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Student Growth Portfolio Model

Fine Arts
Teacher Guidebook
2016-17

Last update 8/15/16
Table of Contents
Fine Arts Portfolio Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Scoring Guide Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Fine Arts Portfolio Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Appendix A: Visual Art Scoring Guide & Sample Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Appendix B: Music Scoring Guide & Sample Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix C: Theatre Scoring Guide & Sample Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Appendix D: Dance Scoring Guide & Sample Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

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Fine Arts Portfolio Overview
• Contains four evidence collections
• Each evidence collection contains evidence from two points in time within the year
• Choose a purposeful sampling of students to represent your class
o Demonstrate evidence of the teacher’s impact on the learning of children from
varying populations. At least 2 of 4 collections must contain evidence of growth for
three levels of learners (i.e., emerging, proficient, and advanced). This is considered a
“Differentiated Students” sample (formerly type 2)
• The four collections must represent three of the four domains (i.e., Perform, Create,
Respond, and Connect). Each collection can only be scored for one of the domains.

Scoring Guide Framework
The scoring guide framework has four domains: Perform, Create, Respond, and Connect. The
table below outlines the organization of the subject area standards. Please see the complete scoring
guide for more information. It should be noted that the indicators in the scoring guide are meant to
serve as a guide, rather than a formula, for rating evidence. It is not necessary or expected that each
evidence collection meet all indicators within each performance level. Always consult the scoring
guide for clarity on which domain lessons are targeting to avoid submitting evidence that is self-
scored in the incorrect domains.

Dance Music Theatre Visual Arts
Perform Standards 1, 2 Standards 1, 2, 5 Standards 2, 4 Standards 1, 2
Create Standard 2, 3 Standards 3, 4 Standards 1, 3 Standard 3
Respond Standard 4, 5 Standards 6, 7 Standards 7, 8 Standard 5
Connect Standards 5, 6, 7 Standards 8, 9 Standards 5, 6 Standard 4, 6

What is a Fine Arts Differentiated Sample?
A fine arts differentiated sample collection, formerly known as a Type II evidence collection,
demonstrates growth for multiple learning levels (i.e., emerging, proficient, and advanced). To
achieve this, at least two collections must identify students of three various learning levels and
document how they have grown in the same skills/performance tasks. Some teachers, especially
visual art teachers, find this to be the simplest way to document all collections.

Point A Assessment Point B Assessment

Evidence 1: Emerging (student A) Evidence 1: Emerging (student A)

Evidence 2: Proficient (student B) Evidence 2: Proficient (student B)

Evidence 3: Advanced (student C) Evidence 3: Advanced (student C)

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What is a Fine Arts Group Sample?
A fine arts group sample collection, formerly known as a Type I evidence collection, represents
growth from ensembles or groups of students without specific regard to individual learning levels.
When considering purposeful sampling, it is important to show how ALL students have grown, not
just the high or low achievers.

How to use the scoring guide when collecting evidence
The scoring guide contains indicators designed to reflect the grade/course level expectations from
Tennessee state standards. These are meant to serve as a guide to rating student work. Because the
domains (i.e., Perform, Create, Respond, and 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 but should be used to look for the performance level that
best fits the evidence provided. In the scoring guides, course level expectations (CLEs) and checks for
understanding are reflected in each row of individual tasks. Student performance indicators (SPIs)
are reflected in the expectations column levels 1–5.

Putting it all together
The following chart shows an example of how purposeful sampling can be approached with specific
examples for an elementary music teacher who teaches K–5.

Purposeful
Evidence Evidence Evidence Evidence
Sampling
Collection 1 Collection 2 Collection 3 Collection 4
Requirements
Authentic Authentic
performance task performance task
Evidence from with data from two with data from two
varying points in time from points in time from
Full class
populations (at Large ensemble emerging, emerging, proficient,
(Group
least two that are a (Group Sample) proficient, and and advanced
Sample)
Differentiated advanced student student work
Sample) work samples samples
(Differentiated (Differentiated
Sample) Sample)
Domains
(three of the four Perform Create Perform Respond
represented)
5th grade
Grade Level recorder 2nd grade Kindergarten 4th grade
ensemble
Span of
two weeks Span of Beginning of
Time span Span of 3 months
(or 10 6 weeks the first
between point A (or 11 instructional
instructional (or 6 instructional semester until
and point B sessions)
sessions as this sessions) February
class meets daily)

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The following chart shows an example of how purposeful sampling can be approached with specific
examples for a visual arts teacher who teaches 6–8.

Purposeful
Evidence Evidence Evidence Evidence
Sampling
Collection 1 Collection 2 Collection 3 Collection 4
Requirements
Authentic Authentic Authentic Authentic
performance task performance task performance task performance task
Evidence from
with data from with data from with data from with data from
varying
two points in time two points in time two points in time two points in time
populations (at
from emerging, from emerging, from emerging, from emerging,
least two that are
proficient, and proficient, and proficient, and proficient, and
Differentiated
advanced student advanced student advanced student advanced student
Sample/
readiness levels readiness levels readiness levels readiness levels
Type II)
(Differentiated (Differentiated (Differentiated (Differentiated
Sample) Sample) Sample) Sample)
Domains
(three of the four Perform Create Perform Respond
represented)
Grade Level 6th grade rotation 7th grade yearlong 8th grade yearlong 8th grade rotation
Span of two weeks Span of six weeks
Time span Beginning of the
(or 10 instructional Span of 10 weeks (or 130
between point A first semester until
sessions as this instructional
and point B February
class meets daily) sessions)

Note on Music Theory, Music History, Media Arts
Music theory, music history, and media arts do not currently have scoring guides for the fine arts
growth assessment. The Tennessee State Standards for those content areas/grade levels will serve
as scoring guides for rating student growth evidence. The grade-level expectations are used as
indicators along the student achievement continuum, and the growth between pre- and post-
evidence will guide the scoring process. The framework used for scoring these areas uses the same
processes as the tables in each content specific scoring guide.

If your content area is not listed above, or the scoring guides do not contain indicators aligned your
specific course or grade level, please contact TEAM.Questions@tn.gov for further assistance.

