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

Standards Alignment

• TEKS.117.313.06A primary
  exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
• TEKS.117.313.06B primary
  create and apply specific criteria for evaluating performances of various musical styles;

Lesson Overview

This Grade 12 music lesson focuses on helping students exhibit informed concert etiquette both as performers and audience members during live and recorded performances in various settings. Additionally, students will learn to create and apply specific criteria to evaluate performances across different musical styles. The lesson aligns with TEKS standards for Music Level IV and emphasizes critical evaluation and response to musical performances in formal and informal settings.

Learning Objectives

• Demonstrate appropriate concert etiquette as a performer during live and recorded performances in various settings.
• Demonstrate appropriate 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 live or recorded musical performances.

Success Criteria

• Students follow concert etiquette guidelines during performance and audience participation.
• Students articulate clear criteria for evaluating musical performances.
• Students apply evaluation criteria accurately to assess different musical styles.
• Students reflect on the importance of etiquette and evaluation in musical settings.

Prerequisite Knowledge

Students should have prior experience performing music and attending concerts or musical events. They should understand basic musical terms and have some familiarity with different musical styles.

Key Vocabulary

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

Materials and Resources

• Video or audio recordings of various musical performances representing different styles
• Guidelines or handouts on concert etiquette
• Evaluation criteria worksheet or template
• Whiteboard or chart paper for brainstorming

Teacher Preparation

• Prepare examples of live and recorded performances to show in class.
• Develop or gather concert etiquette guidelines for performers and audience members.
• Prepare a worksheet or template for students to create and apply evaluation criteria.
• Plan discussion questions to guide student reflection on etiquette and evaluation.

Detailed Lesson Notes

Understanding Concert Etiquette

Concert etiquette refers to the set of behaviors and manners expected from both performers and audience members during musical performances. As a performer, etiquette includes arriving prepared, respecting fellow musicians, and maintaining professionalism on stage. As an audience member, it involves arriving on time, refraining from talking or using phones during the performance, applauding appropriately, and showing respect for the performers and other audience members. Etiquette can vary depending on the setting (formal concert hall vs. informal venue) and whether the performance is live or recorded.

Concert Etiquette for Performers

Performers should demonstrate professionalism by arriving early, tuning instruments quietly, and warming up without disturbing others. During the performance, they should maintain focus, avoid unnecessary movements or distractions, and follow the conductor or ensemble cues carefully. After the performance, acknowledging the audience politely and respecting fellow performers is important. For recorded performances, performers should maintain the same level of professionalism, ensuring the recording environment is free from distractions and interruptions.

Concert Etiquette for Audience Members

Audience members should arrive on time and be seated before the performance begins. They should silence electronic devices and avoid talking or making noise during the performance. Applause is generally reserved for the end of a piece or movement, unless indicated otherwise. In formal settings, standing ovations are typically reserved for exceptional performances. For recorded performances, audience etiquette includes attentive listening without distractions and providing constructive feedback if appropriate.

Creating Criteria for Evaluating Performances

Evaluation criteria are specific standards or guidelines used to assess the quality and effectiveness of a musical performance. Criteria can include elements such as tone quality, rhythmic accuracy, expression, adherence to style, stage presence, and audience engagement. Creating clear criteria helps listeners focus on important aspects of the performance and provides a fair basis for evaluation. Criteria should be tailored to the musical style being performed, as different genres emphasize different performance qualities.

Applying Evaluation Criteria to Various Musical Styles

Different musical styles have unique characteristics and performance expectations. For example, classical music may emphasize precision and adherence to the score, jazz may highlight improvisation and swing feel, and pop music may focus on stage presence and audience connection. When applying evaluation criteria, students should consider these stylistic differences and adjust their assessments accordingly. This approach encourages critical listening and a deeper understanding of diverse musical traditions.

Worked Examples

Classroom Activity

Students observe and note examples of good and poor concert etiquette in the clips, both from performers and audience members.

Guided Practice

Independent Practice

1. Foundational: What is one important behavior an audience member should do during a live concert?
2. Developing: Name two ways a performer can show good concert etiquette during a live performance.
3. Application: Create three specific criteria you would use to evaluate a classical music performance.
4. Analysis: Explain how evaluation criteria might differ when assessing a rock concert versus a classical concert.
5. Challenge: After attending a recorded performance of a jazz ensemble, you notice the rhythm section was tight but the soloist's improvisation lacked creativity. Using your evaluation criteria, write a brief assessment of the performance.

Independent Practice Teacher Answer Key

1. 1. An audience member should remain quiet and attentive during the performance.
2. 2. Arriving prepared and on time, and maintaining focus without unnecessary movements during the performance.
3. 3. Examples include tone quality, rhythmic accuracy, and adherence to the written score.
4. 4. Rock concerts might emphasize stage presence, energy, and audience interaction, while classical concerts focus more on precision, tone, and interpretation of the score.
5. 5. The rhythm section demonstrated excellent timing and cohesion, fulfilling the criteria for rhythmic accuracy. However, the soloist's improvisation was predictable and lacked originality, indicating an area for improvement in creativity and expression.

Guiding Questions

• What behaviors demonstrate good concert etiquette?
• How do performers and audiences affect each other's experience?
• What criteria help us evaluate musical performances fairly?
• How do different musical styles influence evaluation criteria?
• Why is etiquette important in both live and recorded performances?

Common Misconceptions

• Concert etiquette only applies to audience members, not performers.
• All musical styles require the same evaluation criteria.
• Talking quietly during a performance is acceptable if you are enjoying the music.
• 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 application of criteria during performance evaluations.
• List two concert etiquette behaviors for performers and two for audience members.
• Explain why it is important to have specific criteria when evaluating musical performances.
• Write an essay evaluating a live or recorded performance using a set of criteria you developed.
• Create a presentation on concert etiquette and its impact on musical performance experiences.

Answer Guide

• What is one important behavior an audience member should do during a live concert?
  Answer: An audience member should remain quiet and attentive during the performance.
• Name two ways a performer can show good concert etiquette during a live performance.
  Answer: Arriving prepared and on time, and maintaining focus without unnecessary movements during the performance.
• Create three specific criteria you would use to evaluate a classical music performance.
  Answer: Examples include tone quality, rhythmic accuracy, and adherence to the written score.
• Explain how evaluation criteria might differ when assessing a rock concert versus a classical concert.
  Answer: Rock concerts might emphasize stage presence, energy, and audience interaction, while classical concerts focus more on precision, tone, and interpretation of the score.
• After attending a recorded performance of a jazz ensemble, you notice the rhythm section was tight but the soloist's improvisation lacked creativity. Using your evaluation criteria, write a brief assessment of the performance.
  Answer: The rhythm section demonstrated excellent timing and cohesion, fulfilling the criteria for rhythmic accuracy. However, the soloist's improvisation was predictable and lacked originality, indicating an area for improvement in creativity and expression.

Real-Life Application

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

Homework or Home Connection

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

Lesson Summary

In this lesson, students learned the importance of exhibiting informed concert etiquette as both performers and audience members in various settings. They explored specific behaviors that contribute to respectful and professional musical experiences. Additionally, students developed and applied criteria to evaluate musical performances across different styles, enhancing their critical listening and response skills. These competencies support their growth as thoughtful musicians and engaged audience members.

Teacher Notes

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

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