TN Arts Scoring Guide 2 5

TN Fine Arts Growth Measures System
Copyright 2011 Memphis City Schools. All Rights Reserved.
APPENDIX: Student Growth Scoring Guide

FRAMEWORK The Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These categories were designed to reflect the Tennessee Fine Arts standards. The table below outlines how the subject area standards are organized. Indicators are designed to reflect the performance indicators from the state standards. Please report any concern regarding the language of the scoring guide indicators to your arts administrator or lead teacher for the 2.0 revision process. Note that the NCCAS is in the process of revising national standards for arts education. This may have significant implications for later versions of the scoring guide. Dance
Perform Create Respond Connect Standards 1, 2 Standard 3 Standard 4 Standards 5, 6, 7
Music
Standards 1, 2, 5 Standard 3, 4 Standards 6, 7 Standards 8, 9
Theater
Standards 2, 4 Standards 1, 3 Standards 7, 8 Standards 5, 6
Visual Arts
Standards 1, 2 Standard 3 Standards 4, 5 Standard 6
DANCE Standard 1.0 Elements and Skills. Standard 2.0 Choreography Standard 3.0 Creativity and Communication Standard 4.0 Criticism and Analysis Standard 5.0 Cultural/Historical Contexts Standard 6.0 Health Standard 7.0 Interdisciplinary Connections
THEATRE Standard 1.0 Script Writing Standard 2.0 Character Acting Standard 3.0 Scene Design Standard 4.0 Directing Standard 5.0 Research Standard 6.0 Theatrical Presentation Standard 7.0 Scene Comprehension Standard 8.0 Context
MUSIC Standard 1.0 Singing Standard 2.0 Playing Instruments Standard 3.0 Improvising Standard 4.0 Composing Standard 5.0 Reading and Notating Standard 6.0 Listening and Analyzing Standard 7.0 regEvaluation Standard 8.0 Interdisciplinary Connections Standard 9.0 Historical and Cultural Relationships VISUAL ART Standard 1.0 Media, Techniques and Processes Standard 2.0 Structures and Functions Standard 3.0 Evaluation Students will choose and evaluate a range of subject matter, symbols, and ideas. Standard 4.0 Historical and Cultural Relationships Standard 5.0 Reflecting and Assessing Standard 6.0 Interdisciplinary Connections
USING THE SCORING GUIDE WHEN COLLECTING EVIDENCE:
PRINCIPALS OF SCORING The inclusion of a student growth component in teacher evaluation, whether it be a value-added measure like TVAAS or a portfolio-based measure like the one presented here, hinges on the premise that teacher effectiveness can be inferred from student growth. Specifically, effectiveness is understood as the amount of growth made by a teachers students in one year compared to the growth they would be expected to make. If a group of students makes more than expected growth, we think of their teacher as more effective than average. If a group of students makes less than expected growth, we think of their teacher as less effective than average. Measuring student growth is also a complex process. We measure student growth by examining evidence from two points in time (beginning to end of a year, semester, unit, etc.). We rate each one of those pieces of evidence on the basis of achievement and then compare the two scores to determine growth. In this way, we are able to move from measuring student achievement, which is fairly well-accepted and understood, to measuring student growth and eventually teacher effectiveness. HOW TO SCORE AN EVIDENCE COLLECTION: While the section above outlines the philosophical framework guiding the scoring process, this section breaks down the process into concrete and clear steps. It is, however, important to use these steps along with the framework in order to score thoughtfully and holistically. Step 1: Identifying Student Achievement The scoring guide below contains indicators designed to reflect the performance indicators from Tennessee state standards. These are meant to serve as a as a guide to rating artifacts. Because the focus areas (Perform, Create, Respond, Connect) contain Checks for Understanding and Student Performance Indicators from a combination of state standards, this guide should not be understood as a checklist of indicators. Rather, a score should be determined by looking for the performance level that fits the preponderance of the evidence and represents the best fit. Step 2: Calculating Student Growth Once artifacts have been rated for achievement using the scoring guidelines below, student growth may be determined. This is essentially a calculation of the growth in achievement from the first to the second (or last) artifact. For example, if an early artifact from a student is judged to be a 3, while a later one is judged to be a 5, this would represent two levels of students growth. Note that evidence collections may include artifacts from multiple students or a group of students in this case you would determine the typical student growth across the entire collection. Step 3: Determining Teacher Effectiveness The determination of teacher effectiveness results from a comparison of the achieved student growth to the expected student growth. We define expected student growth as one level, or approximately one year, of growth. Based on the effectiveness levels defined by the state of Tennessee and Memphis City Schools, each evidence collection should receive a score of 1 through 5, according to the following guidelines: Level 1 Significantly Below Expectations No/Limited student growth Level 2 Below Expectations On average, less than one level of student growth Level 3 At Expectations On average, one level of student growth Level 4 Above Expectations On average, approximately two levels of student growth Level 5 - Significantly Above Expectations On average, two levels of student growth, AND demonstration of some of the following: meta-cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem solving and ideation. *Please note that these guidelines should be appropriately differentiated for diverse circumstances. For example, students whose early artifacts are deemed a 4 or a 5 cannot grow two levels. It is imperative, in such instances, that evaluators not limit their consideration of student growth to these numerical limits, and use their expertise to consider whether students have demonstrated more or less than expected growth. (This may be accomplished through student interviews or through examination of the use of metacognition, student voice, and other high-level skills.) *Additionally, it is important that evaluators consider teaching conditions when scoring. Educators should have access to a satisfactory teaching environment that meets the desirable minimum standards as outlined in the Opportunity-to-Learn Standards. Where this is not the case, evaluators should consider the impact that challenging teaching assignments have on expected student growth and differentiate accordingly.
TABLE OF CONTENTS Visual Art Elementary Secondary P. 3-13 P. 14-23
Music Elementary P. 24-28 Vocal P. 29-38 Instrumental P. 39-49 Theatre Dance P. 50-55 P. 56-61
If your content area is not listed above or the scoring guides do not contain indicators aligned your specific course or grade level, you may contact davisonpd@mcsk12.net for assistance.
Visual Art Scoring Guide-Reference Sheet (Complete Guide Below)

Perform Media, Techniques, and Processes Structure and Function 1.A Will show students understanding to apply media, techniques, and processes. Artifacts: Teacher selects any completed project that demonstrates use of materials. 1.B Student will use knowledge of structures and functions. Artifacts: Teacher can present worksheets, video recording, audio recordings, and photographs of students finished products. Student portfolios demonstrating growth, Pre and post assessment (projects, tests), Formative student work samples (shading practice, color wheels, value scales, etc.), Summative student work samples (still-life, landscape, portrait, etc.) Projects from displays/exhibitions (ArtsFest, ThinkShow), Contest entries (local, regional, and national) Rubric/Check-list of standards-based assessment showing significant student growth, Personal assessment (written critique), Peer assessment (video of class critique) 2. Will show students ability to choose, create, and describe matter and symbols in created and viewed art. Artifacts: Critique Sheets, motif worksheets (teacher has a worksheet with motifs used by a specific artist), video/audio file of students critiquing work. Student portfolios demonstrating growth, Projects from displays/exhibitions (ArtsFest, ThinkShow!), Contest entries (local, regional, and national), Personal assessment (written critique), Peer assessment (video of class critique) 3.A Will show student ability to relate the visual arts to history and cultures. Artifacts: Video/audio recording of students comparing and analyzing artifacts from various cultures, written assessment, creating a classroom timeline. Pre and post assessment (projects, tests), Student work samples emulating a historical/cultural theme, , Class-discussion of historical/cultural contexts (video) 3.B Will show students ability to reflect and assess the characteristics and merits of their work and the work of others. Artifacts: Personal assessment (written critique), Peer assessment (video/audio recording of class critique). Pre and post assessment (projects, tests). 4. Will show students ability to make connections between the visual arts and other disciplines. Artifacts: Audio/Video recording of dance/theater performances, interdisciplinary projects, and writing samples. Class-discussion of interdisciplinary contexts (video), Student work samples emulating inter-disciplinary themes, Projects from displays/exhibitions (ArtsFest, ThinkShow!) Contest entries (local, regional, and national)
Create
Respond Relation to History and Cultures Reflecting and Assessing Connect Interdisciplinary Connections
VISUAL ART
PERFORM
5 A. MEDIA, TECHNIQUES, & PROCESSES Consistently and independently demonstrates precision in the use of tools and media well above the expected developmental level. 4 A. MEDIA, TECHNIQUES, & PROCESSES Demonstrates precision in the use of tools and media above the expected developmental level. 3 A. MEDIA, TECHNIQUES, & PROCESSES
ELEMENTARY - GRADE K-2

2 A. MEDIA, TECHNIQUES, & PROCESSES 1 A. MEDIA, TECHNIQUES, & PROCESSES Little or no evidence of developmentally appropriate use of tools and/or media.
Consistently demonstrates with A. Inconsistently demonstrates precision developmentally developmentally appropriate uses of appropriate uses of tools and media. tools and/or media. (e.g., Scissors, glue, pencils, markers, crayons, paint brushes, paint, and paper). Uses tools in a safe and responsible Sometimes uses tools in a safe and responsible manner. manner. B. Explores the use and application of C. Inconsistent exploration of the use of tools and media provided by the tools and media provided by the teacher. teacher. Paint, glue, cut, sculpt, draw, collage, D. Inconsistently paints, glues, cut, and print at a developmentally sculpt, draws, collages, and prints at appropriate level. a developmentally appropriate level. Use appropriate vocabulary to describe a technique. E. Inconsistently uses appropriate vocabulary to describe a technique.
Consistently and independently uses tools in a safe and responsible manner without reminders. Consistently and independently explores the use and application of tools and media that are made available. Consistently and independently paints, glues, cuts, sculpts, and prints well above developmental levels. Consistently uses appropriate vocabulary to describe a variety of techniques. Consistently demonstrates knowledge of art processes well above the expected developmental level. Consistently and independently demonstrates quality craftsmanship well above the appropriate developmental level. Consistently and independently identifies and applies appropriate levels of craftsmanship.
Consistently uses tools in a safe and responsible manner. Consistently explores the use and application of tools and media provided by the teacher. Consistently paints, glues, cuts, sculpts, and prints above developmental levels. Consistently uses appropriate vocabulary to describe a technique. Consistently demonstrates knowledge of art processes above the expected developmental level. Consistently demonstrates quality craftsmanship above the appropriate developmental level. Consistently identifies and applies appropriate levels of craftsmanship.
Little or no evidence of use of tools in a safe and responsible manner. Little or no exploration of the use of tools and media provided by the teacher. Little or no evidence of the ability to paint, glue, cut, sculpt, draw, collage and/or print at a developmentally appropriate level. Little of no evidence of the appropriate use of vocabulary. Little or no evidence of developmentally appropriate knowledge of art processes.
Demonstrates developmentally F. Sometimes demonstrates appropriate knowledge of art developmentally appropriate processes (e.g., painting, printing, knowledge of art processes. mixed media).
Produce artwork with G. Inconsistently produces artwork with Little or no evidence of developmentally appropriate levels of developmentally appropriate levels of developmentally appropriate craftsmanship. craftsmanship. craftsmanship. Identify and apply appropriate levels of craftsmanship. Inconsistently identifies and/or applies appropriate levels of craftsmanship. Little or no evidence of the ability to identify appropriate levels of craftsmanship.
VISUAL ART
PERFORM
5 B. STRUCTURES & FUNCTIONS Consistently and independently classifies, selects, and demonstrates the elements of art well above a developmentally appropriate level. 4 B. STRUCTURES & FUNCTIONS 3 B. STRUCTURES & FUNCTIONS

2 B. STRUCTURES & FUNCTIONS Inconsistently classifies and/or demonstrates the elements and of art at a developmentally appropriate level. 1 B. STRUCTURES & FUNCTIONS Little or no evidence of the recognition or use of the elements of at a developmentally appropriate level.
Consistently classifies, selects and Classifies, chooses, and demonstrates the elements of art demonstrates the elements of art at above a developmentally appropriate a developmentally appropriate level. level.
Consistently and independently uses Consistently uses appropriate Uses appropriate vocabulary to appropriate vocabulary to identify the vocabulary to identify the elements of identify the elements of art and elements of art and principles of art and principles of design. principles of design. design. Consistently and independently recognizes, describes, classifies, and explains the principles of design well above a developmentally appropriate level. Consistently and independently classifies, implements, and explains the purposes of individually created and teacher selected artworks well above a developmentally appropriate level. Consistently and independently identifies and implements selected context in works of art well above an appropriate developmental level. Consistently and independently identifies context of artwork selected by the teacher. Consistently recognizes, describes, Recognizes, describes, and classifies, and explains the principles classifies the principles of design at of design above a developmentally an appropriate developmental level. appropriate level. Consistently classifies, implements, and explains purposes of individually created and teacher selected artworks above a developmentally appropriate level. Consistently identifies and implements selected context in works of art above an appropriate developmental level. Consistently identifies context of artwork selected by the teacher. Classifies, implements, and explains purposes of individually created and teacher selected artworks at a developmentally appropriate level.
Inconsistently uses appropriate Little or no evidence of appropriate vocabulary to identify the elements of vocabulary to identify the elements of art and principles of design. art and principles of design. Occasionally recognizes, describes, Little or no evidence of the and classifies the principles of design recognition of the principles of at an appropriate level. design.
Inconsistently classifies, implements, and/or explains purposes of individually created and teacher selected artworks at a developmentally appropriate level. Sometimes implements selected context in works of art at an appropriate developmental level. Inconsistently identifies context of artwork selected by the teacher.
Limited or no evidence of recognizing or using the purposes of art for individually created and/or teacher selected artworks at a developmentally appropriate level. Limited or no evidence of the ability to identify or use selected context in a work of art. Limited or no evidence of the ability to identify context of artwork selected by the teacher.
Identifies and implements selected context in works of art at an appropriate developmental level. Identifies context of artwork selected by the teacher.
VISUAL ART
CREATE
5 Consistently and independently chooses and applies subject matter, symbols, and ideas in the students own art above developmentally appropriate levels. Consistently and independently recognizes, identifies, and summarizes subject matter, symbols, and ideas in students own art. Consistently and independently explains, analyzes, and evaluates at or above a developmentally appropriate level subject matter, symbols, and ideas in others art. 4 Consistently chooses and applies subject matter, symbols, and ideas in the students own art at or above developmentally appropriate levels. 3 Chooses and applies subject matter, H. symbols, and ideas in the students own art at a developmentally appropriate level.

2 With teacher guidance, chooses and applies subject matter, symbols, and ideas in the students own art at a developmentally appropriate level. 1 Even with teacher guidance, inconsistently chooses and/or applies subject matter, symbols and ideas for student artwork at or below developmentally appropriate levels. Rarely recognizes, identifies, and summarizes subject matter, symbols, and ideas in students own art.
Consistently recognizes, identifies, and summarizes subject matter, symbols, and ideas in students own art. Consistently explains, analyzes, and evaluates at or above a developmentally appropriate level subject matter, symbols, and ideas in others art.
Recognizes, identifies, and I. Inconsistently recognizes, identifies, summarizes subject matter, symbols, and summarizes subject matter, and ideas in students own art. symbols, and ideas in students own art. Explains, analyzes, and evaluates at J. a developmentally appropriate level subject matter, symbols, and ideas in others art. Inconsistently describes, explains, and summarizes at a developmentally appropriate level subject matter, symbols, and ideas in others art.
Little or no evidence of the ability to identify, describe and explain at or below a developmentally appropriate level subject matter, symbols, and ideas in others art.
VISUAL ART
RESPOND
5 A. RELATION TO HISTORY & CULTURES Using teacher-selected examples, independently and precisely demonstrates at or above a developmentally appropriate knowledge of art by identifying, comparing, and analyzing artifacts from different cultures, times, and places. Using teacher-selected examples, 4 A. RELATION TO HISTORY & CULTURES Using teacher-selected examples, consistently demonstrates at or above a developmentally appropriate knowledge of art by identifying, comparing, and analyzing artifacts from different cultures, times, and places. Using teacher-selected examples, 3 A. RELATION TO HISTORY & CULTURES Using teacher-selected examples, K. demonstrates developmentally appropriate knowledge of art by identifying, comparing, and analyzing artifacts from different cultures, times, and places.