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Fine Arts Portfolio Planning Template
Collection 1 Collection 2 Collection 3 Collection 4
Evidence
Description
(targeted
objectives,
learning
experience,
assessment
event)
Sample Type
(group or
differentiated)

Create Connect Create Connect Create Connect Create Connect
Domain
(circle one)
Perform Respond Perform Respond Perform Respond Perform Respond

Course
Represented
Time Span Point A Point B Point A Point B Point A Point B Point A Point B
(target dates)

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Appendix A: Visual Arts
VISUAL ART ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will understand and apply media, techniques, and processes.
Masterfully uses tools and Exceptionally uses tools and Sufficiently uses tools and Inconsistently uses tools and Insufficiently uses tools and
1.1 media in a safe and media in a safe and media in a safe and media in a safe and media in a safe and
responsible manner. responsible manner. responsible manner. responsible manner. responsible manner.
Masterfully explores or Exceptionally explores or Sufficiently explores or Inconsistently explores or Insufficiently explores or
demonstrates an demonstrates an demonstrates an demonstrates an demonstrates an
1.2
understanding of a variety of understanding of a variety of understanding of a variety of understanding of a variety of understanding of a variety of
techniques. techniques. techniques. techniques. techniques.
Masterful experimentation or Exceptional experimentation Sufficient experimentation or Inconsistent experimentation Insufficient experimentation
1.3 exploration of a variety of or exploration of a variety of exploration of a variety of or exploration of a variety of or exploration of a variety of
processes. processes. processes. processes. processes.
Masterfully explores, Exceptionally explores, Sufficiently explores, Inconsistently explores, Insufficiently explores,
1.4 recognizes, or demonstrates recognizes, or demonstrates recognizes, or demonstrates recognizes, or demonstrates recognizes, or demonstrates
levels of craftsmanship. levels of craftsmanship. levels of craftsmanship. levels of craftsmanship. levels of craftsmanship.
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions.
Masterfully identifies, Exceptionally identifies, Sufficiently identifies, Inconsistently identifies, Insufficiently identifies,
2.1 understands, and applies the understands, and applies the understands, and applies the understands, and applies the understands, and applies the
elements of art. elements of art. elements of art. elements of art. elements of art.
Masterfully identifies, Exceptionally identifies, Sufficiently identifies, Inconsistently identifies, Insufficiently identifies,
2.2 understands, and applies the understands, and applies the understands, and applies the understands, and applies the understands, and applies the
principles of art. principles of art. principles of art. principles of art. principles of art.
Masterfully identifies, Exceptionally identifies, Sufficiently identifies, Inconsistently identifies, Insufficiently recognizes,
2.3 understands, and applies the understands, and applies the understand and applies the understands, and applies the understands, or applies
purpose of art. purpose of art. purpose of art. purpose of art. purpose in art.
Masterfully identifies, Exceptionally identifies, Sufficiently identifies, Inconsistently identifies, Insufficiently identifies,
2.4 understands, and applies the understands, and applies the understands, and applies the understands, and applies the understands, and applies the
context of art. context of art. context of art. context of art. context of art.

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VISUAL ART ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will choose and evaluate a range of subject matter, symbols, and ideas.
Masterfully selects subject Exceptionally selects subject Sufficiently selects subject Inconsistently selects subject Insufficiently selects subject
3.1 matter, symbols, and ideas matter, symbols, and ideas matter, symbols, and ideas matter, symbols, and ideas matter, symbols, and ideas
for the student’s own art. for the student’s own art. for the student’s own art. for the student’s own art. for the student’s own art.
Masterfully describes, Exceptionally describes, Sufficiently describes, Inconsistently describes, Insufficiently describes,
explains, or analyzes subject explains, or analyzes subject explains, or analyzes subject explains, or analyzes subject explains, or analyzes subject
3.2 matter, symbols, and ideas in matter, symbols, and ideas in matter, symbols, and ideas in matter, symbols, and ideas in matter, symbols, and ideas in
the student’s own art or in the student’s own art or in the student’s own art or in the student’s own art or in the student’s own art or in
the work of others. the work of others. the work of others. the work of others. the work of others.
RESPOND: STANDARD 5: Students will reflect on and assess the characteristics and merits of their work and the work of others.
Masterfully recognizes, Exceptionally recognizes, Sufficiently recognizes, Inconsistently recognizes, Insufficiently recognizes,
explains, or analyzes the explains, or analyzes the explains, or analyzes the explains, or analyzes the explains, or analyzes the
5.1
characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of
5.2
the student’s own work or the student’s own work or the student’s own work or the student’s own work or the student’s own work or
the work of others. the work of others. the work of others. the work of others. the work of others.
Masterfully recognizes or Exceptionally recognizes or Sufficiently recognizes or Inconsistently recognizes or Insufficiently recognizes or
understands that viewers understands that viewers understands that viewers understands that viewers understands that viewers
5.3
have various responses to have various responses to have various responses to have various responses to have various responses to
art. art. art. art. art.
CONNECT: STANDARD 4: Students will understand the visual arts in relation to history and cultures.
Masterfully recognizes or Exceptionally recognizes or Sufficiently recognizes or Inconsistently recognizes or Insufficiently recognizes or
understands that art comes understands that art comes understands that art comes understands that art comes understands that art comes
4.1
from different cultures, from different cultures, from different cultures, from different cultures, from different cultures,
times, and places. times, and places. times, and places. times, and places. times, and places.
Masterfully understands that Exceptionally understands Sufficiently understands that Inconsistently understands Insufficiently understands
4.2 culture, history, and art that culture, history, and art culture, history, and art that culture, history, and art that culture, history, and art
influence one another. influence one another. influence one another. influence one another. influence one another.

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VISUAL ART ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 6: Students will make connections between visual arts and other disciplines.
Masterfully recognizes, Exceptionally recognizes, Sufficiently recognizes, Inconsistently recognizes, Insufficiently recognizes,
identifies, or understands identifies, or understands identifies, or understands identifies, or understands identifies, or understands
6.1
connections between visual connections between visual connections between visual connections between visual connections between visual
art and other arts disciplines. art and other arts disciplines. art and other arts disciplines. art and other arts disciplines. art and other arts disciplines.
Masterfully recognizes, Exceptionally recognizes, Sufficiently recognizes, Inconsistently recognizes, Insufficiently recognizes,
identifies, or understands identifies, or understands identifies, or understands identifies, or understands identifies, or understands
6.2 connections between visual connections between visual connections between visual connections between visual connections between visual
art and other disciplines in art and other disciplines in art and other disciplines in art and other disciplines in art and other disciplines in
the curriculum. the curriculum. the curriculum. the curriculum. the curriculum.

