1. US Curriculums
  2. TEKS
  3. Grade 9
  4. Music
  5. Practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings

Grade 9 · Music

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

Quarter 4 · Week 5 · TEKS

Standards Alignment

  • TEKS.117.310.06A primary
    practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;
  • TEKS.117.310.06B primary
    design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

Companion Video Lesson

This text lesson has a separate video watch page so search engines and learners can treat the written lesson and the video lesson as distinct resources.

Open the dedicated video lesson page

Lesson Overview

This Grade 9 music lesson focuses on practicing informed concert etiquette both as a performer and as an audience member during live and recorded performances in various settings. Additionally, students will design and apply criteria to make informed judgments about the quality and effectiveness of musical performances. The lesson emphasizes critical evaluation and response, helping students listen to, respond to, and evaluate music in formal and informal contexts.

Learning Objectives

  • Practice informed concert etiquette as a performer during live and recorded performances in different settings.
  • Practice informed concert etiquette as an audience member during live and recorded performances in different settings.
  • Design criteria to evaluate the quality and effectiveness of musical performances.
  • Apply designed criteria to make informed judgments about musical performances.

Success Criteria

  • Students demonstrate appropriate concert etiquette behaviors as performers and audience members.
  • Students create clear and relevant criteria for evaluating musical performances.
  • Students use their criteria to assess the quality and effectiveness of a musical performance with justification.
  • Students reflect on how etiquette and evaluation impact the concert experience.

Prerequisite Knowledge

Students should have basic understanding of musical performances and familiarity with live and recorded music settings. They should also have prior experience listening to music attentively and some exposure to performance settings.

Key Vocabulary

  • Concert etiquette
  • Performer
  • Audience member
  • Live performance
  • Recorded performance
  • Evaluation criteria
  • Quality of performance
  • Effectiveness
  • Informed judgment

Materials and Resources

  • Audio or video recordings of musical performances in various settings (live and recorded).
  • Guided notes or worksheets for designing evaluation criteria.
  • Classroom space arranged for a mock performance or viewing area.
  • Whiteboard or chart paper and markers for group discussions.

Teacher Preparation

  • Select examples of live and recorded musical performances that illustrate different settings and styles.
  • Prepare a list of common concert etiquette behaviors for performers and audience members.
  • Prepare guiding questions to help students design evaluation criteria.
  • Set up technology to play recorded performances.
  • Prepare a rubric template or worksheet for students to record their evaluation criteria and judgments.

Detailed Lesson Notes

Understanding Concert Etiquette

Concert etiquette refers to the behaviors and manners expected of both performers and audience members during musical performances. Proper etiquette helps create a respectful environment that allows everyone to enjoy and appreciate the music. For performers, this includes preparation, focus, and respectful interaction with fellow musicians and the audience. For audience members, it includes attentive listening, refraining from disruptive behaviors (such as talking or using phones), and showing appreciation appropriately.

Concert Etiquette for Performers

Performers should arrive prepared and on time, dress appropriately for the setting, and be ready to perform with focus and professionalism. They should avoid distractions, respect fellow performers, and follow cues from the conductor or leader. During the performance, maintaining good posture, controlling breathing and movement, and showing engagement with the music are important. After the performance, performers should acknowledge applause respectfully and avoid unnecessary noise or movement that could distract the audience.

Concert Etiquette for Audience Members

Audience members should arrive on time and remain seated and quiet during the performance. They should turn off or silence electronic devices and avoid any behavior that could distract performers or other audience members. Applause is typically reserved for the end of a piece or performance segment, and standing ovations are given only when truly deserved. For recorded performances, similar respect applies: attentive listening without interruptions or distractions is expected.

Designing Evaluation Criteria for Musical Performances

To make informed judgments about musical performances, students need to design clear criteria that focus on aspects such as tone quality, rhythm accuracy, expression, dynamics, stage presence, and overall effectiveness. Criteria should be specific, observable, and relevant to the style and context of the performance. For example, criteria might include "the performers maintained steady tempo throughout" or "the dynamics enhanced the emotional impact of the piece." Designing criteria helps students focus their listening and develop critical thinking skills.

Applying Evaluation Criteria

Once criteria are designed, students apply them by listening to live or recorded performances and making judgments about how well the performance meets each criterion. This process involves careful observation and reflection. Students should provide explanations or examples from the performance to support their judgments. This practice encourages deeper engagement with music and helps students appreciate the skills and effort involved in musical performances.

Worked Examples

Worked Example 1

Scenario

A student group designed the following criteria to evaluate a performance: tone quality, rhythm accuracy, stage presence, and emotional expression. After watching a recorded performance, they noted the performers had steady rhythm but inconsistent tone quality and limited stage presence. How should the group judge the overall effectiveness of the performance?