2 A. RELATION TO HISTORY & CULTURES Using teacher-selected examples, inconsistently demonstrates developmentally appropriate knowledge of art by identifying, comparing, and analyzing artifacts from different cultures, times, and places. 1 A. RELATION TO HISTORY & CULTURES Using teacher-selected examples, rarely demonstrates developmentally appropriate knowledge of art by identifying, comparing, and analyzing artifacts from different cultures, times, and places.
Using teacher-selected examples, L. Using teacher-selected examples,
Using teacher-selected examples,
VISUAL ART
RESPOND
5 independently and consistently identifies and discusses at or above a developmentally appropriate level the influences culture, history, and art have upon each other. B. REFLECTING & ASSESSING Consistently and independently recognizes, explains, and analyzes the characteristics and merits of students own artwork as modeled by the teacher. Consistently and independently recognizes, explains, and analyzes the characteristics and merits of others artwork as modeled by the teacher. Consistently and independently recognizes, compares and explains various responses to art as modeled by the teacher. 4 consistently identifies and discusses at or above a developmentally appropriate level the influences culture, history, and art have upon each other. B. REFLECTING & ASSESSING Consistently recognizes, explains, and analyzes the characteristics and merits of students own artwork as modeled by the teacher. Consistently recognizes, explains, and analyzes the characteristics and merits of others artwork as modeled by the teacher. 3 identifies and discusses at a developmentally appropriate level the influences culture, history, and art have upon each other. B. REFLECTING & ASSESSING Recognizes, explains, and analyzes the characteristics and merits of students own artwork as guided and/or modeled by the teacher. Recognizes, explains, and analyzes the characteristics and merits of others artwork as guided and/or modeled by the teacher.

2 inconsistently identifies and discusses at or below a developmentally appropriate level the influences culture, history, and art have upon each other. B. REFLECTING & ASSESSING Sometimes recognizes, explains, and/or analyzes the characteristics and merits of students own artwork as guided and/or modeled by the teacher. Sometimes recognizes, explains, and/or analyzes the characteristics and merits of others artwork as guided and/or modeled by the teacher. Inconsistently recognizes, compares and explains various responses to art as guided and/or modeled by the teacher. 1 rarely identifies and/or discusses at or below a developmentally appropriate level the influences culture, history, and art have upon each other. B. REFLECTING & ASSESSING Inconsistently recognizes and/or explains the characteristics and/or merits of students own artwork as guided and/or modeled by the teacher. Inconsistently recognizes and/or explains the characteristics and/or merits of others artwork as guided and/or modeled by the teacher. Inconsistently recognizes and rarely compares and/or explains various responses to art as guided by the teacher.
Consistently recognizes, compares Recognizes, compares and explains and explains various responses to art various responses to art as guided as modeled by the teacher. and/or modeled by the teacher.
VISUAL ART
CONNECT
5 A. INTERDISCIPLINARY CONNECTIONS Consistently and independently recognizes, compares, and explains connections between music, theater, dance and visual art. Consistently and independently 4 A. INTERDISCIPLINARY CONNECTIONS Consistently recognizes, compares, and explains connections between music, theater, dance and visual art as guided by the teacher. As guided by the teacher, 3 A. INTERDISCIPLINARY CONNECTIONS Recognizes, compares, and explains M. connections between music, theater, dance and visual art as guided by the teacher.

2 A. INTERDISCIPLINARY CONNECTIONS Inconsistently recognizes, identifies and explains connections between music, theater, dance and visual art as guided by the teacher. 1 A. INTERDISCIPLINARY CONNECTIONS Rarely recognizes and identifies connections between music, theater, dance and visual art as guided by the teacher. As guided by the teacher, rarely
As guided by the teacher, recognizes, N. As guided by the teacher,
VISUAL ART
CONNECT
5 recognizes, compares, and explains connections between visual art and other standards based disciplines that are included in the curriculum. 4 consistently recognizes, compares, and explains connections between visual art and other standards based disciplines that are included in the curriculum. 3 compares, and explains connections between visual art and other standards based disciplines that are included in the curriculum (e.g., language arts, physical education, mathematics, social studies, science, technology, career guidance, health education, and world languages).

2 inconsistently recognizes, identifies, and explains connections between visual art and other standards based disciplines that are included in the curriculum. 1 recognizes and identifies connections between visual art and other standards based disciplines that are included in the curriculum.
VISUAL ART
PERFORM
5 A. MEDIA, TECHNIQUES, AND PROCESSES Consistently executes above a developmentally appropriate level the intended use of tools and proper care of workspace. 4 A. MEDIA, TECHNIQUES, AND PROCESSES Consistently executes at or above a developmentally appropriate level the intended use of tools and proper care of workspace. 3 A. MEDIA, TECHNIQUES, AND PROCESSES Executes at a developmentally appropriate level the intended use of tools and proper care of workspace (e.g., drawing implements, painting implements, sculpting implements, printmaking implements, and technological sources). Demonstrates developmentally appropriate care and safe usage of tools, media and workspace.
ELEMENTARY - GRADE 3-5

2 A. MEDIA, TECHNIQUES, AND PROCESSES Sometimes executes at a developmentally appropriate level the intended use of tools and proper care of workspace. 1 A. MEDIA, TECHNIQUES, AND PROCESSES Rarely executes at a developmentally appropriate level the intended use of tools and proper care of workspace with or without coaching by the teacher.
Consistently and independently demonstrates above a developmentally appropriate level the care and safe usage of tools, media and workspace. Consistently and independently demonstrates, executes, and integrates above a developmentally appropriate level the use of a variety of media in the intended manner. Consistently and independently explores, executes, and
Consistently demonstrates at or above a developmentally appropriate level of care and safe usage of tools, media and workspace. With facilitation by the teacher, consistently demonstrates, executes, and integrates at or above a developmentally appropriate level the use of a variety of media in the intended manner. With facilitation, executes and demonstrates at or above
Inconsistently demonstrates developmentally appropriate care and safe usage of tools, media and workspace. With facilitation and/or coaching by the teacher, inconsistently demonstrates, executes, and integrates at a developmentally appropriate level the use of a variety of media in the intended manner. With coaching and/or facilitation, sometimes executes and
Rarely demonstrates developmentally appropriate care and safe usage of tools, media and workspace with or without teacher guidance. With coaching by the teacher, inconsistently and/or rarely demonstrates at a developmentally appropriate level the use of a variety of media in the intended manner. With coaching and/or modeling, rarely demonstrates at or below a
With facilitation and/or coaching by the teacher, demonstrates, executes, and integrates at a developmentally appropriate level the use of a variety of media in the intended manner. With coaching and/or facilitation, executes and demonstrates
VISUAL ART
PERFORM
5 demonstrates above a developmentally appropriate proficiency a variety of techniques. 4 developmentally appropriate proficiency a variety of techniques. 3 developmentally appropriate proficiency a variety of techniques (e.g., cutting, pasting, assemblage, mixing color, contour line drawing, working with form, mark-making techniques, color theory, color schemes, painting, book-making, printmaking, working with scale, mixing applications of various techniques and selecting technology). Uses appropriate vocabulary to describe techniques of art making. With modeling and/or facilitation from the teacher, investigates, organizes, analyzes, and applies a variety of sequentially developed processes to create art from concept to teacher-selected outcomes. Models developmentally appropriate levels of craftsmanship.

2 demonstrates at or below a developmentally appropriate proficiency a variety of techniques. 1 developmentally appropriate proficiency a variety of techniques.
Consistently and independently uses appropriate vocabulary to describe techniques of art making. Consistently and independently experiments with, organizes, analyzes, and applies a variety of sequentially developed processes to create art from concept to teacherselected outcomes. Consistently and independently demonstrates quality craftsmanship well above the appropriate developmental level. Consistently and independently recognizes and analyzes appropriate levels of craftsmanship in ones own and others artwork through teacher facilitated methods.
Consistently uses appropriate vocabulary to describe techniques of art making. With facilitation from the teacher, consistently investigates, organizes, analyzes, and applies a variety of sequentially developed processes to create art from concept to teacherselected outcomes. Consistently demonstrates quality craftsmanship above the appropriate developmental level. Consistently recognizes and analyzes appropriate levels of craftsmanship in ones own and others artwork through teacher facilitated methods.
Inconsistently uses appropriate vocabulary to describe techniques of art making. With modeling and/or facilitation from the teacher, sometimes investigates, organizes, and applies a variety of sequentially developed processes to create art from concept to teacher-selected outcomes. Inconsistently models developmentally appropriate levels of craftsmanship. Inconsistently recognizes and analyzes appropriate levels of craftsmanship in ones own and others artwork through teacher facilitated methods.
Little of no evidence of the use of appropriate vocabulary to describe techniques of art making. With coaching from the teacher, rarely investigates, and applies a variety of sequentially developed processes to create art from concept to teacher-selected outcomes. Little or no evidence of developmentally appropriate craftsmanship. Little or no evidence of the ability to recognizes and appropriate levels of craftsmanship in ones own and others artwork through teacher facilitated methods.
Recognizes and analyzes appropriate levels of craftsmanship in ones own and others artwork through teacher facilitated methods.
B. STRUCTURES AND
B. STRUCTURES AND
B. STRUCTURES AND
B. STRUCTURES AND
B. STRUCTURES AND
10
VISUAL ART
PERFORM
5 FUNCTIONS Consistently and independently compares, interprets, and critiques the elements of art found in ones own and selected artworks of others. Consistently and independently executes, integrates, and experiments with chosen elements in ones own artwork. Consistently and independently compares, interprets, and critiques the principles of design found in ones own and selected artworks of others. Consistently and independently executes, integrates, and experiments with chosen principles of design ones own artwork. Through teachers guidelines, consistently and independently explains, compares, and critiques the purpose of selected artworks. Consistently and independently executes, integrates and experiments with chosen purposes in ones own work. Through teachers guidelines, consistently and independently explains, compares, and critiques the context of selected artworks. Consistently and independently executes, integrates and experiments with a chosen context ones own artwork. FUNCTIONS Consistently compares, interprets, and critiques the elements of art found in ones own and selected artworks of others. Consistently executes, integrates, and experiments with chosen elements in ones own artwork. Consistently compares, interprets, and critiques the principles of design found in ones own and selected artworks of others. Consistently executes, integrates, and experiments with chosen principles of design in ones own artwork. Through teacher-guided context clues and guidelines, consistently explains, compares, and critiques the purpose of selected artworks. Consistently executes, integrates and experiments with chosen purposes in ones own work. Through teacher-guided context clues and guidelines, consistently explains, compares, and critiques the context of selected artworks. Consistently executes, integrates and experiments with a chosen context ones own artwork. 4 FUNCTIONS Compares, interprets, and critiques the elements of art found in ones own and selected artworks of others. Executes, integrates, and experiments with chosen elements in ones own artwork. Compares, interprets, and critiques the principles of design found in ones own and selected artworks of others. Executes, integrates, and experiments with principles of design in ones own artwork. Through teacher-guided context clues and guidelines, explains, compares, and critiques the purpose of selected artworks. Executes, integrates and experiments with chosen purposes in ones own work. Through teacher-guided context clues and/or guidelines explains, compares, and critiques the context of selected artworks. Executes, integrates and experiments with a chosen context ones own artwork. 3

2 FUNCTIONS Sometimes compares, interprets, and/or critiques the elements of art found in ones own and selected artworks of others. Inconsistently executes and integrates chosen elements in ones own artwork. Sometimes compares, interprets, and/or critiques the principles of design found in ones own and selected artworks of others. Inconsistently executes and integrates chosen principles of design in ones own artwork. Through teacher-guided context clues and guidelines, occasionally explains and compares the purpose of selected artworks. Occasionally executes and integrates chosen purposes in ones own work. Through teacher-guided context clues and guidelines, occasionally explains and compares the context of selected artworks. Occasionally executes and integrates a chosen context of ones own artwork. FUNCTIONS Little or no evidence of the ability to explain classify, and compare the elements of art found in ones own and selected artworks of others. Rarely demonstrates or uses chosen elements in ones own artwork. Little or no evidence of the ability to explain classify, and compare the principles of design found in ones own and selected artworks of others. Rarely demonstrates or uses chosen principles of design in ones own artwork. Through teacher-guided context clues and guidelines, rarely recognizes and/or explains the purpose of selected artworks. Occasionally selects and demonstrates chosen purposes in ones own work. Through teacher-guided context clues and guidelines, rarely recognizes and/or explains the context of selected artworks. Occasionally selects and demonstrates a chosen context of ones own artwork. 1
11
VISUAL ART
CREATE
5 Consistently and independently selects and integrates combinations of subject matter, symbols, and ideas in ones own artwork. Performing well above the appropriate developmental level, consistently and independently analyzes, critiques, and reflects on subject matter, symbols, and ideas in ones own artwork as facilitated by the teacher. Consistently and independently interprets, compares, critiques, and makes inferences about subject matter, symbols, and ideas between ones own artwork and the artwork of others. 4 Consistently selects, produces, and implements subject matter, symbols, and ideas in ones own artwork as facilitated by the teacher. Consistently analyzes, critiques, and reflects on subject matter, symbols, and ideas in ones own artwork as facilitated by the teacher. 3 Implements subject matter, symbols, and ideas in ones own artwork as modeled and/or coached by the teacher. Analyzes, critiques, and reflects on subject matter, symbols, and ideas in ones own artwork as modeled and/or coached by the teacher.

2 Sometimes implements subject matter, symbols, and ideas in ones own artwork as modeled by the teacher. Inconsistently analyzes and critiques subject matter, symbols, and ideas in ones own artwork as modeled by the teacher. 1 Rarely implements subject matter, symbols, and ideas in ones own artwork as guided by the teacher. Rarely analyzes subject matter, symbols, and ideas in ones own artwork as guided by the teacher.
Consistently interprets, compares, and critiques subject matter, symbols, and ideas between ones own artwork and the artwork of others.
Interprets, compares, and critiques subject matter, symbols, and ideas in ones own artwork and the artwork of others.
Inconsistently classifies, compares and interprets subject matter, symbols, and ideas in ones own artwork and/or the artwork of others.
Little or no evidence of the ability to categorize, classify, and interpret subject matter, symbols, and ideas in ones own artwork and/or the artwork of others.
12
VISUAL ART
RESPOND
5 A. RELATION TO HISTORY AND CULTURES Using teacher-selected examples, independently and precisely interprets, compares, and evaluates characteristics of artwork from historical and contemporary cultures, times, and places. Either independently or through teacher-guided activities, consistently interprets, compares, and debates well above grade level how past and present culture, history and art influence each other. B. REFLECTING AND ASSESSING Consistently and independently compares, evaluates, and critiques (verbal and written) the characteristics and merits of ones own artwork. Consistently and independently compares, evaluates, and critiques (verbal and written) the characteristics and merits of others artwork. Independently and/or through teacher guided activities, consistently and precisely compares, evaluates, and critiques various responses to art from different viewers. 4 A. RELATION TO HISTORY AND CULTURES Using teacher-selected examples, consistently interprets, compares, and evaluates characteristics of artwork from historical and contemporary cultures, times, and places. Through teacher guided activities, consistently interprets, compares, and debates above grade level how past and present culture, history and art influence each other. B. REFLECTING AND ASSESSING Consistently compares, evaluates, and critiques (verbal and written) the characteristics and merits of ones own artwork as guided, modeled, or coached by the teacher. Consistently compares, evaluates, and critiques (verbal and written) the characteristics and merits of others artwork as guided, modeled, or coached by the teacher. Through teacher guided activities, consistently and precisely compares, evaluates, and critiques various responses to art from different viewers. 3 A. RELATION TO HISTORY AND CULTURES Using teacher-selected examples, interprets, compares, and evaluates characteristics of artwork from historical and contemporary cultures, times and places. Through teacher guided activities, interprets, compares, and debates how past and present culture, history and art influence each other.