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VISUAL ART ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will understand and apply media, techniques, and processes.
Masterfully uses or Exceptionally uses or Sufficiently uses or Inconsistently uses or Insufficiently uses or
manipulates a variety of tools manipulates a variety of tools manipulates a variety of tools manipulates a variety of tools manipulates a variety of tools
1.1
in a safe and responsible in a safe and responsible in a safe and responsible in a safe and responsible in a safe and responsible
manner. manner. manner. manner. manner.
Masterfully uses or applies a Exceptionally uses or applies Sufficiently uses or applies a Inconsistently uses or applies Insufficiently uses or applies
1.2
variety of media. a variety of media. variety of media. a variety of media. a variety of media.
Masterfully explains, Exceptionally explains, Sufficiently explains, Inconsistently explains, Insufficiently explains,
analyzes, applies, or analyzes, applies, or analyzes, applies, or analyzes, applies, or analyzes, applies, or
1.3
demonstrates a variety of demonstrates a variety of demonstrates a variety of demonstrates a variety of demonstrates a variety of
techniques. techniques. techniques. techniques. techniques.
Masterfully investigates, Exceptionally investigates, Sufficiently investigates, Inconsistently investigates, Insufficiently investigates,
1.4 analyzes, or applies a variety analyzes, or applies a variety analyzes, or applies a variety analyzes, or applies a variety analyzes, or applies a variety
of processes. of processes. of processes. of processes. of processes.
Masterfully recognizes, Exceptionally recognizes, Sufficiently recognizes, Inconsistently recognizes, Insufficiently recognizes,
1.5 demonstrates, or evaluates demonstrates, or evaluates demonstrates, or evaluates demonstrates, or evaluates demonstrates, or evaluates
levels of craftsmanship. levels of craftsmanship. levels of craftsmanship. levels of craftsmanship. levels of craftsmanship.
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions.
Masterfully classifies, Exceptionally classifies, Sufficiently classifies, Inconsistently classifies, Insufficiently classifies,
2.1 categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or
applies the elements of art. applies the elements of art. applies the elements of art. applies the elements of art. applies the elements of art.
Masterfully applies the Exceptionally applies the Sufficiently applies the Inconsistently applies the Insufficiently applies the
2.2
elements of art. elements of art. elements of art. elements of art. elements of art.
Masterfully classifies Exceptionally classifies Sufficiently classifies Inconsistently classifies Insufficiently classifies
categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or categorizes, analyzes, or
2.3
applies the principles of applies the principles of applies the principles of applies the principles of applies the principles of
design. design. design. design. design.
Masterfully applies the Exceptionally applies the Sufficiently applies the Inconsistently applies the Insufficiently applies the
2.4
principles of design. principles of design. principles of design. principles of design. principles of design.
Masterfully understands or Exceptionally understands or Sufficiently understands or Inconsistently understands Insufficiently understands or
2.5
evaluates purpose in art. evaluates purpose in art. evaluates purpose in art. or evaluates purpose in art. evaluates purpose in art.

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VISUAL ART ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions. (cont.)
Masterfully applies purpose Exceptionally applies Sufficiently applies purpose Inconsistently applies Insufficiently applies purpose
2.6
in art. purpose in art. in art. purpose in art. in art.
Masterfully understands or Exceptionally understands or Sufficiently understands or Inconsistently understands Insufficiently understands or
2.7
evaluates context in art. evaluates context in art. evaluates context in art. or evaluates context in art. evaluates context in art.
Masterfully applies context in Exceptionally applies context Sufficiently applies context in Inconsistently applies Insufficiently applies context
2.8
art. in art. art. context in art. in art.
CREATE: STANDARD 3: Students will choose and evaluate a range of subject matter, symbols, and ideas.
Masterfully selects, plans, Exceptionally selects, plans, Sufficiently selects, plans, Inconsistently selects, plans, Insufficiently selects, plans,
designs, or demonstrates designs, or demonstrates designs, or demonstrates designs, or demonstrates designs, or demonstrates
3.1
subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and
ideas in one’s art. ideas in one’s art. ideas in one’s art. ideas in one’s art. ideas in one’s art.
Masterfully analyzes, Exceptionally analyzes, Sufficiently analyzes, Inconsistently analyzes, Insufficiently analyzes,
evaluates, or critiques evaluates, or critiques evaluates, or critiques evaluates, or critiques evaluates, or critiques
3.2
subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and subject matter, symbols, and
ideas in one’s own art. ideas in one’s own art. ideas in one’s own art. ideas in one’s own art. ideas in one’s own art.
Masterfully explains or Exceptionally explains or Sufficiently explains or Inconsistently explains or Insufficiently explains or
3.3 critiques subject matter, critiques subject matter, critiques subject matter, critiques subject matter, critiques subject matter,
symbols, and ideas in art. symbols, and ideas in art. symbols, and ideas in art. symbols, and ideas in art. symbols, and ideas in art.
RESPOND: STANDARD 5: Students will reflect on and assess the characteristics and merits of their work and the work of others.
Masterfully analyzes, Exceptionally analyzes, Sufficiently analyzes, Inconsistently analyzes, Insufficiently analyzes,
discusses, or justifies the discusses, or justifies the discusses, or justifies the discusses, or justifies the discusses, or justifies the
5.1
characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of
5.2
one’s artwork or the artwork one’s artwork or the artwork one’s artwork or the artwork one’s artwork or the artwork one’s artwork or the artwork
of others. of others. of others. of others. of others.
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
demonstrates that viewers and demonstrates that demonstrates that viewers and demonstrates that and demonstrates that
have different responses to viewers have different have different responses to viewers have different viewers have different
art (3rd), responses to art (3rd), art (3rd), responses to art (3rd), responses to art (3rd),
5.3
OR OR OR OR OR
Masterfully investigates or Exceptionally investigates or Sufficiently investigates or Inconsistently investigates or Insufficiently investigates or
evaluates viewers’ responses evaluates viewers’ responses evaluates viewers’ responses evaluates viewers’ responses evaluates viewers’ responses
to art (4th & 5th). to art (4th & 5th). to art (4th & 5th). to art (4th & 5th). to art (4th & 5th).

