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Welcome!!
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Mr. Hofmann at First Avenue

I am so happy to join the staff at Patrick Henry High School again this year!

I come to Henry with over 20 years of teaching experience in Minneapolis.

I earned my under graduate degree in Music Education from the University of Minneosta, with classical guitar as my principal instrument. I earned a graduated degree from the U of M in Learning Technologies.

My main instrument is guitar, but I also enjoy playing piano, percussion, accordion and bowed instruments. I am songwriter and composer. I perform mostly pop music with a backing band.

 

Music Exploration

IB Middle Years Program Music Exploration

Patrick Henry High School

Instructor Contact Information

Peter Hofmann

Room #008

Phone: 668-2000 x 36735 Voice Mail: 668-8603

E-mail address: Peter.Hofmann@mpls.k12.mn.us

Course Description and Objectives

In this course students learn through self-generated exploration and through teacher-led experiences. Students learn about the elements of music and explore different instruments and genres through music making, experimenting, and listening. Goals include learning to play a little bit of guitar, keyboards and drumming. Teacher-led activities include music video reactions, vocabulary exercises and tests, lessons on genres, basic music notation reading exercises and basic skills for instruments. The explorations run a minimum of 3 weeks. Each exploration includes written assessments.

Presentations

Students are invited to share with the class on the topic of their exploration; this presentation can be made regardless of the point the explorer may be in the process.  Students go in front of the class for a few minutes to show the status of their exploration. There are many possible formats for this brief presentation. This includes student-lead talking, teacher-mediated “talk show”, a live demonstration and multimedia demonstrations such as videos or recordings.

 

Genre Studies and Video Reactions

Through YouTube we have an enormous resource of live music performances and highly produced music videos from every genre imaginable. The video is played once or twice and the students respond through their reaction sheets.  It will usually be one video a week with a one page reaction that should take  about 15 minutes to complete.

 

Genre /Artist Study

One way  we will study genres/artists is through the video reaction lessons. After a large number of videos from a large number of genres have already been shown and students have had an opportunity to react to them, genres such as Jazz, Gospel, Classical, Rock, and many other genres of music and all their sub-genres can be explored more deeply. Students will also read brief works which will be followed by brief discussion activities.

Vocabulary

Students will learn basic music vocabulary.

Music Notation Reading

To be truly musically literate would take time beyond this course, but it would be helpful to get a start. Students will learn the basics of notation, reading simple rhythms, and “inner hearing” of pitches.

 

All class members are expected demonstrate the attributes of the IB Learner Profile

As IB learners, we strive to be Inquirers, Open-minded, Knowledgeable, Caring, Thinkers, Risk-takers, Communicators, Balanced, Principled and Reflective.

 

The Minnesota State Standards for Music provide us with  the framework for learning

Strand I: Artistic Foundations

Standard 1: Demonstrate knowledge of the foundations of the arts area.

9.1.1.3.1 Analyze how the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts are combined to communicate meaning in the creation of, performance of, or response to music.

9.1.1.3.2 Evaluate how the elements of music and related concepts such as repetition, pattern, balance, and emphasis are used in the creation of, performance of, or response to music.

9.1.1.3.3 Analyze how the characteristics of a variety of genres and styles contribute to the creation of, performance of, or response to music.

9.1.1.3.4 Apply understanding of the health and safety issues related to creating, performing, and responding to music.

Standard 2: Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.

9.1.2.3.1 Read and notate music using the standard notation system such as complex meters, extended ranges and expressive symbols, with and without the use of notation software in a variety of styles and contexts.

9.1.2.3.2 Sing alone and in small and large groups (multi-part), or play an instrument alone and in small and large groups, a variety of music using characteristic tone, technique and expression.

9.1.2.3.3 Use electronic musical tools to record, mix, play-back, accompany, arrange or compose music.

Standard 3: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.

9.1.3.3.1 Analyze how the personal, social, cultural and historical contexts influence the creation, interpretation or performance of music including the contributions of Minnesota American Indian tribes and communities.

9.1.3.3.2 Synthesize and express an individual view of the meanings and functions of music.

Strand II: Artistic Process: Create or Make

Standard 1: Create or make in a variety of contexts in the arts area using the artistic foundations.

9.2.1.3.1 Improvise, compose or arrange new musical compositions in a variety of styles and contexts using available technology to preserve the creations.  

9.2.1.3.2 Revise a musical composition or arrangement based on artistic intent and using multiple sources of critique and feedback.

9.2.1.3.3 Justify an artistic statement, including how audience and occasion influence creative choices.

Strand III: Artistic Process: Perform or Present

Standard 1: Perform or present in a variety of contexts in the arts area using the artistic foundations.