2 A. RELATION TO HISTORY AND CULTURES Using teacher-selected examples sometimes analyzes and compares characteristics of artwork from historical and contemporary cultures, times and places. Through teacher guided activities, inconsistently interprets, compares, and contrasts how past and present culture, history and art influence each other. B. REFLECTING AND ASSESSING Sometimes, compares, interprets, and evaluates (verbal and/or written) the characteristics and merits of ones own artwork as guided, modeled, or coached by the teacher. Sometimes, compares, interprets, and evaluates (verbal and/or written) the characteristics and merits of others artwork as guided, modeled, or coached by the teacher. Through teacher guided activities, occasionally explains, compares, and evaluates various responses to art from different viewers. 1 A. RELATION TO HISTORY AND CULTURES Using teacher-selected examples inconsistently examines and compares characteristics of artwork from historical and contemporary cultures, times and places. Through teacher guided activities, rarely discusses and classifies how past and present culture, history and art influence each other.
B. REFLECTING AND ASSESSING Compares, evaluates, and critiques (verbal and/or written) the characteristics and merits of ones own artwork as guided, modeled, or coached by the teacher. Compares, evaluates, and critiques (verbal and/or written) the characteristics and merits of others artwork as guided, modeled, or coached by the teacher. Through teacher guided activities, compares, evaluates, and critiques various responses to art from different viewers.
B. REFLECTING AND ASSESSING Inconsistently expresses and compares (verbal and/or written) the characteristics and merits of ones own artwork as guided, modeled, or coached by the teacher. Inconsistently expresses and compares (verbal and/or written) the characteristics and merits of others artwork as guided, modeled, or coached by the teacher. Through teacher guided activities, rarely explains and compares various responses to art from different viewers.
13
VISUAL ART
CONNECT
5 A. Interdisciplinary Connections Independently and precisely compares and analyzes connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Independently or through teacher guided activities, consistently and precisely analyzes, explains and illustrates the relationship between the visual arts and other standardsbased disciplines outside the arts. 4 A. Interdisciplinary Connections Consistently and precisely compares and analyzes connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Through teacher guided activities, consistently and precisely analyzes, explains and illustrates the relationship between the visual arts and other standards-based disciplines outside the arts. 3 A. Interdisciplinary Connections Compares and analyzes connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Through teacher guided activities, analyzes, explains and illustrates the relationship between the visual arts and other standards-based disciplines outside the arts.

2 A. Interdisciplinary Connections Sometimes compares and discusses connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Through teacher guided activities, inconsistently expresses and explains the relationship between the visual arts and other standardsbased disciplines outside the arts. 1 A. Interdisciplinary Connections Limited or no evidence of ability to identify relationships between visual arts disciplines and other arts disciplines. Through teacher guided activities, rarely identifies the relationship between the visual arts and other standards-based disciplines outside the arts.
14
VISUAL ART
PERFORM
5
A. MEDIA, TECHNIQUES & PROCESSES
MIDDLE SCHOOL - GRADE 6-8

3
4
2
1
Consistently and independently selects an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Consistently and independently uses media and tools in a safe, responsible, effective and accomplished manner. Consistently considers and communicates a specific idea though the appropriate use of media, techniques, and processes. Consistently demonstrates an exemplary understanding of how the qualities and characteristics of an expanded variety of art media relate to each other. B. STRUCTURES AND FUNCTIONS Consistently and independently applies, analyzes, and identifies the elements of art and principles of design in creating unique works of arts. Consistently and independently identifies visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art.
Consistently selects an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Consistently uses media and tools in a safe, responsible, effective and accomplished manner. Frequently considers and communicate a specific idea though the appropriate use of media, techniques, and processes. Demonstrates an exemplary understanding of how the qualities and characteristics of an expanded variety of art media relate to each other. B. STRUCTURES AND FUNCTIONS Consistently applies (analyze and identify) the elements of art and principles of design in creating unique works of arts. Frequently identifies visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art.
Selects a variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art.
Sometimes selects appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art
Limited selection of appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art.
Uses media and tools in a safe, responsible and effective manner
Sometimes uses media and tools in a safe and responsible manner.
Limited or no evidence of the use of media in a safe and responsible manner. Limited or no evidence of how ideas are communicated though the use of media, techniques, and processes. Limited or no evidence of understanding of the qualities and characteristics of an art media.
Explore how ideas are communicated though the use of media, techniques, and processes. Generally demonstrates an understanding of how the qualities and characteristics of a variety of art media relate to each other. B. STRUCTURES AND FUNCTIONS Apply (the elements of art and principles of design in creating works of arts.
Recognizes how ideas are communicated though the use of media, techniques, and processes. Demonstrates an understanding of the qualities and characteristics of art media.
B. STRUCTURES AND FUNCTIONS Sometimes applies the elements of art and principles of design in creating works of arts.
B. STRUCTURES AND FUNCTIONS Limited or no evidence of applying the elements of art and principles of design in creating works of arts.
Choose and execute, successfully, a solution to a specific visual art assignment.
Formulate a strategy to address a specific visual art assignment.
Limited or no evidence of applying strategies to address a specific visual art assignment.
15
VISUAL ART
PERFORM
5 Consistently and independently creates unique works of art with various sensory and expressive qualities. Consistently and independently composes a work of art utilizing organizational structures (combines one or more elements of art with one or more principles of design). Consistently and independently creates unique artwork that applies structures and functions to communicate ideas effectively. 4 Frequently creates unique works of art with various sensory and expressive qualities. Frequently composes a work of art utilizing organizational structures (combines one or more elements of art with one or more principles of design). Frequently creates unique artwork that applies structures and functions to communicate ideas effectively. 3 Applies various sensory and expressive qualities in a work of art.

2 Recognize various sensory and expressive qualities in a work of art. 1 Limited of no evidence of applying or recognizing various sensory and expressive qualities in a work of art. Limited or no evidence of recognition or analysis of organizational structures in works of art. Limited of no evidence of applying structures and functions to communicate ideas in works of art.
Compare similarities among and the differences between organizational structures in works of art.
Recognize organizational structures in works of art.
Applies structures and functions to communicate ideas in works of art effectively.
Attempts to apply structures and functions to communicate ideas in works of art.
VISUAL ART
CREATE
5 Consistently and independently creates unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Consistently and independently creates unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Consistently and independently creates unique works of art that demonstrate choice and execution of subject matter, symbols, and 4 Creates unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Creates unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Frequently creates unique works of art that demonstrate choice and execution of subject matter, symbols, and ideas in a work of art. 3 Applies and analyzes subject matter, themes and symbols in works of art in an effective manner.

2 Inconsistently recognizes and identifies subject matter, themes and symbols in works of art. 1 Limited identification of subject matter, themes and symbols in works of art.
Applies and analyzes contexts, values, and aesthetics used to communicate intended meanings in artworks.
Inconsistently recognizes and identifies contexts, values, and aesthetics used to communicate intended meanings in artworks.
Limited identification of contexts, values, and aesthetics used to communicate intended meanings in artworks.
Successfully applies choice and execution of subject matter, symbols, and ideas in a work of art.
Sometimes applies choice and execution of subject matter, symbols, and ideas in a work of art.
Demonstrates limitations in choice of subject matter, symbols, and ideas in a work of art.
16
VISUAL ART
CREATE
5 ideas in a work of art. Independently appraises, judges, and reflects upon the effective use of subject matter, symbols, and ideas in a variety of personal and historical artwork in accomplished manner. Appraises, judges, and reflects upon the effective use of subject matter, symbols, and ideas in a variety of personal and historical artwork in accomplished manner. Judges and analyzes the effective use of subject matter, symbols, and ideas in a variety of personal and historical artwork. 4 3

2 Inconsistently recognizes the use of subject matter, symbols, and ideas in a variety of personal and historical artwork. 1 Limited recognition of subject matter, symbols, and ideas in a variety of artwork.
VISUAL ART
RESPOND
5
A. HISTORICAL AND CULTURAL RELATIONSHIPS

3
4
2
1
Consistently and independently discusses, debates, and reflects on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Independently interprets, discusses, and reflects on the role of an expanded variety of artists throughout history and cultures. Independently appraises, judges, and reflects upon the characteristics of an expanded variety of artwork in various eras and cultures. Consistently discusses, debates and reflects on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Consistently and independently
Discusses, debates, and reflects on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Interprets, discusses, and reflects on the role of an expanded variety of artists throughout history and cultures. Appraises, judges, and reflects upon the characteristics of an expanded variety of artwork in various eras and cultures. Discusses, debates and reflects on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Appraises, judges, and reflects on
Examines and reports on how the historical and cultural contexts influence the meaning of given artwork. Examines and reports on the role of a variety of artists throughout history and cultures. Evaluates and analyzes the characteristics of artwork in various eras and cultures. Evaluates and analyzes how the cultural factors of time and place influence the meaning of a variety of artworks. Examines and reports on how
Sometimes identifies the historical and cultural contexts of a specific artwork.
Limited identification of the historical and cultural contexts of a specific artwork
Inconsistently identifies the role of artists throughout history and cultures. Sometimes identifies the characteristics of artwork in various eras and cultures. Inconsistently recognizes how the cultural factors of time and place influence the meaning artworks.
Limited or no evidence of the understanding of the role of artists throughout history and cultures. Limited or no evidence of the ability to list the characteristics of artwork in various eras and cultures. Limited or no evidence of the ability to state how the cultural factors of time and place influence the meaning artworks. Limited or no evidence of the ability
Inconsistently explains how
17
VISUAL ART
RESPOND
5 appraises, judges, and reflects on how historical and cultural factors influence an expanded variety of contemporary artworks. B. REFLECTING AND ASSESSING Consistently and independently evaluates, interprets, and reflects on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Consistently proposes, appraises, and assesses with clarity various interpretations of an expanded variety of works of art created by self and others. Independently deliberates, evaluates, and discusses with clarity the similarities and differences among and between ones artwork and the work of others. Consistently and independently uses the strategies involved in a successful critique, evaluates, appraises, and discusses the qualities of an artwork with appropriate supporting evidence. 4 how historical and cultural factors influence an expanded variety of contemporary artworks. B. REFLECTING AND ASSESSING Frequently evaluates, interprets, and reflects on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Frequently proposes, appraises, and assesses with clarity various interpretations of an expanded variety of works of art created by self and others. Deliberates, evaluates, and discusses with clarity the similarities and differences among and between ones artwork and the work of others. Frequently uses the strategies involved in a successful critique, evaluates, appraises, and discusses the qualities of an artwork with appropriate supporting evidence. 3 historical and cultural factors influence a variety of contemporary artworks. B. REFLECTING AND ASSESSING Analyzes and interprets multiple intentions in creating personal works of art and/or critiquing works of art by others. Considers and analyzes various interpretations of a variety of works of art created by self and others.

2 historical and cultural factors influence contemporary artworks. 1 to relate how historical and cultural factors influence contemporary artworks. B. REFLECTING AND ASSESSING Limited identification of the multiple intentions in creating works of art by self and/or others.
B. REFLECTING AND ASSESSING Inconsistently interprets and distinguishes multiple intentions in personal works of art and/or works of art by others. Sometimes recognizes and identifies various interpretations of works of art created by self and others. Inconsistently compares and contrasts ones artwork with the work of others.
Limited or no evidence of the ability to recognize various interpretations of works by self and/or others.
Analyzes and discusses the similarities and differences among and between ones artwork and the work of others. Using the strategies involved in a successful critique, identifies, analyzes, and discusses the qualities of an artwork with supporting evidence.
Little or no evidence of the ability to state the similarities and differences between ones artwork and the work of others. Little or no evidence of the ability to identify the strategies in a successful critique.
Identifies and analyzes the strategies in a successful critique.
18
VISUAL ART
CONNECT
5 A. INTERDISCIPLINARY CONNECTIONS Consistently and independently considers, connects, and applies ideas, issues, and themes present in visual art and other academic disciplines when creating unique works of art. Consistently examines, discusses and demonstrates how the unique characteristics of visual art improve comprehension in other academic disciplines. 4 A. INTERDISCIPLINARY CONNECTIONS Frequently considers, connects, and applies ideas, issues, and themes present in visual art and other academic disciplines when creating unique works of art. Frequently, examines, discusses and demonstrates how the unique characteristics of visual art improve comprehension in other academic disciplines. 3 A. INTERDISCIPLINARY CONNECTIONS Examines and considers ideas, issues, and themes present in visual art and other academic disciplines when creating works of art.

2 A. INTERDISCIPLINARY CONNECTIONS Sometimes identifies ideas, issues, and themes present in visual art and another academic discipline. 1 A. INTERDISCIPLINARY CONNECTIONS Limited identification of ideas, issues, and themes present in visual art and another academic discipline.
Examines, predicts, and discusses how the unique characteristics of visual art improve comprehension in one other academic discipline.
Sometimes identifies how the unique characteristics of visual art improve comprehension in one other academic discipline.
Limited or no evidence of the ability to connect the characteristics of visual arts with another discipline.
19
VISUAL ART
PERFORM
5 A. Media, Techniques, and Processes Independently and consistently synthesizes the use of expanded media, techniques, and processes to create unique art forms in a specific media at an advanced level. Consistently and independently uses vocabulary to precisely discusses media and processes in works of art. Consistently and independently plans and integrates the use of new media and tools in a safe and responsible manner. Consistently and independently creates unique works of art using appropriate media, techniques, and processes to communicate ideas and discuss the effects of each on the communication process. Independently analyzes, and applies effective applications of media, techniques, and processes to solve visual art problems in personal and assigned visual art problems. B. Structures and Functions Consistently and independently creates unique works that use the elements of art and the principles of design to solve a variety of visual art problems. Consistently and independently describes, analyzes, interprets, and judges the structures and functions 4 A. Media, Techniques, and Processes Synthesizes the use of media, techniques, and processes to create art forms in a specific medium at or above a proficient level. Consistently and precisely defines and uses vocabulary appropriate to media and processes. Plans and integrates the use of new media and tools in a safe and responsible manner. Create a work of art using appropriate media, techniques, and processes to communicate a specific idea and discuss the effects of each on the communication process. Plans and produces effective application of media, techniques, and processes used to solve visual art problems. B. Structures and Functions Creates and evaluates art works that use the elements of art and the principles of design to solve a visual art problem. Using the steps of critique, analyzes, compares, and contrasts the use of structures and functions 3 A. Media, Techniques, and Processes Refines skill in the use of media, techniques, and processes to create art forms in one specific medium proficiently. Defines and uses vocabulary appropriate to media and/or processes. Analyzes and uses media and tools in safe and responsible manner.
HIGH SCHOOL - GRADE 9-12

2 A. Media, Techniques, and Processes Inconsistently analyzes and employs different types of media, techniques, and processes to create art forms in a specific medium. Sometimes defines and uses vocabulary appropriate to media and/or processes. Demonstrates the use of media and tools in a safe and responsible manner. Sometimes identifies media, techniques, and processes needed to communicate a specific idea in a work of art. 1 A. Media, Techniques, and Processes Rarely employs different types of media, techniques, and processes to create art forms.
Limited or no evidence of the knowledge or use of vocabulary appropriate to media and/or processes Identifies the use of media and tools in a safe and appropriate manner.
Determines appropriate media, techniques, and processes to create a work of art to communicate specific ideas.
Inconsistently recognizes the relationship between various media, techniques, and/or processes and their effects when used to communicate specific ideas in a work of art. Inconsistently examines the application of media, techniques, and processes used to solve visual art problems. B. Structures and Functions Inconsistently identifies how the elements of art and the principles of design solve a visual art problem.
Evaluates the effectiveness of the application of media, techniques, and processes used to solve visual art problems. B. Structures and Functions Plans, applies, and evaluates the use of the elements of art and the principles of design to solve a visual art problem. Using the steps of critique (i.e. describe, analyze, interpret, judge) presents and analyzes a work of art
Inconsistently compares and contrasts the application of media, techniques, and processes used to solve visual art problems B. Structures and Functions Evaluates the use of the elements of art and the principles of design in solving a visual art problem.
Using the steps of critique discusses the use of the structures and functions in a work of art.
Inconsistently identifies and defines the steps of critique.
20
VISUAL ART
PERFORM
5 of ones own artwork and the work of others. Consistently and independently analyzes and creates unique works of art that reflect utilitarian and/or intrinsic value. Consistently and independently creates unique works of art using appropriate problem solving skills to communicate with clarity intended meanings in works of art. in a work of art. Creates a work of art that demonstrates utilitarian and/or intrinsic value. Analyzes, applies, and demonstrates problem-solving skills to improve communication of intended meaning in a work of art by designing visual concepts with subjects themes, or symbols. 4 3 and its use of structures and functions. Interprets the purpose of a work of art as to its utilitarian and/or intrinsic value. Utilizes problem-solving skills to improve communication of intended meaning in a work of art by integrating visual concepts with subject, themes, or symbols.