Explanation

The group should weigh each criterion based on its importance and the performance context. Since rhythm accuracy was strong but tone quality and stage presence were weaker, the overall effectiveness might be considered moderate. They should explain that while the timing was good, the inconsistent tone and limited engagement reduced the impact.

Answer Guide

The group judges the performance as moderately effective because although the rhythm was steady, the inconsistent tone quality and limited stage presence detracted from the overall impact.

Engage

Teacher Activity

Begin the lesson by asking students to share experiences they have had as audience members or performers at concerts or recitals. Discuss what behaviors they noticed that made the experience positive or negative.

Student Activity

Students share personal stories about attending or participating in musical performances and discuss what they think good concert etiquette looks like.

Explanation

This activity activates prior knowledge and sets the context for learning about concert etiquette and evaluation.

Examples

  • Students recall examples of respectful and disrespectful behaviors at performances.
  • Students recognize the impact of audience and performer behavior on the concert experience.

Explore

Teacher Activity

Play a short video or audio clip of a live musical performance. Ask students to observe both the performers’ and audience’s behaviors during the performance.

Student Activity

Students watch or listen attentively and take notes on observed concert etiquette behaviors from both performers and audience members.

Explanation

This exploration helps students identify real examples of concert etiquette in action and notice differences in behavior across settings.

Examples

  • Students identify examples of good and poor concert etiquette among performers and audience.
  • Students notice how etiquette contributes to the overall atmosphere of the performance.

Explain

Teacher Activity

Discuss the key components of concert etiquette for performers and audience members. Introduce the concept of designing evaluation criteria and provide examples.

Student Activity

Students take guided notes and participate in discussion to understand concert etiquette and evaluation criteria.

Explanation

This phase provides direct instruction on concert etiquette and how to create criteria for evaluating performances, grounding students in the lesson’s core concepts.

Examples

  • Students articulate key etiquette behaviors for performers and audience.
  • Students begin to think about specific, observable criteria for evaluating music.

Elaborate

Teacher Activity

Guide students in small groups to design their own set of criteria for evaluating a musical performance. Then play a recorded performance and have groups apply their criteria to judge the quality and effectiveness of the performance.

Student Activity

Students collaborate to create evaluation criteria, then listen to a performance and use their criteria to assess it, discussing their judgments with peers.

Explanation

This activity deepens understanding by applying concepts in a practical context, encouraging critical thinking and teamwork.

Examples

  • Students create relevant and clear evaluation criteria.
  • Students justify their judgments with specific observations from the performance.

Evaluate

Teacher Activity

Ask students to individually write a short reflection explaining the importance of concert etiquette and how using evaluation criteria helps them appreciate musical performances.

Student Activity

Students write reflections demonstrating their understanding of concert etiquette and evaluation processes.

Explanation

This evaluation phase assesses student understanding and encourages metacognition about the lesson’s objectives.

Examples

  • Students explain the role of etiquette in creating a positive concert experience.
  • Students describe how evaluation criteria focus listening and improve judgment.

Classroom Activity

Students watch or listen attentively and take notes on observed concert etiquette behaviors from both performers and audience members.

Guided Practice

Guided Practice 1

Prompt

What is one important behavior that an audience member should practice during a live concert?

Teacher Answer Guide

An audience member should remain quiet and attentive during the performance.

Guided Practice 2

Prompt

Name two behaviors that performers should practice to show good concert etiquette.

Teacher Answer Guide

Performers should arrive prepared and on time, and they should avoid distractions during the performance.

Guided Practice 3

Prompt

Design one criterion you would use to evaluate a musical performance and explain why it is important.

Teacher Answer Guide

An example criterion is "maintaining steady tempo throughout the piece" because it shows the performers’ control and coordination.

Guided Practice 4

Prompt

After watching a recorded performance, you notice the audience clapping loudly between movements, which disrupts the flow. How does this behavior affect concert etiquette and the performance experience?

Teacher Answer Guide

Clapping loudly between movements breaks concert etiquette as it disrupts the performers and other audience members, negatively affecting the overall experience and flow of the performance.

Guided Practice 5

Prompt

Explain how practicing informed concert etiquette as both a performer and audience member can influence your ability to make informed judgments about musical performances.

Teacher Answer Guide

Practicing informed concert etiquette helps you understand the roles and challenges of performers and the expectations of audiences, which deepens your appreciation and allows you to evaluate performances more fairly and insightfully.