9.3.1.3.1 Rehearse and perform an existing single, complex work, or multiple works of music from a variety of contexts and styles alone and within small or large groups.

9.3.1.3.2 Revise performance based on artistic intent and using multiple sources of critique and feedback.

9.3.1.3.3 Justify artistic intent, including how audience and occasion influence performance choices.

Strand IV: Artistic Process: Respond or Critique

Standard 1: Respond to or critique a variety of creations and performances using the artistic foundations.

9.4.1.3.1 Analyze, interpret and evaluate a variety of musical works or performances applying self-selected criteria within the traditions of the art form.

9.4.1.3.2 Justify choices of self-selected criteria based on knowledge of how the criteria affects criticism.

Assessment and Evaluation

In accordance with MYP, student self-evaluation will play a major role in this course

There will be pretests and posttests for knowledge and some skills.

Paper-pencil tests will include vocabulary, listening and music notation.

Grading Policy

Our grading policy is standards based. We use a point-scale of 0-8 with 8 being the highest possible points earned.

Your grade is determined by the following things.

  1. Engagement in the process of exploration. This will be evaluated in the formative category.

  2. Skill development is part of your grade. This is at first formative then later on summative.

  3. Written self reflections, reactions, and other assignments are also part of your grade. Formative first, then later on summative.

  4. Written assessments

You are expected to be positive, about yourself and everyone else. You are expected to support and encourage class members that are struggling, whether their struggle is with a skill, a part, performing or daily engagement. A behavior referral and/or removal from the class will result in a zero(0) for the day.








 

MYP CRITERIA

Criterion A: Knowing and Understanding Maximum 8

Students are expected to have a knowledge and understanding of the art form(s)studied.

  • demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology

  • demonstrate understanding of the role of the art form in original or displaced contexts

  • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Level of Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

* demonstrates limited knowledge and understanding of the art form studied,   

   includes concepts, processes, and limited use of subject-specific terminology

*  demonstrates limited understanding of the role of the art form in original or

    displaced contexts

*  demonstrates limited use of acquired knowledge to purposefully inform

    artistic decisions in the process of creating artwork.

3-4

*  demonstrates adequate knowledge and understanding of the art form studied,   

includes concepts, processes, and adequate use of subject-specific terminology

*  demonstrates adequate understanding of the role of the art form in original

    or displaced contexts

*  demonstrates adequate use of acquired knowledge to purposefully inform

    artistic decisions in the process of creating artwork.

5-6

*  demonstrates substantial knowledge and understanding of the art form

   studied, including concepts, processes, and substantial use of subject-

   specific terminology

*  demonstrates substantial understanding of the role of the art form in original

   or displaced contexts

*  demonstrates substantial use of acquired knowledge to purposefully

   inform artistic decisions.

7-8

*  demonstrates excellent knowledge and understanding of the art form studied,

includes concepts, processes, and excellent use of subject-specific terminology

*  demonstrates excellent understanding of the role of the art form in

   original or displaced contexts

*  demonstrates excellent use of acquired knowledge to purposefully

   inform artistic decisions in the process of creating artwork.

 

Criterion B: Developing Skills Maximum 8

  • demonstrate the acquisition and development of the skills and techniques of the art form studied

  • demonstrate the application of skills and techniques to create, perform and/or present art.

 

Level of Achievement

Descriptors

0

The student does not reach a standard described by any of the descriptors given below.

1-2

*  demonstrates limited acquisition and development of the skills and

    techniques of the art form studied

*  demonstrates limited application of skills and techniques to create,

    perform and/or present art.

3-4

*  demonstrates adequate acquisition and development of the skills and

    techniques of the art form studied

*  demonstrates adequate application of skills and techniques to

   create, perform and/or present art.

5-6

*  demonstrates substantial acquisition and development of the

   skills and techniques of the art form studied

*  demonstrates substantial application of skills and techniques to

   create, perform and/or present art.

7-8

*  demonstrates excellent acquisition and development of the skills

   and techniques of the art form studied

*  demonstrates excellent application of skills and techniques to

   create, perform and/or present art.

 

Criterion C: Thinking Creatively Maximum 8

  • develop a feasible, clear, imaginative and coherent artistic intention

  • demonstrate a range and depth of creative-thinking behaviors

  • demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

Level of Achievement

Descriptors

0

The student does not reach a standard described by any of the

descriptors given below.

1-2

*  develops a limited artistic intention that is rarely feasible, clear, imaginative or coherent

*  demonstrates a limited range or depth of creative-thinking behaviors

*  demonstrates limited exploration of ideas to shape artistic intention that may reach a  point of realization.