2 1
Classifies works of art that demonstrate utilitarian and/or intrinsic qualities. Inconsistently examines relationships among visual and organizational components to solve specific visual art problems
Rarely recognizes the differences between utilitarian and intrinsic purposes of a work of art. Demonstrates limited skills in identifying problem-solving skills needed to solve visual art tasks.
VISUAL ART
CREATE
5 Independently creates unique works of art that communicate a personal selection of ideas and reflect a range of subject matter, symbols, and/or ideas. Independently evaluates with coherence personal sources of subject matter and analyzes personal meaning and its use and relationship within art practices. Independently and consistently creates unique works of art integrating subject matter, symbols, and ideas that communicate meaning. Independently researches, develops 4 Creates an artwork using specified subject, matter, symbols, and/or ideas. 3 Analyzes the origin and significance of subject matter, symbols, and/or ideas in a work of art.

2 Inconsistently chooses and applies subject matter and symbols to communicate an idea. 1 Demonstrates limited recognition of common symbols and their meanings.
Critiques personal sources of subject matter and interprets personal meaning when used in art (verbal, written, and/or production). Designs and uses subject matter, symbols, and ideas that communicate meaning in a work of art. Researches and creates a series of
Compares personal sources of subject matter and how they demonstrate personal meaning in works of art. Chooses and applies subject matter, symbols, and ideas to communicate meaning in a work of art.
Inconsistently interprets personal sources of subject matter in a work of art.
Rarely identifies images that reflect personal experiences and environments.
Inconsistently recognizes that subjects, symbols, and ideas are used to communicate meaning in a work of art. Inconsistently identifies subjects,
Sometimes explores selected subjects, symbols, and ideas for a work of art.
Researches personal subjects,
Creates a work of art that
21
VISUAL ART
CREATE
5 and creates unique bodies of work referencing personal subjects, symbols, and ideas. 4 works based on personal subjects, symbols and ideas 3 symbols, and ideas consistent with creating a body of artwork.

2 symbols, and ideas found within a body of artwork (e.g. Picassos Blue Period) that is reflected in ones own art. 1 communicates an idea through the use of symbols and/or subject matter.
VISUAL ART
RESPOND
5 A. Relation to History and Cultures Independently and consistently analyzes and explains with clarity how historical and contemporary works of art reflect and influence societies and cultures. Independently analyzes and consistently explains how historical and contemporary works of art reflect, shape and will influence societies and cultures. Independently and consistently creates works of art that reflect a deep understanding of how history or culture influences a work of art. B. Reflecting and Assessing Independently and consistently demonstrates the ability to assess artworks and their meanings as well as judge the characteristics and merits of ones own work. Independently and consistently 4 A. Relation to History and Cultures Analyzes and explains how historical and contemporary works of art reflect and influence societies and cultures. Critiques the functions of meaning of specific art objects across various cultures and times. 3 A. Relation to History and Cultures Researches and communicates how historical and contemporary works of art reflect and influence societies and cultures. Evaluates the functions and meaning of specific art objects across various cultures and times.

2 A. Relation to History and Cultures Sometimes compares the characteristics of historical and contemporary works of art and how they reflect and influence societies and cultures. Sometimes compares the characteristics and purposes of works of art from a variety of cultures, times and places. Inconsistently differentiates the variety of historical and cultural contexts in terms of functions and purposes of works of art. B. Reflecting and Assessing Sometimes interprets the characteristics and merits of ones own work and the work of others. 1 A. Relation to History and Cultures Rarely recognizes how historical and contemporary works of art reflect and influence societies and cultures. Rarely examines the functions and explore the meaning of specific works of art within varied times, cultures and places. Rarely identifies a variety of historical and cultural contexts in terms of functions and purposes of a work of art. B. Reflecting and Assessing Inconsistently describes the characteristics and merits of ones own work and the work of others.
Creates a work of art that reflects an understanding of how history or culture influences a work of art. B. Reflecting and Assessing Judges the characteristics and merits of ones own work and the work of others.
Creates a work of art that emulates a historical or cultural context.
B. Reflecting and Assessing Analyzes the characteristics and merits of ones own work and the work of others.
Judges various interpretations of a
Compares and contrasts various
Sometimes identifies various
Limited ability to identify the
22
VISUAL ART
RESPOND
5 analyzes and judges with clarity various interpretations works of art. Using a variety of criteria and techniques, consistently debates meaning with logic and coherence in a work of art. work of art. Using a variety of criteria and techniques, debates meaning in a work of art. 4 3 interpretations of a work of art. Using a variety of criteria and techniques, interprets meaning in a work of art.

2 interpretations of a work of art. Sometimes applies the steps of criticism when identifying meaning in a work of art. 1 meaning of a work of art. Rarely uses appropriate vocabulary to assess the meaning of a work of art.
VISUAL ART
CONNECT
5 A. Interdisciplinary Connections Independently creates unique works of art combining technologies, media and processes of visual art with those of other disciplines. Independently and consistently creates unique works of art using concepts that are common to visual art and other disciplines. 4 A. Interdisciplinary Connections Plans and produces a work of art combining technologies, media and processes of visual art with those of another discipline. Creates a work of art using concepts that are common to visual art and another discipline. 3 A. Interdisciplinary Connections Integrates the use of materials, technology processes and terminology used in visual art with those of another discipline. Analyzes the concepts that are common to visual art and other disciplines.

