Exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings

Standards Alignment

• TEKS.117.312.06A primary
  exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
• TEKS.117.312.06B primary
  create and apply specific criteria for evaluating performances of various musical styles;

Lesson Overview

This Grade 11 music lesson focuses on teaching students to exhibit informed concert etiquette as both performers and audience members during live and recorded performances in various settings. Additionally, students will learn to create and apply specific criteria for evaluating performances across different musical styles. The lesson is grounded in TEKS standards and designed to develop critical evaluation and response skills within formal and informal musical contexts.

Learning Objectives

• Demonstrate informed concert etiquette as a performer during live and recorded performances in various settings.
• Demonstrate informed concert etiquette as an audience member during live and recorded performances in various settings.
• Create specific criteria to evaluate musical performances of various styles.
• Apply created criteria to evaluate different musical performances effectively.

Success Criteria

• Students exhibit appropriate behavior and manners expected of performers and audience members in diverse performance settings.
• Students develop clear, specific criteria for evaluating musical performances.
• Students apply evaluation criteria to analyze and respond to musical performances thoughtfully.
• Students articulate reasons for their evaluations using musical vocabulary and concepts.

Prerequisite Knowledge

Students should have basic knowledge of musical performance practices, familiarity with different musical styles, and prior experience attending or participating in musical performances.

Key Vocabulary

• Concert etiquette
• Performer
• Audience member
• Live performance
• Recorded performance
• Musical style
• Evaluation criteria
• Critical evaluation
• Musical response

Materials and Resources

• Video or audio recordings of various musical performances representing different styles
• Guided notes or handouts on concert etiquette
• Evaluation criteria worksheet or template
• Whiteboard or chart paper for group discussions
• Projector or audio system for playback

Teacher Preparation

• Select diverse musical performance examples (live or recorded) representing various styles for evaluation.
• Prepare a presentation or handout summarizing key points of concert etiquette for performers and audience members.
• Create or adapt an evaluation criteria worksheet that students can use to assess performances.
• Arrange the classroom to facilitate group discussions and guided practice activities.

Detailed Lesson Notes

Understanding Concert Etiquette

Concert etiquette refers to the set of behaviors and manners expected of both performers and audience members during musical performances. For performers, this includes preparation, respectful interaction with fellow musicians and the audience, and appropriate stage presence. For audience members, etiquette involves attentive listening, refraining from disruptive behaviors (such as talking or using phones), and showing appreciation at appropriate times. Etiquette varies depending on the setting (formal concert hall, informal venue, virtual performance) and the type of music being performed.

Concert Etiquette for Performers

Performers should arrive prepared and on time, dress appropriately for the event, and be mindful of their behavior on stage and backstage. They should avoid unnecessary noise, respect fellow performers, and maintain focus during the performance. For recorded performances, performers must also consider technical aspects such as microphone use and camera presence, ensuring professionalism throughout.

Concert Etiquette for Audience Members

Audience members should arrive on time, silence electronic devices, and avoid talking or making noise during the performance. They should applaud at appropriate moments, such as the end of a piece or movement, and respect the performers and other audience members. In virtual or recorded settings, audience members should minimize distractions and engage respectfully, such as by providing constructive feedback if appropriate.

Creating Evaluation Criteria for Musical Performances

Evaluation criteria are specific standards or guidelines used to assess the quality and effectiveness of a musical performance. Criteria may include elements such as tone quality, rhythm accuracy, expression, stage presence, adherence to style, and overall impact. Creating clear and specific criteria helps students focus their listening and provides a structured way to analyze performances objectively.

Applying Evaluation Criteria Across Musical Styles

Different musical styles have unique characteristics and performance expectations. When evaluating performances, students should consider style-specific elements, such as improvisation in jazz, articulation in classical music, or groove in popular music. Applying evaluation criteria requires understanding these stylistic nuances and adjusting expectations accordingly. This promotes deeper critical listening and appreciation of diverse musical traditions.

Worked Examples

Classroom Activity

Students watch or listen attentively and take notes on observed etiquette behaviors, both positive and negative.

