-YaFjHyg2bVFpYWi9A-rKLw-ikCtNfyqt4qsrBo3o/edit?usp=sharing

Enduring Understanding

Re7.1 Individuals’ selection of musical work is influenced by their interests,
experiences, understandings, and purposes.

Re7.2 Response to music is informed by analyzing context (social, cultural, and
historical) and how creators and performers manipulate the elements of music.

Re8.1 Through their use of elements and structures of music, creators and
performers provide clues to their expressive intent.

Re9.1 The personal evaluation of musical work(s) and performance(s) is
informed by analysis, interpretation, and established criteria.

Cn11.1 Creating, performing and analyzing music deepens our knowledge of
ideas, informs our understanding of cultures, and helps us envision the future.

Essential Question

How do individuals choose music to experience?
How does understanding the structure and context of music inform a response?
How do we discern musical creators’ and performers’ expressive intent?
How do we judge the quality of musical work(s) and performance(s)?
How does music help us understand the lives of people of different times, places, and cultures?
How does music help preserve personal and cultural insights and values?

Notes/Resources/Accommodations

https://drive.google.com/open?id=1VN8KDfW_mQfBQLqI91t1h19tC5cBNujB, https://drive.google.com/open?id=1CnApUFsgye876UfqArdOJ08UtLTFSkvnXcI4B0BAQLk

Additional Instructional Ideas

THIS LESSON WORKS FOR HIGH SCHOOL AS WELL!

Debussy links embedded in Power Point

SATIE
https://www.youtube.com/watch?v=fhHYqcEeHWw
FAURE
https://www.youtube.com/watch?v=SFfbfPlKNMI

Other Piano TV videos on Youtube: https://www.youtube.com/watch?v=_1MvNgtgXOs

Listen to theme and variations and recognize similar form in visual arts.
Compare architechtual symmetry.
Compose a simple sound composition to accompany a piece of art.