2 A. Interdisciplinary Connections Inconsistently compares materials, technology processes and terminology used in visual art with those of other disciplines. Inconsistently compares the use of concepts that are common to visual art and other disciplines. 1 A. Interdisciplinary Connections Inconsistently identifies materials, technology processes and terminology used in visual art and other disciplines. Rarely identifies concepts that are common to visual art and other disciplines.
ADDENDUM: FORMATIVE AND SUMMATIVE ASSESSMENT EXAMPLES SUGGESTED FORMATIVE & SUMMATIVE ASSESSMENT ARTIFACTS
FORMATIVE ASSESSMENT
Purpose: Provide ongoing feedback to inform learning decisions. Timing: During project. Basis: Standards based (focus on Checks For Understanding). Audience: Student can assess learning, or teacher can make decisions about direction of project or next unit of study. Typically not used to assign grades. EXAMPLES Informal teacher questions/ conversations with students. Project Rubric (if students are allowed to continue working on project). Sketches/Sketchbooks (if sketches are being used to inform project). Working Portfolio (pre-instruction/post-instruction, projects, tests). [Projects that teach skills/concepts, i.e., color wheel, value charts, etc.]. Written or Verbal Critique (if students are allowed to continue working on project). Formal Oral Interview. Project Rubric/Assessment Checklist (if students are NOT allowed to continue working on a project). Sketches/Sketchbooks (if the sketch is the final product for the assignment). Showcase Portfolio (final, exemplary works) Written or Verbal Critique (if students will NOT be allowed to go back and continue working on project). [Video of assessment] Peer Assessment (video of class critique, written) Self-Assessment Misconception Check (present students with a common misconception about a designated topic and ask whether they agree/disagree and explain why). Class Discussions (Visual Thinking Strategies, historical/cultural, inter-disciplinary contexts-video/audio recording) Teacher-Made Test Critique of Exemplary Artworks (video presentation, written). Work Displayed in local, regional, and national adjudicated art exhibitions/competitions (an end of project term or year). [ThinkShow!, ArtsFest, Scholastic, AP, etc.] Student or Teacher Observations (checklists, anecdotal records).
23
SUMMATIVE ASSESSMENT
Purpose: Evaluate final efforts to prove learning. Timing: At the end of a project (after the final revision of project). Basis: Standards-based (focus on SPIs) Audience: Students proved learning to teacher. Used to assign grades. EXAMPLES
End Art Product (designated work, finished sculpture, final art piece, etc.) [i.e., still life, landscape, portrait, non-objective, etc.] Final Digital Project (garage band, webpage, wiki space, powerpoint, etc) Written Products (report, essay, character study, etc.)
Think/Pair/Share (turn to your partner and ____________). Hand Signals (thumbs up = I understand, waving hand = Im not sure, etc.) Exit Slip (writing prompts such as: What might happen if ______? What strategy could I have used to ________?) Adapted from The Balanced Assessment Model: When Formative Meets Summative
24
ELEMENTARY MUSIC
PERFORM
Grades K-5 Sings age-appropriate melodies and songs with accurate pitch and rhythm. MCS: MELODY Grades K-1 Reproduces high, (middle), and low pitches vocally. MCS: MELODY Grades 2 - 5 Demonstrates proper vocal technique MCS: MELODY Demonstrates all of the following: proper posture, grade-appropriate diction, breath control, and tone in both head and chest voice. Demonstrates at least three of the following: proper posture, grade-appropriate diction, breath control, and tone in both head and chest voice. Sings two-part harmony of varied repertoire using at least one of the following: expressive qualities, in tune singing, musical phrasing. Exhibits correct singing posture, open mouth, and good vocal tone in head and/or chest voice. 76% to 100% of students in a class sing, matching pitch, a so-mi (K) or a somi-la pattern (1). 51% to 75% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mila pattern (1). At least 50% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mila pattern (1). Sings a melody with all of the following: accurate pitch, rhythm, dynamics, and tempo Sings a melody with at least three of the following: accurate pitch, rhythm, dynamics, and tempo Sings a melody/song with accurate rhythm and pitch (solfege and/or lyrics). 5 4 3 Standard 1: SINGING (Note- for some items, there is a notation of MCS to align with LEA curriculum maps)
GRADE K-5
2 1
Sings melody/song above or below designated pitch
Uses speaking voice.
25% to 49% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mila pattern (1). Exhibits poor posture and diction; sings with unsupported tone (breathy)
Less than 25% of students in a class sing, matching pitch, so-mi pattern (K) or a so-mila pattern (1). Exhibits poor posture and diction; sings either too loud or too soft
Grades 2-5 Develops skills for singing harmony. MCS: HARMONY Sings two-part harmony of varied repertoire using at least two of the following: expressive qualities, intune singing, musical phrasing. Groups are able to maintain their parts while performing vocal ostinati, partner songs, and/or rounds and canons. Groups are unable to maintain their parts while performing vocal ostinati, partner songs, and/or rounds and canons for an entire selection. Groups unable to maintain vocal ostinati, partner songs, and/or rounds and canons.
Standard 2: PLAYING INSTRUMENTS Grades K-1 Performs steady beat on body percussion, pitched and/or unpitched instruments. MCS: RHYTHM Grades 2-5 Performs steady beat and/or rhythm on body percussion, Performs more complex multiple rhythm patterns in l Performs multiple rhythm patterns in large ensembles. Maintains a steady beat independently and/or Able to maintain a steady beat and/or perform grade Unable to maintain steady beat and/or play grade76% - 100% of a class is able to maintain a steady beat 50% - 75% of a class is able to maintain a steady beat. At least 50% of a class is able to maintain a steady beat. 25% - 49% of a class is able to maintain a steady beat Unable to imitate and/or maintain a steady beat.
25
ELEMENTARY MUSIC
PERFORM
pitched and/or unpitched instruments MCS: RHYTHM Grade K Explore/perform long/short and fast/slow sounds. MCS: EXPRESSIVE QUALITIES Grade 1 Perform short rhythm patterns MCS: RHYTHM Perform short rhythm patterns consistently and independently using instruments 76% to 100% of students in a class play pitched and/or instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched instruments using an orchestration that includes varying rhythms, pitches, and parts using appropriate expressive qualities. Perform short rhythm patterns consistently using instruments Perform short rhythm patterns using body percussion Choose and play long/short and/or fast/slow sounds, appropriate for song, story, poem, or recorded selection Play long/short and/or fast/slow sounds appropriate for song, story, poem or recorded selection, Identify and recognize long/short and fast/slow patterns ensembles. 5 4 3 performs grade-appropriate rhythm patterns.
GRADE K-5
2 appropriate rhythm patterns 50% of the time during a performance. Unable to identify or recognize long/short and fast/slow patterns 1 appropriate rhythm patterns.
Unable to explore/perform long/short and fast/slow patterns.
Imitate long/short and/or fast/slow sounds
Unable to imitate or perform short rhythm patterns
Grades 2-5 Exhibits skill in playing simple orchestrations on pitched and/or non-pitched instruments using correct technique. MCS: RHYTHM/FORM/ HARMONY Performs accompaniments on classroom instruments MCS: RHYTHM/FORM/ HARMIONY 51% to 75% of students in a class play pitched and/or unpitched instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched and/or non-pitched instruments using an orchestration that includes varying rhythms, pitches, and parts. At least 50% of students play pitched and/or unpitched instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched and/or non-pitched instruments. 25% to 49% of students in a class hold pitched and/or unpitched instruments or mallets incorrectly. Less than 25% of students hold pitched and/or unpitched instruments or mallets correctly.
Groups are unable to maintain their parts for an entire selection.
In a group performance, the students perform an accompaniment with rhythmic inaccuracies and tempo fluctuations.
Standard 5: READING AND NOTATING Grades K-5 Uses symbols to read and perform melodies and rhythm. MCS: RHYTHM/MELODY/EXPRESSIVE QUALITIES Reads and performs traditional notation for melody and rhythm using appropriate expressive qualities. Reads and performs traditional Reads and performs traditional Reads notation below grade notation for melody and notation for either melody or level. rhythm. rhythm. (not both simultaneously) Unable to read musical notation.
26
ELEMENTARY MUSIC
PERFORM
Grades K-5 Performs musical selections, correctly interpreting terms and symbols related to expressive qualities (i.e. tempo, dynamics, directional markings, and articulation markings) MCS: EXPRESSIVE QUALITIES Identifies and performs at least three of the following markings: dynamics, tempo, direction and articulation. Identifies and performs two of the following markings: dynamics, tempo, direction and/or articulation. Identifies and performs one of the following markings: dynamics, tempo, direction and/or articulation within a given music selection. 5 4 3
GRADE K-5
2 1
Recognizes dynamic and/or tempo markings (i.e., students identify p as piano).
Students do not recognize and/or interpret icons or symbols correctly.
ELEMENTARY MUSIC
CREATE
Standard 3: IMPROVISING Improvise vocal sounds and/or rhythm patterns and/or melody MCS: RHYTHM/MELODY/ FORM Students improvise vocally and/or instrumentally with accuracy incorporating two or more musical elements (e.g., rhythm, melody, harmony, expressive qualities). Student composition(s) reflect at least three applications of gradeappropriate musical elements (e.g., rhythm, melody, timbre, form expressive qualities.) Composed introduction, interlude and/or coda relate musically to the piece and shows extensive originality. Students improvise vocally and Students improvise vocally /or instrumentally with and/or instrumentally with accuracy incorporating at least accuracy. one musical element (e.g., rhythm, melody, harmony, expressive qualities). 5 4 3
GRADE K-5
2 1
Student improvisations contain Students are unable to some vocal and/or rhythmic improvise at a gradeinaccuracies. appropriate level.
Standard 4: COMPOSING Compose melodies and rhythms MCS: RHYTHM/MELODY/ FORM Student composition(s) reflect at least two applications of grade-appropriate musical elements (e.g., rhythm, melody, timbre, form, expressive qualities.) Composed introduction, interlude and/or coda relate musically to the piece and shows evidence of original thought. Student composition(s) reflect application of at least one grade-appropriate musical element (e.g., rhythm melody, timbre, form, expressive 2quaities.) Composed introduction, interlude and/or coda relate musically to the piece. Students are unable to apply musical knowledge to composition. Students are unable to compose.
Compose introductions, interludes and codas. MCS: FORM
Composed introduction, interlude and/or coda repeats parts of the existing piece.
Unable to compose introduction, interlude and/or coda.
27
ELEMENTARY MUSIC
RESPOND
Standard 6: LISTENING AND ANALYZING Grades K-2 Recognizes/identifies same and different phrases in a song. MCS: FORM/RHYTHM Grades 3-5 Demonstrates an understanding of musical form(s). MCS: FORM Students compare and contrast various forms of music or students create movement patterns to demonstrate different sections of complex forms of music. Identifies selected voices or instruments (band, orchestra and/or ethnic) visually and aurally. Students are able to analyze the musical form of an unfamiliar age-appropriate piece (e.g., create a pictorial representation of the different sections.) Identifies selected voices, or instruments (band, orchestra and/or ethnic) visually or aurally. Students are able to identify and label same and different sections of age-appropriate musical forms. Identifies phrases that are the same or different rhythmically and melodically. A. Identifies phrases that are same or different rhythmically or B. Identifies phrases that are same or different melodically Recognizes that patterns and/or phrases can be same or different. 5 4 3
GRADE K-5
2 1
Recognizes that music has patterns and/or phrases
Unable to recognize that music has patterns and/or phrases.
Students identify same and different sections, but unable to perceive an overall pattern.
Students are unable to recognize same and different sections.
Recognizes or identifies voices and age-appropriate instruments of the band, orchestra or ethnic instruments. MCS: EXPRESSIVE QUALITIES Recognizes and/or describes musical terms for expressive qualities. MCS: EXPRESSIVE QUALITIES Standard 7: EVALUATING Grades K-2 Evaluates music performances based on age-appropriate critera.
Recognizes or identifies ageappropriate voices, or instruments (band, orchestra and/or ethnic).
Recognizes or identifies some age-appropriate voices and/or instruments.
Unable to recognize or identify age-appropriate voices and/or instruments.
Describes a listening example using ageappropriate musical vocabulary to label tempo, dynamics and other expressive qualities.
Describes a listening example using teacher-given characteristics.
Labels tempo as fast/slow or dynamics as loud/soft.
Responds to expressive qualities of music such as fast/slow and loud/soft.
Does not respond appropriately to expressive qualities of music such as fast/slow and loud/soft.
Students are able to evaluate a musical performances using grade appropriate teacher-given
Students are able to give two or more opinions and facts about musical performances using at least two grade-
Students are able to give one Students merely state opinion and one fact about opinions about music selection musical performances using or performance. one grade-appropriate musical
Students are unable to discuss a music performance using grade-appropriate music vocabulary.
28
ELEMENTARY MUSIC
RESPOND
rubric. Grades 3-5 Evaluates music performances based on age-appropriate criteria. Students create and utilize with teacher guidance a rubric to evaluate musical selections and performances. Evaluates and discusses the effect of audience behavior (appropriate or inappropriate) during a musical performance. Students are able to give two or more opinions and facts about musical performances using at least two gradeappropriate musical terms. Demonstrates and evaluates own appropriate audience behaviors. Students are able to give one opinion and one fact about a musical selection or performance using one gradeappropriate term. Discusses appropriate audience behaviors. 5 4 appropriate musical terms. term. 3
GRADE K-5
2 1
Students merely state opinions about the musical selection or performance.
Students are unable to discuss a musical performance using gradeappropriate music vocabulary.
Grades K-5 Develop, evaluate and demonstrate appropriate audience behaviors. Unable to discuss or demonstrate appropriate audience behaviors. Unable to discuss audience behaviors.
ELEMENTARY MUSIC
CONNECT
Demonstrates a connection between music and the other arts (theatre, visual art and/or dance) Demonstrates a connection between music and disciplines outside the arts (science, math, language arts, etc.) MCS: INTEGRATION COLUMN Recognize, describe and perform music of various cultures and historical periods. MCS: HISTORICAL/ CULTURAL 5 4 3 Standard 8: INTERDISCIPLINARY CONNECTIONS Create ways of combining music with one or more other art forms. Create ways of combining music with one or more disciplines outside the arts. Analyzes and evaluates how music is combined with one or more other art forms. (e.g., ballet) Analyzes and evaluates how music is connected to one or more disciplines outside the arts. (e.g., orchestration of Haiku) Demonstrates ways of combining music with one other art form.
GRADE K-5
2 1
Shows a weak/insufficient connection with another art form.
Shows no common elements between music and the other arts. Shows no common elements between music and disciplines outside the arts.
Demonstrates ways of Shows a weak/insufficient combining music and at least connection between music one discipline outside the arts. and disciplines outside the arts (science, math, language arts, etc.)
Standard 9: HISTORICAL AND CULTURAL CONNECTIONS Compare and contrast music from various cultures and historical periods. Discuss and/or classify characteristics of music from various cultures and historical periods. Identify music from various Perform music from various Experience music from cultures and historical periods. cultures and historical periods. various cultures and historical periods.
29
VOCAL MUSIC
PERFORM
5
A. SING Sing, alone and in a group, vocal literature on a difficulty level above 4 (advanced) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using correct diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues. The choral performances show evidence of understanding of musical elements and how they interconnect to create a successful choral event. Strong harmonic support and balance, proper phrase treatment, sharp melodic flow, superior vocal expression, remarkable stage presence and understanding and sensitivity to text are always evident.
GRADE 6-8
3
A. SING Sing, alone and in a group, vocal literature on a difficulty level of 4-5 (moderate to slightly difficult) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), while demonstrating the fundamentals of posture, breath support, and control. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using proper diction, dynamics, articulation, and phrasing appropriate to the genre and style.
4
A. SING Sing, alone and in a group, vocal literature on a difficulty level above 4 (difficult) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using correct diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues.
2
A. SING Sing, alone and in a group, with limited skill in expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and inconsistently demonstrating fundamentals of posture, breath support, and control. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella; however, attention to proper diction, dynamics, articulation, and phrasing appropriate to the genre and style period is not always evident. Sing, in a group, with limited facial and vocal expression. Intonation, vocal production and balance problems are evident. Discipline and stage presence need to be strengthened.
1
A. SING Sing, alone and in a group, vocal literature with little or no expressive qualities or technical accuracy. (Inaccurate rhythmic and melodic precision, little or no response to dynamics, articulation, and phrasing according to the written score), and demonstrating meager understanding of the fundamentals of posture, breath support, and control. Sing, alone and in a group, with little or no variety in styles or genres; little or no singing in multiple languages. Skills of diction, dynamics, articulation, and phrasing appropriate to the genre and style period need immediate attention. Sing, in a group, using poor intonation, balance, blend, and tone production. Vowel and consonant placements are erroneous. Little or no response to conductor directives or cues.
Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while accurately following conductor cues.
30
VOCAL MUSIC
PERFORM
5
B. PLAY Perform on pitched and non-pitched instruments regularly in both classroom and concert settings utilizing a variety of styles and genres. Recognize a range of pitched and nonpitched and instruments from varied cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with solid technique and style to accompany choral selections. Identify and play common rhythmic patterns and instrumental combinations represented in multicultural choral music: (congas in Latin styles, talking drum in African music, steel drums in Caribbean music forms, plucked strings in Asian music, etc.) Recognize and perform I-IV-V chord structure and combinations using various pitched instruments.
GRADE 6-8
3
B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a variety of styles and genres. Recognize various non-pitched instruments from other cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with proper technique and style to accompany choral selections. Some performance on strings and wind instruments to accompany the vocal performance; including creating basic tonic and dominant chord structure.
4
B. PLAY Perform on pitched and non-pitched instruments frequently in both classroom and concert settings utilizing a variety of styles and genres. Recognize a range of non-pitched instruments from other cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with proper technique and style to accompany choral selections. Play, with awareness of how instrumental timbre, background, and accompaniment can increase the effectiveness of vocal performances of various cultures, styles, genres. Recognize and regularly perform I-IVV chord structure using pitched instruments.
2
B. PLAY Little use of pitched and non-pitched instruments in classroom and concert settings. Some familiarity with membranophones and idiophones. Limited work with I-IV-V chord structure, recognition, or creation.
1
B. PLAY Little or no use of pitched or nonpitched instruments in the classroom or in concert. Very limited work with chord structure, its function in choral music, or its creation.
31
VOCAL MUSIC
PERFORM
5
C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance; demonstrates mastery of score interpretation Sight-read with at least 75% accuracy a four-part vocal line of at least 6 measures. Notate rhythmic and melodic phrases in simple and compound meter using standard notation, including use of dynamic and tempo markings. (ie crescendo, accelerando, etc.)
GRADE 6-8
3
C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance. Sight-read with at least 75% accuracy, a two-part vocal line of 4-6 measures. Notate simple rhythmic and/or melodic phrases in duple, quadruple, or triple meter using standard notation.
4
C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance; demonstrates thorough knowledge of score interpretation. Sight-read with at least 75% accuracy, a three-part vocal line of at least 6 measures. Notate rhythmic and/or melodic phrases in any simple or compound meter using standard notation.
2
C. READ Sing choral music with some response to dynamic, phrase, tempo, score navigation, and expressive markings in the score. Sight-read with at least 75% accuracy a unison vocal line of 4-6 measures.
1
C. READ Sing choral music with little or no acknowledgement of dynamic, phrase, tempo, score navigation, or expressive markings in the score. Sight-read a 4-6 measure line of rhythm and/or pitches with less than 75% accuracy .
Notate simple rhythmic and/or melodic phrases using standard notation.
Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Choral festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group vocal assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.
32
VOCAL MUSIC
CREATE
5 Improvise a notated melody in a stylistically sophisticated manner using diverse variation within an assigned chord progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given piece for an assigned two, three, or four part vocal ensemble Compose or arrange an above grade level vocal piece/warm-up, of at least four measures, for a specified goal using traditional notation and including the elements of music. Create a stylistically advanced ostinato or descant to accompany an assigned melody in a complementary style. 4 Improvise a non-notated melody in a stylistically sophisticated manner using diverse variation within a tonic and dominant progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given song. Compose or arrange an above grade level short vocal piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music. Create a stylistically advanced ostinato to accompany a melody 3 Improvise a variation within specified guidelines aligned with performance levels. Improvise melodic phrases. Improvise a melody within an existing chord structure. 2
GRADE 6-8
1 Improvise a non-notated melody in a stylistically inappropriate manner using no variation within a tonic and dominant progression. Use an inadequate variety of sound, notational, and/or technological sources to compose or arrange a given song Compose or arrange a below grade-appropriate short vocal piece/warm up for a specified goal using traditional or non-traditional notation and with minimal use of the elements of music. Create a stylistically inappropriate ostinato to accompany a melody.
Improvise a non-notated melody in a stylistically developing manner using limited variation within a tonic and dominant progression. Use a limited variety of sound, notational, and/or technological sources to compose or arrange a given song. Compose or arrange a near gradeappropriate short vocal piece/warm up for a specified goal using traditional or non-traditional notation and including some elements of music. Create a stylistically limited ostinato to accompany a melody.
Improvise contrary or parallel motion accompaniment or vocal part to an existing melody. Compose vocal warm-ups using patterns from choral literature aligned with performance levels. Compose short rhythmic and melodic motives within specified parameters that make musical literary sense. Compose a melodic warm-up following teacher provided guidelines. Choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in contrary motion.
Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a students response to assigned literature, i.e. vocal/instrumental, etc.
33
VOCAL MUSIC
RESPOND
5 Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. 4 Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Analyze and describe examples of selected American and European music (e.g., musical elements, forms, expressive techniques, and/or compositional techniques) connecting and /or comparing it to music being sung. Student demonstrates mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. 3 Identify, list and describe the use of musical elements in printed literature 2
GRADE 6-8
1 Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature.
Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Identify, list and describe the use of expressive devices in printed literature.
Identify, list and describe the use of form in printed literature
Compare and contrast selected works of American and European genres or styles connecting and/or comparing it to music being sung.
Student demonstrates advanced Identify criteria used to evaluate competence in analyzing a recorded group performances. work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances Apply criteria to evaluate group performances.
Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with limited effectiveness specific criteria (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choirs performance as compared to exemplary models
Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Students will not be able to apply specific criteria (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choirs performance as compared to exemplary models
Identify and apply criteria for evaluating an individuals contribution to the choral rehearsal and performance
Students will be able to apply with mastery specific criteria (rubric) to
Students will be able to apply with advanced competence specific
Students will be able to compare and Students will not be able to compare contrast with limited proficiency the and contrast the use of common
34
VOCAL MUSIC
RESPOND
5 evaluate his/her personal contribution in a choral performance and to evaluate their choirs performance as compared to exemplary models Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines. 4 criteria (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choirs performance as compared to exemplary models Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. 3 2
GRADE 6-8
1 elements in artworks from two or more arts disciplines.
use of common elements in artworks from two or more arts disciplines.
Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions.
VOCAL MUSIC
CONNECT
5 Students will be able to demonstrate with mastery (oral or written) the impact of the role of music in todays society. 4 Students will be able to demonstrate with advanced competence (oral or written) the impact of the role of music in todays society. 3 Extrapolate (e.g., identify, analyze, list) elements that are common to music and an academic discipline outside the arts. Compare and contrast the use of common elements in music and an academic discipline outside the arts Students will be able to compare with mastery arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with mastery the relationship of music with various academic disciplines outside the arts. Students will be able to compare with Compare the elements of music to advanced proficiency arts disciplines the elements of other arts disciplines. from a particular historical period or style including various American music genres. Students will be able to describe with Compare the elements of music to advanced competence the those of an academic discipline relationship of music with various outside the arts academic disciplines outside the arts. 2
GRADE 6-8
1 Students will not be able to demonstrate (oral or written) the impact of the role of music in todays society.
Students will be able to demonstrate with limited ability (oral or written) the impact of the role of music in todays society.
Students will be able to compare with limited ability characteristics of arts disciplines from a particular historical period or style including various American music genres.
Students will not be able to compare characteristics of arts disciplines from a particular historical period or style including various American music genres.
Students will be able to describe with Students will not be able to describe limited ability the relationship of the relationship of music with various music with various academic academic disciplines outside the arts. disciplines outside the arts.
35
VOCAL MUSIC
CONNECT
5 4 3 Identify technology used to create music Students will be able to demonstrate ways music technology impacts todays society. Students will be able to identify, with mastery, historical periods and/or cultures of selected choral music literature. Students will be able to explain with advanced competence ways music technology impacts todays society. Students will be able to identify, with advanced ability, historical periods and/or cultures of selected choral music literature. Compare and contrast selected music genres and their origins Identify characteristics of the historical period or culture of music being rehearsed Identify the genre and origin of selected American choral works Describe the impact of music in todays society. Analyze the relationship between music and given political events Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio. 2
GRADE 6-8
1
Students will be able to explain with limited ability ways music technology impacts todays society. Students will be able to identify with limited ability historical periods and/or cultures of selected choral music literature.
Students will not be able to explain ways music technology impacts todays society. Students will not be able to identify historical periods and/or cultures of selected choral music literature.
36
VOCAL MUSIC
PERFORM
5 A. SING Students will be able to sing, alone and in a group, vocal literature on a difficulty level of 6 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at a level of mastery. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella proficiently utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period at a level of mastery. Students will be able to sing in a group, expressively, showing a mastery of intonation, balance, discipline, and stage presence while correctly following all conductor cues. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing wide variety of styles and genres at a level of mastery. Recognize and perform at a level of mastery tonic/dominant chord structure using pitched instruments. A. SING Students will be able to sing, alone and in a group, vocal literature on a difficulty level of 5-6 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at an advanced level. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella utilizing advanced diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be able to sing in a group, expressively, using advanced intonation, balance, discipline, and stage presence while correctly following conductor cues. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a wide variety of styles and genres at an advanced level. Recognize and perform at an advanced level tonic/dominant chord structure using pitched instruments. 4 A. SING Students will be able to sing, alone and in a group, vocal literature on a difficulty level of 4-5 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at a proficient level. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella proficiently utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be able to sing in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues at a proficient level. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a variety of styles and genres. Recognize and perform tonic/dominant chord structure using pitched instruments. 3 A. SING
GRADE 9-12
2 A. SING Students will be able to sing, alone and in a group, vocal literature on a difficulty level of 1-2 with little or no expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and poorly demonstrating the fundamentals of posture, breath support, and control. Students will be unable to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be unable to sing in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings with no evidence of a variety of styles and genres. Be unable to recognize and perform tonic/dominant chord structure using pitched instruments. Students will be mostly able to sing, alone and in a group, vocal literature on a difficulty level of 2-3 utilizing some expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating some fundamentals of posture, breath support, and control. Students will be mostly able to sing alone and in a group, some styles and genres in some languages with accompaniment and a cappella utilizing some diction, dynamics, articulation, and phrasing somewhat appropriate to the genre and style period. Students will be mostly able to sing in a group with some expression, using somewhat correct intonation, balance, discipline, and stage presence while mostly following conductor cues. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a partial variety of styles and genres. Recognize and perform a tonic structure using pitched instruments. 1
37
VOCAL MUSIC
PERFORM
5 C. READ Sing choral music interpreting terms, signs, and symbols aligned with student performance levels with at least 90% accuracy. Sight-read a vocal part with the difficulty level of 5-6 and notate complex rhythmic and/or melodic phrases using standard notation. C. READ Sing choral music interpreting terms, signs, and symbols aligned with student performance levels with at least 80% accuracy. Sight-read a vocal part with the difficulty level of 4-5 and notate advanced rhythmic and/or melodic phrases using standard notation. 4 C. READ Sing choral music interpreting terms, signs, and symbols aligned with student performance levels with at least 70% accuracy. Sight-read a vocal part with the difficulty level of 2-3 and notate simple rhythmic and/or melodic phrases using standard notation. 3 C. READ
GRADE 9-12
2 C. READ Sing choral music interpreting almost no terms, signs, and symbols aligned with student performance levels with at least 30% accuracy. Sight-read a vocal part with the difficulty level of 1 and be unable to notate simple rhythmic and/or melodic phrases using standard notation. Sing choral music interpreting some terms, signs, and symbols aligned with student performance levels with at least 50% accuracy. Sight-read a vocal part with the difficulty level of 1-2 and somewhat notate simple rhythmic and/or melodic phrases using standard notation. 1
Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Choral festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group vocal assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.
VOCAL MUSIC
CREATE
5 Students will be able to improvise a melody within an existing chord structure at a level of mastery. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at level of mastery. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary 4 Students will be able to improvise a melody within an existing chord structure at an advanced level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at an advanced level Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary 3 Students will be able to improvise a melody within an existing chord structure at a proficient level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a proficient level Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary
GRADE 9-12
2 Students will be able to improvise a melody within an existing chord structure at a somewhat proficient level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a mostly proficient level. Students will choose a phrase from an existing melody and mostly compose a harmony part for the chosen phrase . 1 Students will be unable to improvise a melody within an existing chord structure. Students will be unable to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels. Students will be unable to choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel
38
VOCAL MUSIC
CREATE
5 motion at a greatly advanced level. motion. 4 motion. 3
GRADE 9-12
2 1 or contrary motion.
Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a students response to assigned literature. i.e. vocal/instrumental...etc.
VOCAL MUSIC
RESPOND
5 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with mastery. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with mastery. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with mastery. 4 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with advanced capabilities. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with advanced capabilities. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with advanced capabilities. 3 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with proficiency.
GRADE 9-12
2 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with limited proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with limited proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with limited proficiency. 1 Students will be unable to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature. Students will be unable to listen to selected examples of Western Art music, connecting and comparing it to music being sung. Students will be unable to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances.
Students will be able to identify how Students will be able to identify how Students will be able to identify how Students will be able to identify how Students will be unable to identify composers manipulate musical composers manipulate musical composers manipulate musical composers manipulate musical how composers manipulate musical elements to communicate in a choral elements to communicate in a choral elements to communicate in a choral elements to communicate in a choral elements to communicate in a choral work. work with advanced capabilities. work with proficiency. work with limited proficiency. work. Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions.
39
VOCAL MUSIC
CONNECT
5 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with mastery. Students will be able to identify technology used to create music in a wide and advanced variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with mastery. Students will be able to identify the genre and origin of selected American choral works with mastery. Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio. 4 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with advanced capabilities. Students will be able to identify technology used to create music in a wide variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with advanced capabilities. Students will be able to identify the genre and origin of selected American choral works with advanced capabilities. 3 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with proficiency. Students will be able to identify technology used to create music in a variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with proficiency. Students will be able to identify the genre and origin of selected American choral works with proficiency.
GRADE 9-12
2 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with limited proficiency. Students will be able to identify technology used to create music in some mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with limited proficiency. Students will be able to identify the genre and origin of selected American choral works with limited proficiency. 1 Students will be unable to compare and contrast the use of common elements in music and an academic discipline outside the arts. Students will be unable to identify technology used to create music in some mediums. Students will be unable to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music. Students will be unable to identify the genre and origin of selected American choral works.
40
INSTRUMENTAL MUSIC
PERFORM
5 A. SING Sing a melody in unison with masterful pitch accuracy. Sing an advanced two-part harmonization with both parts having independent rhythms. B. PLAY Demonstrate mastery of proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). A. SING 4 A. SING 3 A. SING 2
GRADE 6-8
1 A. SING Sing a melody in unison with several pitch inaccuracies. Sing in unison with same rhythm.
Sing a melody in unison with Sing a melody in unison with pitch- O. Sing a melody in unison with some advanced competence pitch accuracy. accuracy. pitch inaccuracies. Sing a two-part harmonization with both parts using different rhythms. B. PLAY Demonstrate proper daily maintenance routine and execute periodic cleaning beyond daily maintenance. (i.e., corks, slides, valves, reeds, bows, strings). Produce a fundamental tone consistently throughout the range of the instrument. Demonstrate advanced knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform intermediate rhythms and pitches. Identify and demonstrate an advanced understanding of selected concepts of style. Sing a basic two-part harmonization with both parts using the same rhythm. B. PLAY Demonstrate proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). Sing a two part round
B. PLAY Partially demonstrates proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings).
B. PLAY Inability to demonstrate proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings).
Produce a masterful tone consistently throughout range of the instrument. Demonstrate a masterful knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform advanced rhythms and pitches. Identify and demonstrate a masterful understanding of selected concepts of style.
Produce a fundamental tone throughout range of the instrument. Demonstrate a fundamental knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform basic rhythms and pitches. Identify and demonstrate an understanding of selected concepts of style. Apply basic elements associated with successful sight-reading. Perform a major scale in at least four keys/four rudiments. C. READ Recognize and apply standard notation symbols for dynamics, tempo, articulation, and expression.
Produce a fundamental tone. Inconsistently. Demonstrate a basic knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform simple rhythms and pitches. Identify and demonstrate a partial understanding of selected concepts of style. Apply basic elements associated with partially successful sightreading. Perform a major scale in at least two keys/two rudiments. C. READ Recognize and partially apply standard notation symbols for dynamics, tempo, articulation, and
Does not produce a fundamental tone. Demonstrate a partial knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform simple rhythms and pitches inconsistently. Identify and demonstrate minimal understanding of selected concepts of style. Apply basic elements associated with minimally successful sightreading. Perform a major scale in at least one keys/one rudiments. C. READ Recognize standard notation symbols for dynamics, tempo, articulation, and expression.
Apply advanced elements associated Apply intermediate elements with successful sight-reading. associated with successful sightreading. Perform a major scale in at least twelve keys thirteen rudiments. C. READ Recognize and apply complex notation symbols for meter, rhythm , pitch, dynamics, tempo, articulation, Perform a major scale in at least eight keys/eight rudiments. C. READ Recognize and apply standard notation symbols for meter, rhythm, pitch, dynamics, tempo, articulation,
41
INSTRUMENTAL MUSIC
PERFORM
5 and expression. and expression. 4 3 expression. 2
GRADE 6-8
1
Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Instrumental festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group instrumental assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.
INSTRUMENTAL MUSIC
CREATE
5 Improvise a notated melody in a stylistically sophisticated manner using diverse variation within an assigned chord progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given piece for an assigned two, three, or four part instrumental ensemble. Compose or arrange an above grade level instrumental piece/warm-up, of at least four measures, for a specified goal using traditional notation and including the elements of music. 4 Improvise a non-notated melody in a stylistically sophisticated manner using diverse variation within a tonic and dominant progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given song 3 Improvise a non-notated melody in a stylistically appropriate manner using appropriate variation within a tonic and dominant progression. Use an adequate variety of sound, notational, and/or technological sources to compose or arrange a given song. 2
GRADE 6-8
1 Improvise a non-notated melody in a stylistically inappropriate manner using no variation within a tonic and dominant progression. Use an inadequate variety of sound, notational, and/or technological sources to compose or arrange a given song
Improvise a non-notated melody in a stylistically developing manner using limited variation within a tonic and dominant progression. Use a limited variety of sound, notational, and/or technological sources to compose or arrange a given song.
Compose or arrange an above grade level short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music.
Compose or arrange a gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music.
Compose or arrange a near gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including some elements of music.
Compose or arrange a below gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and with minimal use of the elements of music.
Create a stylistically advanced Create an advanced variation of a Create a variation of a simple Create a limited variation of a simple Create a basic variation of a simple variation of a simple melody using a simple melody using a blues scale melody using a blues scale pattern. melody using a blues scale pattern. melody using a blues scale pattern. blues scale pattern. pattern. Sample Create Artifacts -Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangementDocumented imagery of a students response to assigned literature. i.e. instrumental journals...etc.
42
INSTRUMENTAL MUSIC
RESPOND
5 Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates a mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. Students will be able to apply with mastery specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines. Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. 4 Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates advanced competence in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with advanced competence specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. 3 Student demonstrates proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates proficiency in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates proficiency in comparing and contrasting works of the same genre or style. Students will be able to proficiently apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will be able to proficiently compare and contrast the use of common elements in artworks from two or more arts disciplines. Student demonstrates proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. 2
GRADE 6-8
1 Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Students will not be able to apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will not be able to compare and contrast the use of common elements in artworks from two or more arts disciplines. Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances.
Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with limited effectiveness specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will be able to compare and contrast with limited proficiency the use of common elements in artworks from two or more arts disciplines. Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances.
43
INSTRUMENTAL MUSIC
RESPOND
5 Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates a mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. Students will be able to apply with mastery specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models 4 Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates advanced competence in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with advanced competence specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. 3 Student demonstrates proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates proficiency in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates proficiency in comparing and contrasting works of the same genre or style. Students will be able to proficiently apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models 2
GRADE 6-8
1 Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Students will not be able to apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models
Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with limited effectiveness specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensembles performance as compared to exemplary models
Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines.
Students will be able to proficiently compare and contrast the use of common elements in artworks from two or more arts disciplines.
Students will be able to compare and contrast with limited proficiency the use of common elements in artworks from two or more arts disciplines.
Students will not be able to compare and contrast the use of common elements in artworks from two or more arts disciplines.
Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions.
INSTRUMENTAL MUSIC
GRADE 6-8
44 CONNECT
5 Students will be able to demonstrate with mastery (oral or written) the impact of the role of music in todays society. Students will be able to compare with mastery arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with mastery the relationship of music with various academic disciplines outside the arts. Students will be able to demonstrate ways music technology impacts todays society. Students will be able to identify, with mastery, historical periods and/or cultures of selected instrumental music literature. 4 Students will be able to demonstrate with advanced competence (oral or written) the impact of the role of music in todays society. Students will be able to compare with advanced proficiency arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with advanced competence the relationship of music with various academic disciplines outside the arts. Students will be able to explain with advanced competence ways music technology impacts todays society. Students will be able to identify, with advanced ability, historical periods and/or cultures of selected instrumental music literature. 3 Students will be able to proficiently demonstrate (oral or written) the impact of the role of music in todays society. Students will be able to proficiently compare characteristics of arts disciplines from a particular historical period or style including various American music genres. Students will be able to proficiently describe the relationship of music with various academic disciplines outside the arts. Students will be able to proficiently explain ways music technology impacts todays society. Students will be able to proficiently identify historical periods and/or cultures of selected instrumental music literature. 2 Students will be able to demonstrate with limited ability (oral or written) the impact of the role of music in todays society. Students will be able to compare with limited ability characteristics of arts disciplines from a particular historical period or style including various American music genres. 1 Students will not be able to demonstrate (oral or written) the impact of the role of music in todays society. Students will not be able to compare characteristics of arts disciplines from a particular historical period or style including various American music genres.
Students will be able to describe with Students will not be able to describe limited ability the relationship of the relationship of music with various music with various academic academic disciplines outside the arts. disciplines outside the arts. Students will be able to explain with limited ability ways music technology impacts todays society. Students will be able to identify with limited ability historical periods and/or cultures of selected instrumental music literature. Students will not be able to explain ways music technology impacts todays society. Students will not be able to identify historical periods and/or cultures of selected instrumental music literature.
Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio.
INSTRUMENTAL MUSIC
GRADE 9-12
45 PERFORM
5 A. SING Demonstrate good vocal production in sight-singing selected intervals, within an octave, and using teacherselected melodies. A. SING Demonstrate adequate vocal production in sight-singing selected intervals and melodies with pitch accuracy. 4 A. SING Demonstrate basic vocal production in the singing of selected intervals and melodies with pitch accuracy. Demonstrate basic instrumental production in the singing Sing a basic four-part harmonization with all parts using the same rhythms. B. PLAY Describe the maintenance needs of ones own instrument beyond cleaning. Employ a characteristic tone within a group/individual performance as appropriate to various instrumental genres. Demonstrate advanced technique in selected music genres. Sing a basic three-part Sing a two-part harmonization with harmonization with all parts using the each part using independent rhythms. same rhythm. B. PLAY B. PLAY Sing a two-part harmonization with both parts using the same rhythm. B. PLAY Sing a two-part harmonization with both parts using the same rhythm with minimal accuracy B. PLAY Rarely execute periodic cleaning beyond daily maintenance. 3 A. SING Demonstrate the singing of selected intervals and melodies with pitch accuracy. 2 A. SING Demonstrate the singing of selected intervals and melodies with minimal pitch accuracy. 1
Detect and repair minor maintenance Detect and report minor maintenance Execute periodic cleaning beyond issues with ones own instrument issues with ones own instrument daily maintenance. (i.e., springs, valve alignment, replace a broken string). Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. Demonstrate technical proficiency in selected music genres. Produce a characteristic tone at varying dynamic levels Produce a characteristic tone throughout a teacher-selected range of the instrument. Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. Identify and perform selected intermediate level (Grade III and IV) rhythms and pitches. Identify and demonstrate an understanding of selected concepts of musicality (Grades III and IV) within an ensemble
Rarely produce a characteristic tone throughout a teacher-selected range of the instrument. Rarely Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. Identify and perform selected intermediate level (Grade III and IV) rhythms and pitches with minimal accuracy. Identify and demonstrate an understanding of selected concepts of musicality (Grades III and IV) within an ensemble with minimal accuracy Apply some basic elements
Demonstrate technical proficiency of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking.
Produce and perform appropriate pitch, intonation and rhythm in selected music genres (Grade V) Perform, in an ensemble, pieces in selected music genres (Grade VI) demonstrating appropriate musicality
Perform, in an ensemble, pieces in selected music genres (Grade IV) demonstrating appropriate musicality.
Perform selected intermediate level (Grade III and IV) pieces with appropriate pitch, intonation and rhythm.
Sight-read, proficiently, examples
Sight-read, accurately, examples
Sight-read, accurately, examples
Apply all basic elements associated
46
INSTRUMENTAL MUSIC
PERFORM
5 from various music genres (Grade IV). Perform from memory a chromatic scale (winds and percussion), all major scales and arpeggios, selected minor scales and arpeggios for the full range of the instrument (minimum for winds and percussion: quarter note = 120; minimum for strings: quarter note = 98). C. READ Accurately analyze and perform musical literature with a level of difficulty above the expectations of grade or course (Grade V). Notate rhythmic and melodic examples on a Grade II level when presented aurally. 4 from selected music genres (Grade III). Perform from memory a chromatic scale (winds and percussion), all major scales and arpeggios for the practical range of the instrument. Read minor scales and arpeggios for the practical range of the instrument (minimum for winds and percussion: quarter note = 120; minimum for strings: quarter note = 98). C. READ Accurately analyze and perform musical literature with a level of difficulty above the expectations of grade or course (Grade IV). Notate a simple melody in a major key given aurally. 3 from selected music genres (Grade II). Perform from memory all major scales, a chromatic scale (winds and percussion) or thirteen rudiments (minimum for winds and percussion: quarter note =120; minimum for strings: quarter note = 98).
GRADE 9-12
2 with successful sight-reading using a variety of meters, tempi, and keys. Perform from memory eight major scales or eight rudiments and a chromatic scale (winds and percussion). 1 associated with successful sightreading using a variety of meters, tempi, and keys. Perform eight major scales or eight rudiments and a chromatic scale (winds and percussion).
C. READ Accurately analyze and perform musical literature with a level of difficulty appropriate to grade or course (Grade III). Notate intervals in a major key within an octave when presented aurally
C. READ Sometimes accurately analyze and perform musical literature with a level of difficulty appropriate to grade or course (Grade II or III). Notate basic rhythmic patterns when presented aurally
C. READ Rarely analyze and perform musical literature accurately with a level of difficulty appropriate to grade or course (Grade II or III). Notate basic rhythmic patterns when presented aurally with minimal accuracy
Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Band/Orchestra Festival, Solo and Ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group instrumental assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.
47
INSTRUMENTAL MUSIC
CREATE
5 Students will be able to improvise a melody within an existing chord structure at a level of mastery. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at level of mastery. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion at a greatly advanced level. 4 Students will be able to improvise a melody within an existing chord structure at an advanced level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at an advanced level. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion. 3 Students will be able to improvise a melody within an existing chord structure at a proficient level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a proficient level. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion.
GRADE 9-12
2 Students will be able to improvise a melody within an existing chord structure at a somewhat proficient level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a mostly proficient level. Students will choose a phrase from an existing melody and mostly compose a harmony part for the chosen phrase 1 Students will be unable to improvise a melody within an existing chord structure. Students will be unable to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels. Students will be unable to choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion.
Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a students response to assigned literature.
48
INSTRUMENTAL MUSIC
RESPOND
5 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with mastery. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with mastery. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with mastery. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with 4 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with advanced capabilities. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with advanced capabilities. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with advanced capabilities. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with advanced capabilities. 3 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with proficiency. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with proficiency.
GRADE 9-12
2 Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with limited proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with limited proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with limited proficiency. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with limited proficiency. 1 Students will be unable to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature. Students will be unable to listen to selected examples of Western Art music, connecting and comparing it to music being sung. Students will be unable to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances. Students Student will be unable to identify how composers manipulate musical elements to communicate in an instrumental l work.
Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions.
49
INSTRUMENTAL MUSIC
CONNECT
5 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with mastery. Students will be able to identify technology used to create music in a wide and advanced variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with mastery. Students will be able to identify the genre and origin of selected instrumental works with mastery. 4 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with advanced capabilities. Students will be able to identify technology used to create music in a wide variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with advanced capabilities. Students will be able to identify the genre and origin of selected instrumental works with advanced capabilities. 3 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with proficiency. Students will be able to identify technology used to create music in a variety of mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with proficiency. Students will be able to identify the genre and origin of selected instrumental works with proficiency.
GRADE 9-12
2 Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with limited proficiency. Students will be able to identify technology used to create music in some mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with limited proficiency. Students will be able to identify the genre and origin of selected instrumental works with limited proficiency. 1 Students will be unable to compare and contrast the use of common elements in music and an academic discipline outside the arts. Students will be unable to identify technology used to create music in some mediums. Students will be unable to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music. Students will be unable to identify the genre and origin of selected instrumental works.
50
THEATRE
PERFORM
5 A. ACT Develop, write, and apply a character history to a performance. Perform a fully developed character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Create and lead vocal, physical, ensemble-building warm-ups and/or focus exercises. Create and perform a scene or a monologue incorporating a fully developed character. Understand and apply the basic rules of improvisation to a characterdriven improvised scene. B. DIRECT Perform the role of a director by casting and staging a scene for performance using a variety of teacher-given production parameters (e.g., space, budget, time). Create a rehearsal schedule for a play. Perform a short scene utilizing basic blocking guidelines, stage directions, body positions, acting areas, and effective stage pictures. A. ACT Develop and write a character history. Perform a character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Lead vocal, physical, ensemblebuilding warm-ups and/or focus exercises. Create and perform a character in a scene or a monologue. Understand and apply the basic rules of improvisation to a short improvised scene. B. DIRECT Perform the role of a director by casting and staging a scene for performance. 4 A. ACT Develop and write a character history using a teacher-given questionnaire. Identify ways to develop a character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Participate in teacher-led vocal, physical, ensemble-building warmups and/or focus exercises. Perform a character in a monologue. 3