Independent Practice

  1. Foundational: What is one important behavior that an audience member should practice during a live concert?
  2. Developing: Name two behaviors that performers should practice to show good concert etiquette.
  3. Application: Design one criterion you would use to evaluate a musical performance and explain why it is important.
  4. Analysis: After watching a recorded performance, you notice the audience clapping loudly between movements, which disrupts the flow. How does this behavior affect concert etiquette and the performance experience?
  5. Challenge: Explain how practicing informed concert etiquette as both a performer and audience member can influence your ability to make informed judgments about musical performances.

Independent Practice Teacher Answer Key

  1. 1. An audience member should remain quiet and attentive during the performance.
  2. 2. Performers should arrive prepared and on time, and they should avoid distractions during the performance.
  3. 3. An example criterion is "maintaining steady tempo throughout the piece" because it shows the performers’ control and coordination.
  4. 4. Clapping loudly between movements breaks concert etiquette as it disrupts the performers and other audience members, negatively affecting the overall experience and flow of the performance.
  5. 5. Practicing informed concert etiquette helps you understand the roles and challenges of performers and the expectations of audiences, which deepens your appreciation and allows you to evaluate performances more fairly and insightfully.

Guiding Questions

  • What behaviors show respect during a concert?
  • How can performers and audience members contribute to a positive experience?
  • What specific aspects of a performance can we evaluate?
  • How do our criteria help us make fair judgments?
  • Why is it important to be informed about concert etiquette?

Common Misconceptions

  • Concert etiquette is only important for audience members, not performers.
  • Applause can be given at any time during a performance.
  • Evaluation of musical performances is purely subjective and does not require specific criteria.
  • Recorded performances do not require the same etiquette as live performances.

Differentiation

Support and Intervention

Provide a checklist of common concert etiquette behaviors for students to reference. Use guided questions to help students design simple evaluation criteria. Allow students to work in pairs or small groups for discussion and evaluation activities.

English-Language Learner Support

Use visuals and videos to demonstrate concert etiquette behaviors. Provide vocabulary lists with definitions and examples. Use sentence frames to support students in explaining their evaluation criteria.

Advanced and Extension

Challenge students to research concert etiquette customs in different cultures. Encourage students to develop a detailed rubric with weighted criteria for evaluation. Have students lead a mock concert where they apply etiquette as performers and audience members.

Assessment

  • Observe student participation in discussions about concert etiquette.
  • Review student-designed evaluation criteria for clarity and relevance.
  • Listen to group discussions applying criteria to performances.
  • Write one behavior that shows good concert etiquette as a performer.
  • List two criteria you would use to judge a musical performance.
  • Explain why concert etiquette is important for audience members.
  • Create a presentation explaining concert etiquette and evaluation criteria with examples.
  • Write a reflective essay on how concert etiquette affects the musical experience.
  • Design a rubric to evaluate a live or recorded musical performance.

Answer Guide

  • What is one important behavior that an audience member should practice during a live concert?
    Answer: An audience member should remain quiet and attentive during the performance.
  • Name two behaviors that performers should practice to show good concert etiquette.
    Answer: Performers should arrive prepared and on time, and they should avoid distractions during the performance.
  • Design one criterion you would use to evaluate a musical performance and explain why it is important.
    Answer: An example criterion is "maintaining steady tempo throughout the piece" because it shows the performers’ control and coordination.
  • After watching a recorded performance, you notice the audience clapping loudly between movements, which disrupts the flow. How does this behavior affect concert etiquette and the performance experience?
    Answer: Clapping loudly between movements breaks concert etiquette as it disrupts the performers and other audience members, negatively affecting the overall experience and flow of the performance.
  • Explain how practicing informed concert etiquette as both a performer and audience member can influence your ability to make informed judgments about musical performances.
    Answer: Practicing informed concert etiquette helps you understand the roles and challenges of performers and the expectations of audiences, which deepens your appreciation and allows you to evaluate performances more fairly and insightfully.

Real-Life Application

Encourage students to discuss concert etiquette with family members who attend or perform in musical events. Students can share what they learned and observe etiquette behaviors together during a family music event or recording.

Homework or Home Connection

  • Encourage students to discuss concert etiquette with family members who attend or perform in musical events. Students can share what they learned and observe etiquette behaviors together during a family music event or recording.

Lesson Summary

In this lesson, students learned the importance of practicing informed concert etiquette as both performers and audience members in various settings. They explored specific behaviors that contribute to respectful and enjoyable musical experiences. Additionally, students designed and applied criteria to evaluate the quality and effectiveness of musical performances, developing critical listening and judgment skills that enhance their appreciation of music.

Teacher Notes

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

Related Lessons