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VISUAL ART ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 4: Students will understand the visual arts in relation to history and cultures.
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
demonstrates that art comes and demonstrates that art demonstrates that art comes and demonstrates that art and demonstrates that art
from different cultures, comes from different from different cultures, comes from different comes from different
times, and places (3rd), cultures, times, and places times, and places (3rd), cultures, times, and places cultures, times, and places
OR (3rd), OR (3rd), (3rd),
4.1
Masterfully explores the OR Sufficiently explores the OR OR
relationship of art from Exceptionally explores the relationship of art from Inconsistently explores the Insufficiently explores the
different cultures, times, and relationship of art from different cultures, times, and relationship of art from relationship of art from
places (4th & 5th). different cultures, times, and places (4th & 5th). different cultures, times, and different cultures, times, and
places (4th & 5th). places (4th & 5th). places (4th & 5th).
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
demonstrates how culture, and demonstrates how demonstrates how culture, and demonstrates how and demonstrates how
history, and art influence culture, history, and art history, and art influence culture, history, and art culture, history, and art
each other (3rd), influence each other (3rd), OR each other (3rd), influence each other (3rd), influence each other (3rd),
4.2 OR Exceptionally examines and OR OR OR
Masterfully examines and demonstrates how culture, Sufficiently examines and Inconsistently examines and Insufficiently examines and
demonstrates how culture, history, and art influence demonstrates how culture, demonstrates how culture, demonstrates how culture,
history, and art influence each other (4th & 5th). history, and art influence history, and art influence history, and art influence
each other (4th & 5th). each other (4th & 5th). each other (4th & 5th). each other (4th & 5th).
CONNECT: STANDARD 6: Students will make connections between visual arts and other disciplines.
Masterfully understands, Exceptionally understands, Sufficiently understands, Inconsistently understands, Insufficiently understands,
compares, or analyzes and compares, or analyzes and compares, or analyzes and compares, or analyzes and compares, or analyzes and
6.1 discusses connections discusses connections discusses connections discusses connections discusses connections
between visual arts and between visual arts and between visual arts and between visual arts and between visual arts and
other arts disciplines. other arts disciplines. other arts disciplines. other arts disciplines. other arts disciplines.
Masterfully understands, Exceptionally understands, Sufficiently understands, Inconsistently understands, Insufficiently understands,
compares, or analyzes and compares, or analyzes and compares, or analyzes and compares, or analyzes and compares, or analyzes and
6.2 discusses connections discusses connections discusses connections discusses connections discusses connections
between visual arts and between visual arts and between visual arts and between visual arts and between visual arts and
disciplines outside the arts. disciplines outside the arts. disciplines outside the arts. disciplines outside the arts. disciplines outside the arts.

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VISUAL ART MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will understand and apply media, techniques, and processes.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the an understanding of the understanding of the an understanding of the an understanding of the
1.1 application of current media, application of current media, application of current media, application of current media, application of current media,
techniques, technologies, techniques, technologies, techniques, technologies, techniques, technologies, techniques, technologies,
and processes. and processes. and processes. and processes. and processes.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the safe an understanding of the safe understanding of the safe an understanding of the safe an understanding of the safe
1.2
and responsible use of art and responsible use of art and responsible use of art and responsible use of art and responsible use of art
media and tools. media and tools. media and tools. media and tools. media and tools.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts the effective contrasts the effective contrasts the effective contrasts the effective contrasts the effective
communication of ideas communication of ideas communication of ideas communication of ideas communication of ideas
1.3
through the use of media, through the use of media, through the use of media, through the use of media, through the use of media,
techniques, technologies, techniques, technologies, techniques, technologies, techniques, technologies, techniques, technologies,
and processes. and processes. and processes. and processes. and processes.
Masterfully reflects on the Exceptionally reflect son the Sufficiently reflects on the Inconsistently reflects on the Insufficiently reflects on the
1.4 qualities and characteristics qualities and characteristics qualities and characteristics qualities and characteristics qualities and characteristics
of a variety of media. of a variety of media. of a variety of media. of a variety of media. of a variety of media.
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the an understanding of the understanding of the an understanding of the an understanding of the
2.1
elements of art and the elements of art and the elements of art and the elements of art and the elements of art and the
principles of design. principles of design. principles of design. principles of design. principles of design.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
critical thinking skills in critical thinking skills in critical thinking skills in critical thinking skills in critical thinking skills in
2.2
addressing visual arts addressing visual arts addressing visual arts addressing visual arts addressing visual arts
assignments. assignments. assignments. assignments. assignments.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of various an understanding of various understanding of various an understanding of various an understanding of various
2.3
sensory and expressive sensory and expressive sensory and expressive sensory and expressive sensory and expressive
qualities in a work of art. qualities in a work of art. qualities in a work of art. qualities in a work of art. qualities in a work of art.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
2.4 contrasts organizational contrasts organizational contrasts organizational contrasts organizational contrasts organizational
structures in works of art. structures in works of art. structures in works of art. structures in works of art. structures in works of art.