2 A. ACT Answer questions about character history using a teacher-given questionnaire. Identify vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Participate in teacher-led vocal and physical warm-ups. Perform a character in a short scene. Understand and apply the basic rules of improvisation. B. DIRECT Demonstrate knowledge of the role and responsibilities of the director. A. ACT Define character history. 1
Identify vocal techniques, such as inflection, pause, rate, and pitch.
Participate in teacher-led vocal warm-ups. Perform in a short scene.
Understand and apply the basic rules of improvisation in a teacherled exercise. B. DIRECT Observe and critique the directorial choices of a full-length production.
Understand the basic rules of improvisation. B. DIRECT Identify the role and responsibilities of the director.
Create a rehearsal log for an inclass rehearsal process. Apply knowledge of basic blocking guidelines, stage directions, body positions, and acting areas to tell a story utilizing effective stage pictures.
Rehearse a scene in-class. Apply knowledge of basic blocking guidelines, stage directions, body positions, and acting areas to create effective stage pictures.
Demonstrate knowledge of the rehearsal process. Demonstrate knowledge of basic blocking guidelines, stage directions, body positions, and acting areas.
Identify stages of the rehearsal process. Identify basic blocking guidelines, stage directions, body positions, and acting areas.
51
THEATRE
PERFORM
5 Perform a scene utilizing a studentgenerated production concept. Analyze a play for plot, theme, and characterization. 4 Perform a scene utilizing a teachergiven production concept. Analyze a scene for plot, theme, and characterization. 3 Create a production concept for a scene. Identify and demonstrate knowledge of the basic components of script analysis.