3-4

*  develops an adequate artistic intention that is occasionally feasible, clear, imaginative

    and/or coherent

*  demonstrates an adequate range and depth of creative-thinking behaviors

*  demonstrates adequate exploration of ideas to shape artistic intention through to a point

    of realization.

5-6

*  develops a substantial artistic intention that is often feasible, clear, imaginative and coherent

*  demonstrates a substantial range and depth of creative-thinking behaviors

*  demonstrates substantial exploration of ideas to purposefully shape artistic intention through to

    a point of realization.

7-8

*  develops an excellent artistic intention that is consistently feasible, clear, imaginative and coherent

*  demonstrates an excellent range and depth of creative-thinking behaviors

*  demonstrates excellent exploration of ideas to effectively shape artistic intention through  to a point of realization.


 

Criterion D: Responding Maximum 8

  • construct meaning and transfer learning to new settings

  • create an artistic response that intends to reflect or impact on the world around them

  • critique the artwork of self and others.

 

Level of Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

*  constructs limited meaning and may transfer learning to new settings

*  creates a limited artistic response that may intend to reflect or impact on the world around

    him or her

*  presents a limited critique of the artwork of self and others.

3-4

*  constructs adequate meaning and occasionally transfers learning to new settings

*  creates an adequate artistic response that intends to reflect or impact on the world around

    him or her

*  presents an adequate critique of the artwork of self and others.  

5-6

*  constructs appropriate meaning and regularly transfers learning to new settings

*  creates a substantial artistic response that intends to reflect or impact on the world around

    him or her

*  presents a substantial critique of the artwork of self and others.  

7-8

*  constructs meaning with depth and insight and effectively transfers learning to new  settings

*  creates an excellent artistic response that intends to effectively reflect or impact on the  world around him or her

*  presents an excellent critique of the artwork of self and others.

 

Required Supplies

Pen or Pencil

Your Music Exploration notebook and folder

Assignments

Planning and organizing music explorations

Exploring music making, listening, the business of music and much more!

Presenting the results of your exploration

Homework

Various assignments.

Organization Station

An Organization Station has been set up at the entrance of the Music room. Students are expected to use this station in accordance with the Materials Protocol (see below).

 

Communication Plan

I will use school email as the primary method of communication. I will also call home when necessary. Contact me through your student email account if you need to communicate with me.

 

Tutorial Schedule

I will be available for tutorials by appointment. Most days it will be after school.

Attendance

You are expected to attend class every day. Be here. It’ll be fun.

Promptness

Be on time. Bring your learning materials. Be ready to engage!



 

Behavior Expectations

All are expected to honor the Patriot Pledge

I will respect myself and others; I will do my personal best; I will make good decisions; I will honor myself, my school, my family, and my community; I will pursue the college and career of my choice

 

In order for our class to function properly and in good health, there are basic behaviors necessary. Be Safe, Be Kind, Be Fair, Be Honest, Be on time and bring your materials,

Sit in your assigned seat and remain seated unless you have permission to move around,

Follow instructions, Raise your hand to ask questions or share information,

Keep your body to yourself. We will maintain a physically and emotionally safe classroom at all times.

The Music Room has specific protocols that all will need to abide.

Listening Protocol

I will listen quietly, I will listen respectfully, I will listen constructively for learning targets

Performance Protocol

I will respect the efforts of all performers including myself, I will be supportive of all performers

Materials Protocol

I will use all materials in the way instructed, I will treat all materials with respect

I will clean up after myself, I will immediately report any damage that occurs to any materials before, during or after use. I will be responsible for my materials at all times

 

Food/Drink in classroom

Eating is not permitted in the classroom. Clear water is the ONLY beverage allowed in class. Every student has been issued a water bottle. This bottle is your responsibility. This policy also excludes gum, candy, seeds and any other consumable product. Students with food or drink will be required to throw away the product. Behavior intervention staff will assist any student that fails to comply with this rule.

 

Dress Code

All students are expected to follow the dress code.

 

Personal Electronic Devices

All personal electronic devices are required to be put away during class time.  Every day, students are not allowed to use personal devices at any time during the class period.

Every day, all devices and accessories are to be put away for the duration of the class period.

I may give special permission for students to use personal devices, but this is on a person-by-person, case-by-case basis. Permission once means permission once and does not extend beyond that single instance.

 

Failure to comply with the rule will result in consequences that include:

*Having your device locked in my cabinet for the duration of the class

*Having your device confiscated by a Behavior Interventionist.

*Requiring a parent or guardian to come to Henry School to retrieve the device.

Please, let us avoid these consequences.