12
VISUAL ART MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions. (cont.)
Masterfully reflects on the Exceptionally reflects on the Sufficiently reflects on the Inconsistently reflects on the Insufficiently reflects on the
effective use of effective use of effective use of effective use of effective use of
organizational components organizational components organizational components organizational components organizational components
2.5 (structures) and expressive (structures) and expressive (structures) and expressive (structures) and expressive (structures) and expressive
qualities (functions) to qualities (functions) to qualities (functions) to qualities (functions) to qualities (functions) to
communicate ideas in works communicate ideas in works communicate ideas in works communicate ideas in works communicate ideas in works
of art. of art. of art. of art. of art.
CREATE: STANDARD 3: Students will choose and evaluate a range of subject matter, symbols, and ideas.
Masterfully recognizes and Exceptionally recognizes and Sufficiently recognizes and Inconsistently recognizes and Insufficiently recognizes and
3.1 uses subject matter, themes, uses subject matter, themes, uses subject matter, themes, uses subject matter, themes, uses subject matter, themes,
and symbols in works of art. and symbols in works of art. and symbols in works of art. and symbols in works of art. and symbols in works of art.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
knowledge of contexts, knowledge of contexts, knowledge of contexts, knowledge of contexts, knowledge of contexts,
3.2 values, and aesthetics that values, and aesthetics that values, and aesthetics that values, and aesthetics that values, and aesthetics that
communicate intended communicate intended communicate intended communicate intended communicate intended
meanings in artworks. meanings in artworks. meanings in artworks. meanings in artworks. meanings in artworks.
Masterfully reflects on the Exceptionally reflects on the Sufficiently reflects on the Inconsistently reflects on the Insufficiently reflects on the
3.3 effective use of subject effective use of subject effective use of subject effective use of subject effective use of subject
matter, symbols, and ideas. matter, symbols, and ideas. matter, symbols, and ideas. matter, symbols, and ideas. matter, symbols, and ideas.
RESPOND: STANDARD 5: Students will reflect on and assess the characteristics and merits of their work and the work of others.
Masterfully demonstrate an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of multiple an understanding of multiple understanding of multiple an understanding of multiple an understanding of multiple
5.1
intentions in creating works intentions in creating works intentions in creating works intentions in creating works intentions in creating works
of art. of art. of art. of art. of art.
Masterfully demonstrate an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of various an understanding of various understanding of various an understanding of various an understanding of various
5.2
interpretations of works of interpretations of works of interpretations of works of interpretations of works of interpretations of works of
art. art. art. art. art.
Masterfully compare and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
5.3 contrast one’s artwork with contrasts one’s artwork with contrasts one’s artwork with contrasts one’s artwork with contrasts one’s artwork with
the artwork of others. the artwork of others. the artwork of others. the artwork of others. the artwork of others.
Masterfully understand the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
5.4 strategies involved in a the strategies involved in a strategies involved in a the strategies involved in a the strategies involved in a
successful critique. successful critique. successful critique. successful critique. successful critique.
13
VISUAL ART MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 4: Students will understand the visual arts in relation to history and cultures.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the an understanding of the understanding of the an understanding of the an understanding of the
4.1
historical and cultural historical and cultural historical and cultural historical and cultural historical and cultural
contexts of artwork. contexts of artwork. contexts of artwork. contexts of artwork. contexts of artwork.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the role of an understanding of the role understanding of the role of an understanding of the role an understanding of the role
4.2
artists throughout history of artists throughout history artists throughout history of artists throughout history of artists throughout history
and cultures. and cultures. and cultures. and cultures. and cultures.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts the characteristics contrasts the characteristics contrasts the characteristics contrasts the characteristics contrasts the characteristics
4.3
of artwork in various eras of artwork in various eras of artwork in various eras of artwork in various eras of artwork in various eras
and cultures. and cultures. and cultures. and cultures. and cultures.
Masterfully reflects on how Exceptionally reflects on how Sufficiently reflects on how Inconsistently reflects on Insufficiently reflects on how
cultural factors of time and cultural factors of time and cultural factors of time and how cultural factors of time cultural factors of time and
4.4
place influence the meaning place influence the meaning place influence the meaning and place influence the place influence the meaning
of artworks. of artworks. of artworks. meaning of artworks. of artworks.
Masterfully reflects on how Exceptionally reflects on how Sufficiently reflects on how Inconsistently reflects on Insufficiently reflects on how
historical and cultural factors historical and cultural factors historical and cultural factors how historical and cultural historical and cultural factors
4.5 influence contemporary influence contemporary influence contemporary factors influence influence contemporary
artwork and visual culture. artwork and visual culture. artwork and visual culture. contemporary artwork and artwork and visual culture.
visual culture.
CONNECT: STANDARD 6: Students will make connections between visual arts and other disciplines.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of similarities an understanding of understanding of similarities an understanding of an understanding of
6.1 between visual arts and similarities between visual between visual arts and similarities between visual similarities between visual
other academic disciplines. arts and other academic other academic disciplines. arts and other academic arts and other academic
disciplines. disciplines. disciplines.
Masterfully discovers how Exceptionally discovers how Sufficiently discovers how Inconsistently discovers how Insufficiently discovers how
unique qualities of visual arts unique qualities of visual arts unique qualities of visual arts unique qualities of visual arts unique qualities of visual arts
6.2
compliment the student’s compliment the student’s compliment the student’s compliment the student’s compliment the student’s
total learning. total learning. total learning. total learning. total learning.

14
VISUAL ART HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will understand and apply media, techniques, and processes.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the use of knowledge and the use of knowledge and use of knowledge and the use of knowledge and the use of knowledge and
1.1
technical skills in at least one technical skills in at least one technical skills in at least one technical skills in at least one technical skills in at least one
specific medium. specific medium. specific medium. specific medium. specific medium.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the safe an understanding of the safe understanding of the safe an understanding of the safe an understanding of the safe
1.2
and responsible use of art and responsible use of art and responsible use of art and responsible use of art and responsible use of art
media and tools. media and tools. media and tools. media and tools. media and tools.
Masterfully creates visual art Exceptionally creates visual Sufficiently creates visual art Inconsistently creates visual Insufficiently creates visual
that communicates ideas art that communicates ideas that communicates ideas art that communicates ideas art that communicates ideas
1.3
through the use of media, through the use of media, through the use of media, through the use of media, through the use of media,
techniques, and processes. techniques, and processes. techniques, and processes. techniques, and processes. techniques, and processes.
Masterfully analyzes, Exceptionally analyzes, Sufficiently analyzes, Inconsistently analyzes, Insufficiently analyzes,
synthesizes, and evaluates synthesizes, and evaluates synthesizes, and evaluates synthesizes, and evaluates synthesizes, and evaluates
the application of media, the application of media, the application of media, the application of media, the application of media,
1.4
techniques, and processes techniques, and processes techniques, and processes techniques, and processes techniques, and processes
used to solve visual art used to solve visual art used to solve visual art used to solve visual art used to solve visual art
problems. problems. problems. problems. problems.
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the an understanding of the understanding of the an understanding of the an understanding of the
2.1
elements of art and the elements of art and the elements of art and the elements of art and the elements of art and the
principles of design. principles of design. principles of design. principles of design. principles of design.
Masterfully critiques Exceptionally critiques Sufficiently critiques Inconsistently critiques Insufficiently critiques
organizational components organizational components organizational components organizational components organizational components
2.2 (structures) and expressive (structures) and expressive (structures) and expressive (structures) and expressive (structures) and expressive
qualities (functions) of a work qualities (functions) of a work qualities (functions) of a work qualities (functions) of a work qualities (functions) of a work
of art. of art. of art. of art. of art.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
function of a work of art as to function of a work of art as to function of a work of art as to function of a work of art as to function of a work of art as to
2.3
utilitarian or intrinsic utilitarian or intrinsic utilitarian or intrinsic utilitarian or intrinsic utilitarian or intrinsic
purposes. purposes. purposes. purposes. purposes.