2 View a play and identify the production concept. Demonstrate knowledge of the plot, theme, and characterization of a play. 1 Define the production concept of a play. Identify the plot, theme, and characterization of a play.
Sample Performance Artifacts (from rubric above) Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Evidence of student/ensemble participation and adjudication (one-act play festivals, Orpheum High School Musical Theatre Awards, THSSDL speech tournaments, etc.) Video recording of performance (musical, one-act, or non-musical) to be adjudicated by blind peer committee Video recording of formal or informal performance (scene, improv, monologue) pre/interim/post assessment to show growth Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student work samples (written character histories, rehearsal documents, photos of the use of stage pictures, concept/skill exercises, video recording / photos of rehearsal process, original student-written scripts for scenes and/or monologues, written production concept for performance, video recording / production photos of performances, etc.)
THEATRE
CREATE
5 A. SCRIPT WRITING Stage an original scene that incorporates dramatic structure. Write and stage an original scene or an adapted scene. Write a scene that incorporates vernacular language and/or subtext. 4 A. SCRIPT WRITING Write a scene that incorporates dramatic structure. Use personal experience, literature, or history as inspiration for an original text. Write a short dialogue that incorporates subtext. 3 A. SCRIPT WRITING Create an outline for an original scene that identifies dramatic structure. Write an original script for a scene or adapt an existing piece of nondramatic literature into a scene. Write a short dialogue incorporating vernacular language. Identify subtext within a scripted scene.

2 A. SCRIPT WRITING Identify the elements of dramatic structure within a scene. View or read an example of an adapted and an original script. Demonstrate an understanding of the use of vernacular language and subtext. 1 A. SCRIPT WRITING Identify the elements of dramatic structure. Identify the difference between adapted and original script writing. Identify and define vernacular language and subtext.
52
THEATRE
CREATE
5 B. SCENE DESIGN Utilize at least one of the theatrical design elements in the performance of a scene. Perform the duties of a designer, such as lighting, props, sound, costumes, or makeup for a production. Perform the responsibilities of one of the primary theatre personnel. 4 B. SCENE DESIGN Evaluate the theatrical design elements within the context of a performance. Create a ground plan, a costume and/or make-up plot, or another blueprint for design. Assist with the responsibilities of one of the primary theatre personnel. 3 B. SCENE DESIGN Identify theatrical design elements within the context of a performance.

2 B. SCENE DESIGN Demonstrate knowledge of theatrical design elements and the responsibilities of various technical theatre personnel. Understand and use basic technical theatre vocabulary. 1 B. SCENE DESIGN Identify theatrical design elements and the responsibilities of various technical theatre personnel. Discuss basic technical theatre vocabulary.
Utilize a ground plan, a costume and/or make-up plot, or another blueprint for design. Analyze the effectiveness of one of the primary theatre personnel for a production.
Demonstrate knowledge of the responsibilities of various theatre personnel.
Identify the responsibilities of various theatre personnel.
Sample Create Artifacts Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Video recording of the performances of original or adapted student scenes Scripts of original or adapted student-written scenes Student-created designs (ground plan, rendering, costume design/collage, lighting plot, make-up plot, etc.) Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form)
THEATRE
RESPOND
5 A. SCENE COMPREHENSION Write a critique of a live or recorded performance that incorporates Write a review in a journalistic style of a live or recorded performance. 4 A. SCENE COMPREHENSION Utilize constructive criticism for selfevaluation. Write a critique of a live or recorded performance using a teacherprovided guide. 3 A. SCENE COMPREHENSION Utilize constructive criticism in a peer review. Critique and identify areas for improvement for a live or recorded production.

2 A. SCENE COMPREHENSION Demonstrate an understanding of the components of constructive criticism. Identify the qualities of an effective critique. 1 A. SCENE COMPREHENSION Define the components of constructive criticism. View and discuss examples of effective critiques.
53
THEATRE
RESPOND
5 Write and deliver a curtain speech that incorporates basic rules of audience etiquette. B. CONTEXT Apply more than one contribution of a specific culture or historical period to a performance or design. Identify ways in which theatre, film, and/or television raise social awareness. Demonstrate an understanding of the evolution of live to recorded performance. Demonstrate an understanding of the significant impact technology has on live and recorded performances. 4 Write a curtain speech that incorporates basic rules of audience etiquette. B. CONTEXT Apply at least one of the contributions of a specific culture or historical period to a performance or design. Discuss examples of the relationship between theatre, film, and/or television and society. Identify the technological advances used in theatre, film, and/or television. 3 Demonstrate the basic rules of audience etiquette during a live performance. B. CONTEXT Describe and discuss how the various cultures and/or given historical periods contributed to the origin of theatre. Describe and discuss the history of theatre, film, and/or television. Describe and discuss the impact of history on theatre, film, and/or television.

2 Compare and contrast the basic rules of audience etiquette for live and recorded performances. B. CONTEXT Demonstrate an understanding of the contributions of various cultures and/or given historical periods to theatre. Demonstrate knowledge of the history of theatre, film, and/or television. Demonstrate knowledge of the impact of history on theatre, film, and/or television. 1 Identify the basic rules of audience etiquette for live performances. B. CONTEXT Identify the contributions of various cultures and/or given historical periods to theatre. Discuss the history of theatre, film, and/or television. Discuss the impact of history on theatre, film, and/or television.
Respond Artifacts Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Video and/or written script of student-created and presented curtain speech Student-written review or critique of live or recorded performance Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student work samples of designs from a specific culture or historical period Video recordings of performances from a specific cultural or historical period Video or audio recording of class discussion (i.e. about theatre, film, and television and social awareness or about the impact that technology has on live and recorded performances)
54
THEATRE
CONNECT
5 A. RESEARCH Write and perform an original scene in a specified genre or in the style of a given historical period. Analyze the production requirements of a play from a specified genre or a given historical period. Write and perform a scene based on a given theme. Utilize one of the different acting techniques associated with various genres and historical periods of theatre. Create a scene design based on a theme or motif within a published play. B. THEATRICAL PRESENTATION Perform a scene from a musical or a scene that incorporates simple dance steps or unified movement. Modernize and perform a classic piece of dramatic literature. B. THEATRICAL PRESENTATION Use existing contemporary music in a scene (e.g., Mama Mia). Compare and contrast a classic piece of dramatic literature with its contemporary counterpart (e.g., Romeo and Juliet and West Side Story). Research and report on the evolution of lighting, sound, and/or special effects in theatrical productions. Develop a scene based on an art form, such as a work of art. B. THEATRICAL PRESENTATION Select music to underscore a performance. Discuss the canon of the major musical theatre composers and their best known works. A. RESEARCH Compare and contrast various genres and historical periods of theatre. Perform a scene from a published work in a specified genre or from a given historical period. Write a scene based on a given theme. Discuss the different acting techniques associated with various genres and historical periods of theatre. 4 A. RESEARCH Demonstrate an understanding of various genres and historical periods of theatre. Research, select, and perform a scene from a period play or given culture. Determine common themes within the works of a given playwright. Determine the production requirements of a play from a specified genre or a given historical period. 3

2 A. RESEARCH Identify various genres and historical periods. Identify themes and motifs within a given play. A. RESEARCH Define genre. 1
Define theme and motif.
Research a given historical period or culture.
Define historical period. Identify plays and/or playwrights from a given period and/or culture.
B. THEATRICAL PRESENTATION Identify the purpose of underscoring a scene with music. Identify the elements of musical theater.
B. THEATRICAL PRESENTATION Define underscoring.
Define musical theatre.
Perform a scene that incorporates another art form.
Demonstrate an understanding of plot, theme, and characters using a teacher-given classic piece of literature. Research and report on the use of technology in a theatrical production.
Identify plot, theme, and characters of a classic piece of literature.
Define plot, theme, and characters of a classic piece of literature.
Incorporate the use of modern technology in a scene.
Identify and discuss the technical requirements of a particular production.
Identify various uses of technology in theatre.
55
THEATRE
CONNECT
5 4 3 Compare and contrast various art forms.

2 Identify various art forms. 1 Define an art form.
Connect Artifacts Examples Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student-created scene design based on a theme or motif within a published play Student-created script of a scene based on a given theme Video recording of performance of scene from specific genre or historical period Video recording of performance of scene that incorporates simple dance steps or unified movement Written comparison of classic piece of dramatic literature with its contemporary counterpart Video or audio recording of class discussions and/or presentations (i.e. on the comparison / contrast of various art forms or on the evolution of lighting, sound, and/or special effects in theatrical productions)
56
DANCE
PERFORM
5 A. DANCE Mastery in exhibition of locomotor and nonlocomotor/axial movements in simple combinations. Mastery in recognition of dance studio, performance, audition, and audience etiquette. Mastery in application of elements in a dance production as directed by the teacher. Mastery in construction of movement study with a teacherspecified intent, purpose, or structure. Discuss and articulate specifically how movement expresses intention in a study. Give clear examples of how purpose and structure contribute to the intention in a movement study. Mastery in generation of movement phrases from sensory information (e.g., visual, auditory, emotional). Mastery in construction of movement phrases with a defined intent, purpose, or structure. B. DEMONSTRATE Mastery of a tendu appropriately articulating through the metatarsals. Initiate a movement with a specific body part. Mastery of alignment from a standing position. A. DANCE Exhibits accomplished locomotor and nonlocomotor/axial movements in simple combinations. Recognizes accomplished dance studio, performance, audition, and audience etiquette. Applies accomplished elements of a dance production as directed by the teacher. Constructs an accomplished movement study with a teacherspecified intent, purpose, or structure. Discuss and articulate specifically how movement expresses intention in a study. Give clear examples of how purpose and structure contribute to the intention in a movement study. Generates accomplished movement phrases from sensory information (e.g., visual, auditory, emotional). Constructs accomplished movement phrases with a defined intent, purpose, or structure. B. DEMONSTRATE Demonstrates an accomplished tendu appropriately articulating through the metatarsals. Initiate a movement with a specific body part. Demonstrates accomplished alignment from a standing position. 4 A. DANCE Proficiently exhibits basic locomotor and nonlocomotor/axial movements in simple combinations. Proficiently recognizes basic dance studio, performance, audition, and audience etiquette. Proficiently applies the basic elements of a dance production as directed by the teacher. Proficiently constructs a basic movement study with a teacherspecified intent, purpose, or structure. Discuss and articulate specifically how movement expresses intention in a study. Give clear examples of how purpose and structure contribute to the intention in a movement study. Proficiently generates basic movement phrases from sensory information (e.g., visual, auditory, emotional). Proficiently constructs basic movement phrases with a defined intent, purpose, or structure. B. DEMONSTRATE Proficiently demonstrates a tendu appropriately articulating through the metatarsals. Initiate a movement with a specific body part. Proficiently demonstrates proper alignment from a standing position. 3