Guided Practice

Independent Practice

1. Foundational: What is one important behavior an audience member should exhibit during a live concert?
2. Developing: Name two ways a performer can demonstrate good concert etiquette during a live performance.
3. Application: Create three specific criteria you would use to evaluate a classical music performance.
4. Analysis: Compare how concert etiquette expectations might differ between a formal symphony concert and an informal outdoor music festival.
5. Challenge: Evaluate a recorded performance of a pop song using criteria you developed. Identify two strengths and one area for improvement related to concert etiquette or performance quality.

Independent Practice Teacher Answer Key

1. 1. An audience member should remain quiet and attentive during the performance to avoid distracting the performers and other audience members.
2. 2. A performer can arrive prepared and on time, and maintain focus and professionalism on stage throughout the performance.
3. 3. Criteria could include tone quality (clarity and richness of sound), accuracy of rhythm and pitch, and expressive dynamics (variations in loudness and emotion).
4. 4. In a formal symphony concert, etiquette expects silence during performances, formal dress, and restrained applause, while an outdoor festival allows more casual behavior, talking, movement, and informal dress, reflecting different cultural norms and settings.
5. 5. Strengths might include strong vocal expression and engaging stage presence; an area for improvement could be inconsistent timing or distracting gestures. The evaluation should explain how these affect the overall performance quality and audience experience.

Guiding Questions

• What behaviors demonstrate respect and professionalism in a concert setting?
• How do different musical styles influence performance and evaluation?
• Why is it important to follow concert etiquette as both a performer and audience member?
• How can specific criteria improve our ability to evaluate music critically?

Common Misconceptions

• Concert etiquette is only important for audience members, not performers.
• All musical styles require the same concert etiquette and evaluation criteria.
• Applauding loudly at any time during a performance is always appropriate.
• Evaluation of performances is purely subjective and does not benefit from specific criteria.

Differentiation

Assessment

• Observe student participation in discussions about concert etiquette.
• Review student-created evaluation criteria for clarity and relevance.
• Monitor student application of criteria during performance evaluations.
• List three behaviors that demonstrate good concert etiquette for audience members.
• Explain why creating specific evaluation criteria is important when assessing musical performances.
• Write a reflective essay on how concert etiquette influences the experience of live and recorded performances.
• Create a presentation evaluating a musical performance using developed criteria and explaining your reasoning.

Answer Guide

• What is one important behavior an audience member should exhibit during a live concert?
  Answer: An audience member should remain quiet and attentive during the performance to avoid distracting the performers and other audience members.
• Name two ways a performer can demonstrate good concert etiquette during a live performance.
  Answer: A performer can arrive prepared and on time, and maintain focus and professionalism on stage throughout the performance.
• Create three specific criteria you would use to evaluate a classical music performance.
  Answer: Criteria could include tone quality (clarity and richness of sound), accuracy of rhythm and pitch, and expressive dynamics (variations in loudness and emotion).
• Compare how concert etiquette expectations might differ between a formal symphony concert and an informal outdoor music festival.
  Answer: In a formal symphony concert, etiquette expects silence during performances, formal dress, and restrained applause, while an outdoor festival allows more casual behavior, talking, movement, and informal dress, reflecting different cultural norms and settings.
• Evaluate a recorded performance of a pop song using criteria you developed. Identify two strengths and one area for improvement related to concert etiquette or performance quality.
  Answer: Strengths might include strong vocal expression and engaging stage presence; an area for improvement could be inconsistent timing or distracting gestures. The evaluation should explain how these affect the overall performance quality and audience experience.

Real-Life Application

Encourage students to discuss concert etiquette and musical performance evaluation with family members who attend concerts or play instruments, and to share what they learned about respectful behavior and critical listening.

Homework or Home Connection

• Encourage students to discuss concert etiquette and musical performance evaluation with family members who attend concerts or play instruments, and to share what they learned about respectful behavior and critical listening.

Lesson Summary

In this lesson, students learned the importance of informed concert etiquette for both performers and audience members in various settings. They developed specific criteria to evaluate musical performances across styles and practiced applying these criteria to real examples. Understanding and practicing concert etiquette enhances the musical experience for everyone and supports thoughtful, respectful engagement with music.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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