15
VISUAL ART HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will use knowledge of both structures and functions. (cont.)
Masterfully applies problem- Exceptionally applies Sufficiently applies problem- Inconsistently applies Insufficiently applies
solving skills to create problem-solving skills to solving skills to create problem-solving skills to problem-solving skills to
2.4
solutions to a specific visual create solutions to a specific solutions to a specific visual create solutions to a specific create solutions to a specific
art task. visual art task. art task. visual art task. visual art task.
CREATE: STANDARD 3: Students will choose and evaluate a range of subject matter, symbols, and ideas.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
3.1 understanding of symbols an understanding of symbols understanding of symbols an understanding of symbols an understanding of symbols
and their origins. and their origins. and their origins. and their origins. and their origins.
Masterfully evaluates subject Exceptionally evaluates Sufficiently evaluates subject Inconsistently evaluates Insufficiently evaluates
matter that reflects personal subject matter that reflects matter that reflects personal subject matter that reflects subject matter that reflects
3.2
experiences and personal experiences and experiences and personal experiences and personal experiences and
environments. environments. environments. environments. environments.
Masterfully analyzes selected Exceptionally analyzes Sufficiently analyzes selected Inconsistently analyzes Insufficiently analyzes
3.3 ideas in a work of art. selected ideas in a work of ideas in a work of art. selected ideas in a work of selected ideas in a work of
art. art. art.
Masterfully researches and Exceptionally researches and Sufficiently researches and Inconsistently researches Insufficiently researches and
creates a series of related creates a series of related creates a series of related and creates a series of creates a series of related
3.4 work using a range of subject work using a range of subject work using a range of subject related work using a range of work using a range of subject
matter, symbols, and/or matter, symbols, and/or matter, symbols, and/or subject matter, symbols, matter, symbols, and/or
ideas. ideas. ideas. and/or ideas. ideas.
RESPOND: STANDARD 5: Students will reflect on and assess the characteristics and merits of their work and the work of others.
Masterfully reflects on the Exceptionally reflects on the Sufficiently reflects on the Inconsistently reflects on the Insufficiently reflects on the
characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of characteristics and merits of
5.1
their work and the work of their work and the work of their work and the work of their work and the work of their work and the work of
others. others. others. others. others.
Masterfully evaluates Exceptionally evaluates Sufficiently evaluates Inconsistently evaluates Insufficiently evaluates
artworks in order to artworks in order to artworks in order to artworks in order to artworks in order to
5.2
understand various understand various understand various understand various understand various
interpretations. interpretations. interpretations. interpretations. interpretations.
Masterfully assesses Exceptionally assesses Sufficiently assesses Inconsistently assesses Insufficiently assesses
artworks and their meanings artworks and their meanings artworks and their meanings artworks and their meanings artworks and their meanings
5.3
by using a variety of criteria by using a variety of criteria by using a variety of criteria by using a variety of criteria by using a variety of criteria
and techniques. and techniques. and techniques. and techniques. and techniques.

16
VISUAL ART HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 4: Students will understand the visual arts in relation to history and cultures.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of how an understanding of how understanding of how an understanding of how an understanding of how
historical and contemporary historical and contemporary historical and contemporary historical and contemporary historical and contemporary
4.1
works of art reflect and works of art reflect and works of art reflect and works of art reflect and works of art reflect and
influence societies and influence societies and influence societies and influence societies and influence societies and
cultures. cultures. cultures. cultures. cultures.
Masterfully describes the Exceptionally describes the Sufficiently describes the Inconsistently describes the Insufficiently describes the
function and explore the function and explore the function and explore the function and explore the function and explore the
4.2 meaning of specific art meaning of specific art meaning of specific art meaning of specific art meaning of specific art
objects within varied objects within varied objects within varied objects within varied objects within varied
cultures, times, and places. cultures, times, and places. cultures, times, and places. cultures, times, and places. cultures, times, and places.
Masterfully investigates how Exceptionally investigates Sufficiently investigates how Inconsistently investigates Insufficiently investigates
history and culture have and how history and culture have history and culture have and how history and culture have how history and culture have
4.3
will influence the production and will influence the will influence the production and will influence the and will influence the
of art. production of art. of art. production of art. production of art.
CONNECT: STANDARD 6: Students will make connections between visual arts and other disciplines.
Masterfully examines the Exceptionally examines the Sufficiently examines the Inconsistently examines the Insufficiently examines the
correlation of materials, correlation of materials, correlation of materials, correlation of materials, correlation of materials,
technologies, processes, and technologies, processes, and technologies, processes, and technologies, processes, and technologies, processes, and
6.1
terminology used in visual terminology used in visual terminology used in visual terminology used in visual terminology used in visual
arts with those used in other arts with those used in other arts with those used in other arts with those used in other arts with those used in other
disciplines. disciplines. disciplines. disciplines. disciplines.
Masterfully integrates ideas, Exceptionally integrates Sufficiently integrates ideas, Inconsistently integrates Insufficiently integrates
issues, and themes in visual ideas, issues, and themes in issues, and themes in visual ideas, issues, and themes in ideas, issues, and themes in
6.2
arts and other disciplines. visual arts and other arts and other disciplines. visual arts and other visual arts and other
disciplines. disciplines. disciplines.

17
Visual Art Sample Evidence
Domain Standard(s) Sample Evidence
• Worksheets
• Video recording or audio recordings
• Photographs of students finished products
• Student portfolios demonstrating growth
• Pre- and post-assessments (projects, tests)
Standard 1: Media, Techniques, and Processes
Perform Standard 2: Structures and Functions
• Formative student work samples (shading practice, color wheels, value scales, etc.) or
summative student work samples (still-life, landscape, portrait, etc.)
• Projects from displays/exhibitions
• Rubric/checklist of standards-based assessment showing significant student growth
• Personal assessment (written critique)
• Peer assessment (video of class critique)
• 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
Create Standard 3: Evaluation
• Projects from displays/exhibitions
• Contest entries (local, regional, and national)
• Personal assessment (written critique)
• Peer assessment (video of class critique)
• Personal assessment (written critique)
Respond Standard 5: Reflecting and Assessing • Peer assessment (video/audio recording of class critique)
• Pre- and post-assessment (projects, tests)
• Audio/video recording of dance/theatre performances, interdisciplinary projects, and
writing samples
Standard 4: Historical and Cultural Relationships • Class-discussion of interdisciplinary contexts (video)
Connect
Standard 6: Interdisciplinary Connections • Student work samples emulating interdisciplinary themes
• Projects from displays/exhibitions
• Contest entries (local, regional, and national)