2 A. DANCE Moderately exhibits basic locomotor and nonlocomotor/axial movements in simple combinations. Moderately recognizes basic dance studio, performance, audition, and audience etiquette. Moderately applies the basic elements of a dance production as directed by the teacher. Moderately constructs a basic movement study with a teacherspecified intent, purpose, or structure. Discuss and articulate specifically how movement expresses intention in a study. Give clear examples of how purpose and structure contribute to the intention in a movement study. Moderately generates basic movement phrases from sensory information (e.g., visual, auditory, emotional). Moderately constructs basic movement phrases with a defined intent, purpose, or structure. B. DEMONSTRATE Moderately demonstrates a tendu appropriately articulating through the metatarsals. Initiate a movement with a specific body part. Moderately demonstrates proper alignment from a standing position. A. DANCE Lacks foundational locomotor and nonlocomotor/axial movements in simple combinations. Lacks foundational dance studio, performance, audition, and audience etiquette. Lacks foundational elements of a dance production as directed by the teacher. Lacks construction of a foundational movement study with a teacherspecified intent, purpose, or structure. Discuss and articulate specifically how movement expresses intention in a study. Give clear examples of how purpose and structure contribute to the intention in a movement study. Lacks generation of foundational movement phrases from sensory information (e.g., visual, auditory, emotional). Lacks construction of foundational movement phrases with a defined intent, purpose, or structure. B. DEMONSTRATE Lacks demonstration of a proper tendu appropriately articulating through the metatarsals. Initiate a movement with a specific body part. Lacks demonstration of proper alignment from a standing position. 1
57
DANCE
PERFORM
5 Mastery of muscular articulation in simple movement combinations. Mastery of increased strength, flexibility, agility, endurance, and coordination in a combination of various movements. Mastery of improvement in performing movement combinations through application of verbal corrections. Mastery of elements of dance in a teacher-directed movement series. C. PERFORM Mastery of movements to musical phrases in various meters and styles. Mastery of defining and using accomplished dance vocabulary. Mastery of identifying similarities and differences of choreography as it relates to the genre. Mastery of identifying principles of choreography (e.g., intent, form/design, theme, repetition). Mastery of identifying choreographic principles of a solo and /or group movement study. 4 Demonstrates accomplished muscular articulation in simple movement combinations. Demonstrates accomplished increased strength, flexibility, agility, endurance, and coordination in a combination of various movements. Demonstrates accomplished improvement in performing movement combinations through application of verbal corrections. Demonstrates accomplished elements of dance in a teacherdirected movement series. C. PERFORM Performs accomplished movements to musical phrases in various meters and styles. Defines and uses accomplished dance vocabulary. Identifies accomplished similarities and differences of choreography as it relates to the genre. Identifies accomplished principles of choreography (e.g., intent, form/design, theme, repetition). Identifies accomplished choreographic principles of a solo and /or group movement study. 3 Proficiently demonstrates muscular articulation in simple movement combinations. Proficiently demonstrates increased strength, flexibility, agility, endurance, and coordination in a combination of various movements. Proficiently demonstrates improvement in performing movement combinations through application of verbal corrections. Proficiently demonstrates the elements of dance in a teacherdirected movement series. C. PERFORM Proficiently performs basic movements to musical phrases in various meters and styles. Proficiently defines and uses basic dance vocabulary. Proficiently identifies similarities and differences of choreography as it relates to the genre. Proficiently identifies the basic principles of choreography (e.g., intent, form/design, theme, repetition). Proficiently identifies the choreographic principles of a solo and /or group movement study.

2 Moderately demonstrates muscular articulation in simple movement combinations. Moderately demonstrates increased strength, flexibility, agility, endurance, and coordination in a combination of various movements. Moderately demonstrates improvement in performing movement combinations through application of verbal corrections. Moderately demonstrates the elements of dance in a teacherdirected movement series. C. PERFORM Moderately performs basic movements to musical phrases in various meters and styles. Moderately defines and uses basic dance vocabulary. Moderately identifies similarities and differences of choreography as it relates to the genre. Moderately identifies the basic principles of choreography (e.g., intent, form/design, theme, repetition). Moderately identifies the choreographic principles of a solo and /or group movement study. 1 Lacks demonstration of proper muscular articulation in simple movement combinations. Lacks demonstration of increased proper strength, flexibility, agility, endurance, and coordination in a combination of various movements. Lacks demonstration of proper improvement in performing movement combinations through application of verbal corrections. Lacks demonstration of proper elements of dance in a teacherdirected movement series. C. PERFORM Lacks performance of basic movements to musical phrases in various meters and styles. Lacks definition and use of basic dance vocabulary. Lacks identification of similarities and differences of choreography as it relates to the genre. Lacks identification of the basic principles of choreography (e.g., intent, form/design, theme, repetition). Lacks identification of the choreographic principles of a solo and /or group movement study.
Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Choral festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show.
Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group vocal assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.
58
DANCE
CREATE
5 A. DANCE Mastery of exploration of how images, sounds, and sensory experiences convey meaning in dance. B. DEMONSTRATE Mastery of creations of a movement to depict a specified idea. Mastery of demonstrations of selfawareness and self-confidence in the dance studio. Mastery of discussions in ways dance is used to create an awareness of social issues. A. DANCE Accomplished exploration of how images, sounds, and sensory experiences convey meaning in dance. B. DEMONSTRATE Accomplished creations of a movement to depict a specified idea. Accomplished demonstrations of self-awareness and self-confidence in the dance studio. Accomplished discussions in ways dance is used to create an awareness of social issues. 4 A. DANCE Proficiently explores how images, sounds, and sensory experiences convey meaning in dance. B. DEMONSTRATE Proficiently creates a movement to depict a specified idea. Proficiently demonstrates selfawareness and self-confidence in the dance studio. Proficiently discusses ways dance is used to create an awareness of social issues. 3

2 A. DANCE Moderately explores how images, sounds, and sensory experiences convey meaning in dance. B. DEMONSTRATE Moderately creates a movement to depict a specified idea. Moderately demonstrates selfawareness and self-confidence in the dance studio. Moderately discusses ways dance is used to create an awareness of social issues. A. DANCE Lacks exploration of how images, sounds, and sensory experiences convey meaning in dance. B. DEMONSTRATE Lacks creation of a movement to depict a specified idea. Lacks demonstration of selfawareness and self-confidence in the dance studio. Lacks discussion in ways dance is used to create an awareness of social issues. 1
Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a students response to assigned literature. i.e. vocal/instrumental...etc.
DANCE
RESPOND
5 A. DANCE Mastery in application of critiques given by teacher to refine performance. B. DEMONSTRATE Mastery demonstrating a specified technical correction given by the teacher in class/rehearsal. Work 4 A. DANCE Accomplished applicable critiques given by teacher to refine performance. B. DEMONSTRATE Accomplished demonstration of a specified technical correction given by the teacher in class/rehearsal. 3 A. DANCE Proficiently applies critiques given by teacher to refine performance. B. DEMONSTRATE Proficiently demonstrates a specified technical correction given by the teacher in class/rehearsal.

2 A. DANCE Moderately applies critiques given by teacher to refine performance. B. DEMONSTRATE Moderately demonstrates a specified technical correction given by the teacher in class/rehearsal. 1 A. DANCE Lacks application of critiques given by teacher to refine performance. B. DEMONSTRATE Lacks demonstration of a specified technical correction given by the teacher in class/rehearsal. Work
59
DANCE
RESPOND
5 4 3

2 1
with a partner to determine correct Work with a partner to determine Work with a partner to determine Work with a partner to determine with a partner to determine correct vs. incorrect execution of a specified correct vs. incorrect execution of a correct vs. incorrect execution of a correct vs. incorrect execution of a vs. incorrect execution of a specified technical movement. specified technical movement. specified technical movement. specified technical movement. technical movement. Mastery creating movement phrases Accomplished creation of movement Proficiently creates movement Moderately creates movement Lacks creation of a movement to demonstrate a solution to a phrases to demonstrate a solution to phrases to demonstrate a solution to phrases to demonstrate a solution to phrases to demonstrate a solution to specified movement problem. a specified movement problem. a specified movement problem. a specified movement problem. a specified movement problem. Mastery discussing the use and Accomplished discussions of the Proficiently discusses the use and Moderately discusses the use and Lacks discussion of the use and impact of intent in specified use and impact of intent in specified impact of intent in specified impact of intent in specified impact of intent in specified choreographic works. choreographic works. choreographic works. choreographic works. choreographic works. C. PERFORM C. PERFORM C. PERFORM C. PERFORM C. PERFORM Mastery identifying the elements of Accomplished identification of the Proficiently identifies the elements of Moderately identifies the elements Lacks the identification of the a dance critique and applies to a elements of a dance critique and a dance critique and applies to a of a dance critique and applies to a elements of a dance critique and performance. applies to a performance. performance. performance. applies to a performance. Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions.
DANCE
CONNECT
5 A. DANCE Mastery examining how the same ideas are expressed in dance and in other art forms. B. DEMONSTRATE Mastery discussing the differences in dance expression throughout the world. Mastery discussing similarities and differences of genres of dance. A. DANCE Accomplished examination of how the same ideas are expressed in dance and in other art forms. B. DEMONSTRATE Accomplished discussion of the differences in dance expression throughout the world. Accomplished discussion of similarities and differences of genres of dance. 4 A. DANCE Proficiently examines how the same ideas are expressed in dance and in other art forms. B. DEMONSTRATE Proficiently discusses the differences in dance expression throughout the world. Proficiently discusses similarities and differences of genres of dance. 3

2 A. DANCE Moderately examines how the same ideas are expressed in dance and in other art forms. B. DEMONSTRATE Moderately discusses the differences in dance expression throughout the world. Moderately discusses similarities and differences of genres of dance. A. DANCE Lacks examination of how the same ideas are expressed in dance and in other art forms. B. DEMONSTRATE Lacks discussion of the differences in dance expression throughout the world. Lacks discussion of similarities and differences of genres of dance. 1
60
DANCE
CONNECT
5 Mastery describing ways in which dance promotes health and well being. Mastery discussing the importance of safety measures in the dance studio and theater. Mastery designs of a lighting plan to enhance the students choreographic intention. Research innovative uses for technology in dance, and share examples with class. Mastery discussing how technology can be used in the creative process. Mastery analyzing how movement relates to other specified academic disciplines. C. PERFORM Mastery identifying historic rituals, and identifies and list the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Mastery identifying and defines the role dance played in primitive rituals. Mastery identifying similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Mastery identifying specified muscles and skeletal structures used in specific dance technique. 4 Accomplished description of ways in which dance promotes health and well being. Accomplished discussion of the importance of safety measures in the dance studio and theater. Accomplished designs of a lighting plan to enhance the students choreographic intention. Research innovative uses for technology in dance, and share examples with class. Accomplished discussion of how technology can be used in the creative process. Accomplished analysis of how movement relates to other specified academic disciplines. C. PERFORM Accomplished identification of historic rituals, and identifies and list the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Accomplished identification of and defines the role dance played in primitive rituals. Accomplished identification of similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Accomplished identification of specified muscles and skeletal structures used in specific dance technique. 3 Proficiently describes ways in which dance promotes health and well being. Proficiently discusses the importance of safety measures in the dance studio and theater. Proficiently designs a lighting plan to enhance the students choreographic intention. Research innovative uses for technology in dance, and share examples with class. Proficiently discusses how technology can be used in the creative process. Proficiently analyzes how movement relates to other specified academic disciplines. C. PERFORM Proficiently identifies historic rituals, and identifies and list the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Proficiently identifies and defines the role dance played in primitive rituals. Proficiently identifies similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Proficiently identifies specified muscles and skeletal structures used in specific dance technique.

2 Moderately describes ways in which dance promotes health and well being. Moderately discusses the importance of safety measures in the dance studio and theater. Moderately designs a lighting plan to enhance the students choreographic intention. Research innovative uses for technology in dance, and share examples with class. Moderately discusses how technology can be used in the creative process. Moderately analyzes how movement relates to other specified academic disciplines. C. PERFORM Moderately identifies historic rituals, and identifies and list the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Moderately identifies and defines the role dance played in primitive rituals. Moderately identifies similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Moderately identifies specified muscles and skeletal structures used in specific dance technique. 1 Lacks description of ways in which dance promotes health and well being. Lacks discussion of the importance of safety measures in the dance studio and theater. Lacks designs of a lighting plan to enhance the students choreographic intention. Research innovative uses for technology in dance, and share examples with class. Lacks discussion of how technology can be used in the creative process. Lacks analysis of how movement relates to other specified academic disciplines. C. PERFORM Lacks identification of historic rituals, and identifies and list the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Lacks identification of and defines the role dance played in primitive rituals. Lacks identification of similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Lacks identification of specified muscles and skeletal structures used in specific dance technique.
61
DANCE
CONNECT
5 Mastery identifying selected principles of anatomy, physiology and kinesiology related to dance. 4 Accomplished identification of selected principles of anatomy, physiology and kinesiology related to dance. 3 Proficiently identifies selected principles of anatomy, physiology and kinesiology related to dance.

2 Moderately identifies selected principles of anatomy, physiology and kinesiology related to dance. 1 Lacks identification of selected principles of anatomy, physiology and kinesiology related to dance.

TN Arts Scoring Guide 2 5

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TN Arts Scoring Guide 2 5

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TN Fine Arts Growth Measures System

Copyright 2011 Memphis City Schools. All Rights Reserved.

APPENDIX: Student Growth Scoring Guide

USING THE SCORING GUIDE WHEN COLLECTING EVIDENCE:

TABLE OF CONTENTS Visual Art Elementary Secondary P. 3-13 P. 14-23

Visual Art Scoring Guide-Reference Sheet (Complete Guide Below)

ELEMENTARY - GRADE K-2

ELEMENTARY - GRADE K-2

ELEMENTARY - GRADE K-2

ELEMENTARY - GRADE K-2

Using teacher-selected examples, L. Using teacher-selected examples,

Using teacher-selected examples,

ELEMENTARY - GRADE K-2

ELEMENTARY - GRADE K-2

As guided by the teacher, recognizes, N. As guided by the teacher,

ELEMENTARY - GRADE K-2

ELEMENTARY - GRADE 3-5

ELEMENTARY - GRADE 3-5

ELEMENTARY - GRADE 3-5

ELEMENTARY - GRADE 3-5

ELEMENTARY - GRADE 3-5

ELEMENTARY - GRADE 3-5

MIDDLE SCHOOL - GRADE 6-8

Uses media and tools in a safe, responsible and effective manner

Sometimes uses media and tools in a safe and responsible manner.

Choose and execute, successfully, a solution to a specific visual art assignment.

Formulate a strategy to address a specific visual art assignment.

Limited or no evidence of applying strategies to address a specific visual art assignment.

MIDDLE SCHOOL - GRADE 6-8

Recognize organizational structures in works of art.

Applies structures and functions to communicate ideas in works of art effectively.

Attempts to apply structures and functions to communicate ideas in works of art.

MIDDLE SCHOOL - GRADE 6-8

MIDDLE SCHOOL - GRADE 6-8

MIDDLE SCHOOL - GRADE 6-8

Sometimes identifies the historical and cultural contexts of a specific artwork.

Limited identification of the historical and cultural contexts of a specific artwork

Inconsistently explains how

MIDDLE SCHOOL - GRADE 6-8

Identifies and analyzes the strategies in a successful critique.

MIDDLE SCHOOL - GRADE 6-8

HIGH SCHOOL - GRADE 9-12

Inconsistently identifies and defines the steps of critique.

HIGH SCHOOL - GRADE 9-12

HIGH SCHOOL - GRADE 9-12

Inconsistently interprets personal sources of subject matter in a work of art.

Rarely identifies images that reflect personal experiences and environments.

Researches personal subjects,

Creates a work of art that

HIGH SCHOOL - GRADE 9-12

HIGH SCHOOL - GRADE 9-12

Creates a work of art that emulates a historical or cultural context.

Judges various interpretations of a

Compares and contrasts various

Sometimes identifies various

Limited ability to identify the

HIGH SCHOOL - GRADE 9-12

HIGH SCHOOL - GRADE 9-12

Sings melody/song above or below designated pitch

Uses speaking voice.

Unable to explore/perform long/short and fast/slow patterns.

Imitate long/short and/or fast/slow sounds