18
Appendix B: Music
ELEMENTARY MUSIC GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
skill in singing, alone and skill in singing, alone and skill in singing, alone and skill in singing, alone and skill in singing, alone and
with others, simple songs (K), with others, simple songs (K), with others, simple songs (K), with others, simple songs (K), with others, simple songs (K),
1.1 a variety of children’s songs a variety of children’s songs a variety of children’s songs a variety of children’s songs a variety of children’s songs
(1), or major/ minor (1), or major/ minor (1), or major/ minor (1), or major/ minor (1), or major/ minor
pentatonic and major/ minor pentatonic and major/ minor pentatonic and major/ minor pentatonic and major/ minor pentatonic and major/ minor
diatonic songs (2). diatonic songs (2). diatonic songs (2). diatonic songs (2). diatonic songs (2).
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
skill in singing high and low skill in singing high and low skill in singing high and low skill in singing high and low skill in singing high and low
1.2 pitches (K), reproducing high, pitches (K), reproducing high, pitches (K), reproducing high, pitches (K), reproducing high, pitches (K), reproducing high,
middle, and low pitches (1), middle, and low pitches (1), middle, and low pitches (1), middle, and low pitches (1), middle, and low pitches (1),
or proper vocal technique (2). or proper vocal technique (2). or proper vocal technique (2). or proper vocal technique (2). or proper vocal technique (2).
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
skill in singing melodic skill in singing melodic skill in singing melodic skill in singing melodic skill in singing melodic
patterns that move in an patterns that move in an patterns that move in an patterns that move in an patterns that move in an
upward and downward upward and downward upward and downward upward and downward upward and downward
1.3
direction (K-1), or skill in direction (K-1), or skill in direction (K-1), or skill in direction (K-1), or skill in direction (K-1), or skill in
speaking/ singing simple speaking/ singing simple speaking/ singing simple speaking/ singing simple speaking/ singing simple
ostinato to produce harmony ostinato to produce harmony ostinato to produce harmony ostinato to produce harmony ostinato to produce harmony
(2). (2). (2). (2). (2).
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully reproduces (K), Exceptionally reproduces (K), Sufficiently reproduces (K), Inconsistently reproduces (K), Insufficiently reproduces (K),
maintains (1) steady beat, or maintains (1) steady beat, or maintains (1) steady beat, or maintains (1) steady beat, or maintains (1) steady beat, or
2.1 performs steady beat and performs steady beat and performs steady beat and performs steady beat and performs steady beat and
simple rhythm patterns in simple rhythm patterns in simple rhythm patterns in simple rhythm patterns in simple rhythm patterns in
duple meter (2). duple meter (2). duple meter (2). duple meter (2). duple meter (2).
Masterfully plays fast/ slow Exceptionally plays fast/ slow Sufficiently plays fast/ slow Inconsistently plays fast/ Insufficiently plays fast/ slow
and/or long/ short sounds and/or long/ short sounds and/or long/ short sounds slow and/or long/ short and/or long/ short sounds
(K), four-beat rhythm pattern (K), four-beat rhythm pattern (K), four-beat rhythm pattern sounds (K), four-beat rhythm (K), four-beat rhythm pattern
2.2 (1), and plays eight-beat (1), and plays eight-beat (1), and plays eight-beat pattern (1), and plays eight- (1), and plays eight-beat
pattern/ ostinato on pattern/ ostinato on pattern/ ostinato on beat pattern/ ostinato on pattern/ ostinato on
instruments using correct instruments using correct instruments using correct instruments using correct instruments using correct
technique (2). technique (2). technique (2). technique (2). technique (2).
19
ELEMENTARY MUSIC GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music. (cont.)
Masterfully plays high/ low Exceptionally plays high/ low Sufficiently plays high/ low Inconsistently plays high/ low Insufficiently plays high/ low
sounds (K), ascending/ sounds (K), ascending/ sounds (K), ascending/ sounds (K), ascending/ sounds (K), ascending/
2.3 descending patterns (1), or a descending patterns (1), or a descending patterns (1), or a descending patterns (1), or a descending patterns (1), or a
simple ostinato to simple ostinato to simple ostinato to simple ostinato to simple ostinato to
accompany a poem/ song (2). accompany a poem/ song (2). accompany a poem/ song (2). accompany a poem/ song (2). accompany a poem/ song (2).
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully interprets iconic Exceptionally interprets Sufficiently interprets iconic Inconsistently interprets Insufficiently interprets iconic
representations of steady iconic representations of representations of steady iconic representations of representations of steady
beat (K), demonstrates an steady beat (K), beat (K), demonstrates an steady beat (K), beat (K), demonstrates an
understanding of symbols demonstrates an understanding of symbols demonstrates an understanding of symbols
5.1 representing beat and understanding of symbols representing beat and understanding of symbols representing beat and
rhythm patterns (1), or representing beat and rhythm patterns (1), or representing beat and rhythm patterns (1), or
rhythm patterns written in rhythm patterns (1), or rhythm patterns written in rhythm patterns (1), or rhythm patterns written in
traditional notation (2). rhythm patterns written in traditional notation (2). rhythm patterns written in traditional notation (2).
traditional notation (2). traditional notation (2).
Masterfully interprets iconic Exceptionally interprets Sufficiently interprets iconic Inconsistently interprets Insufficiently interprets iconic
representation of melodic iconic representation of representation of melodic iconic representation of representation of melodic
direction (K), demonstrates melodic direction (K), direction (K), demonstrates melodic direction (K), direction (K), demonstrates
an understanding of symbols demonstrates an an understanding of symbols demonstrates an an understanding of symbols
5.2
representing melodic understanding of symbols representing melodic understanding of symbols representing melodic
patterns (1), or reads simple representing melodic patterns (1), or reads simple representing melodic patterns (1), or reads simple
melodic patterns (2). patterns (1), or reads simple melodic patterns (2). patterns (1), or reads simple melodic patterns (2).
melodic patterns (2). melodic patterns (2).
Masterfully notates simple Exceptionally notates simple Sufficiently notates simple Inconsistently notates simple Insufficiently notates simple
5.3
rhythm patterns (2). rhythm patterns (2). rhythm patterns (2). rhythm patterns (2). rhythm patterns (2).

20
ELEMENTARY MUSIC GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully creates Exceptionally creates Sufficiently creates Inconsistently creates Insufficiently creates
instrumental sounds to instrumental sounds to instrumental sounds to instrumental sounds to instrumental sounds to
accompany (K-1), or accompany (K-1), or accompany (K-1), or accompany (K-1), or accompany (K-1), or
3.1
improvises (2), using the improvises (2), using the improvises (2), using the improvises (2), using the improvises (2), using the
word rhythms of songs, word rhythms of songs, word rhythms of songs, word rhythms of songs, word rhythms of songs,
poems, and stories. poems, and stories. poems, and stories. poems, and stories. poems, and stories.
Masterfully creates vocal Exceptionally creates vocal Sufficiently creates vocal Inconsistently creates vocal Insufficiently creates vocal
sounds to accompany songs, sounds to accompany songs, sounds to accompany songs, sounds to accompany songs, sounds to accompany songs,
poems, or stories (K), or poems, or stories (K), or poems, or stories (K), or poems, or stories (K), or poems, or stories (K), or
3.2 improvises, vocally, sounds improvises, vocally, sounds improvises, vocally, sounds improvises, vocally, sounds improvises, vocally, sounds
and/or short melodic and/or short melodic and/or short melodic and/or short melodic and/or short melodic
fragments, (1) or short fragments, (1) or short fragments, (1) or short fragments, (1) or short fragments, (1) or short
melodic phrases (2). melodic phrases (2). melodic phrases (2). melodic phrases (2). melodic phrases (2).
Masterfully improvises Exceptionally improvises Sufficiently improvises Inconsistently improvises Insufficiently improvises
creative movement [to creative movement [to creative movement [to creative movement [to creative movement [to
accompany songs, poems, accompany songs, poems, accompany songs, poems, accompany songs, poems, accompany songs, poems,
3.3
stories, and listening stories, and listening stories, and listening stories, and listening stories, and listening
examples (K)] within a examples (K)] within a examples (K)] within a examples (K)] within a examples (K)] within a
musical context (1-2). musical context (1-2). musical context (1-2). musical context (1-2). musical context (1-2).
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully creates short Exceptionally creates short Sufficiently creates short Inconsistently creates short Insufficiently creates short
compositions using a variety compositions using a variety compositions using a variety compositions using a variety compositions using a variety
4.1 of sounds (K), composes of sounds (K), composes of sounds (K), composes of sounds (K), composes of sounds (K), composes
short beat/rhythm (1) or short beat/rhythm (1) or short beat/rhythm (1) or short beat/rhythm (1) or short beat/rhythm (1) or
rhythm patterns (2). rhythm patterns (2). rhythm patterns (2). rhythm patterns (2). rhythm patterns (2).
Masterfully composes short Exceptionally composes Sufficiently composes short Inconsistently composes Insufficiently composes short
melodies using limited short melodies using limited melodies using limited short melodies using limited melodies using limited
4.2
pitches (1) or pitches from pitches (1) or pitches from pitches (1) or pitches from pitches (1) or pitches from pitches (1) or pitches from
the pentatonic scale (2). the pentatonic scale (2). the pentatonic scale (2). the pentatonic scale (2). the pentatonic scale (2).
Masterfully composes simple Exceptionally composes Sufficiently composes simple Inconsistently composes Insufficiently composes
4.3 introductions and codas (2). simple introductions and introductions and codas (2). simple introductions and simple introductions and
codas (2). codas (2). codas (2).

21
ELEMENTARY MUSIC GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully identifies the Exceptionally identifies the Sufficiently identifies the Inconsistently identifies the Insufficiently identifies the
form of simple pieces of form of simple pieces of form of simple pieces of form of simple pieces of form of simple pieces of
6.1 music (1) or recognizes (K) music (1) or recognizes (K) music (1) or recognizes (K) music (1) or recognizes (K) music (1) or recognizes (K)
and labels (2), as same and and labels (2), as same and and labels (2), as same and and labels (2), as same and and labels (2), as same and
different, sections of music. different, sections of music. different, sections of music. different, sections of music. different, sections of music.
Masterfully recognizes the Exceptionally recognizes the Sufficiently recognizes the Inconsistently recognizes the Insufficiently recognizes the
difference (K) in tone color (1) difference (K) in tone color (1) difference (K) in tone color (1) difference (K) in tone color (1) difference (K) in tone color (1)
6.2 of voices and classroom of voices and classroom of voices and classroom of voices and classroom of voices and classroom
musical instruments and musical instruments and musical instruments and musical instruments and musical instruments and
classifies (2) into families. classifies (2) into families. classifies (2) into families. classifies (2) into families. classifies (2) into families.
Masterfully describes the Exceptionally describes the Sufficiently describes the Inconsistently describes the Insufficiently describes the
6.3 tempo and dynamics of tempo and dynamics of tempo and dynamics of tempo and dynamics of tempo and dynamics of
musical selections. musical selections. musical selections. musical selections. musical selections.
Masterfully recognizes (1-2) Exceptionally recognizes (1-2) Sufficiently recognizes (1-2) Inconsistently recognizes (1- Insufficiently recognizes (1-2)
6.4 and identifies (2) same and and identifies (2) same and and identifies (2) same and 2) and identifies (2) same and and identifies (2) same and
different phrases in a song. different phrases in a song. different phrases in a song. different phrases in a song. different phrases in a song.
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully evaluates musical Exceptionally evaluates Sufficiently evaluates musical Inconsistently evaluates Insufficiently evaluates
performances based on musical performances based performances based on musical performances based musical performances based
7.1
grade-appropriate criteria. on grade-appropriate grade-appropriate criteria. on grade-appropriate on grade-appropriate
criteria. criteria. criteria.
Masterfully develops and Exceptionally develops and Sufficiently develops and Inconsistently develops and Insufficiently develops and
evaluates appropriate evaluates appropriate evaluates appropriate evaluates appropriate evaluates appropriate
7.2
audience behaviors during a audience behaviors during a audience behaviors during a audience behaviors during a audience behaviors during a
performance. performance. performance. performance. performance.
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully identifies (1), or Exceptionally identifies (1), or Sufficiently identifies (1), or Inconsistently identifies (1), Insufficiently identifies (1), or
recognizes (2) connections recognizes (2) connections recognizes (2) connections or recognizes (2) connections recognizes (2) connections
8.1
between music and dance, between music and dance, between music and dance, between music and dance, between music and dance,
theatre, and/or visual art. theatre, and/or visual art. theatre, and/or visual art. theatre, and/or visual art. theatre, and/or visual art.
Masterfully identifies (1), or Exceptionally identifies (1), or Sufficiently identifies (1), or Inconsistently identifies (1), Insufficiently identifies (1), or
recognizes (2) connections recognizes (2) connections recognizes (2) connections or recognizes (2) connections recognizes (2) connections
8.2
between music and language between music and language between music and language between music and language between music and language
arts. arts. arts. arts. arts.
22
ELEMENTARY MUSIC GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully performs and Exceptionally performs and Sufficiently performs and Inconsistently performs and Insufficiently performs and
describes music of various describes music of various describes music of various describes music of various describes music of various
9.1
historical periods and historical periods and historical periods and historical periods and historical periods and
cultures (2). cultures (2). cultures (2). cultures (2). cultures (2).

23
ELEMENTARY MUSIC GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully sings melodies in Exceptionally sings melodies Sufficiently sings melodies in Inconsistently sings melodies Insufficiently sings melodies
varied modes (5) with in varied modes (5) with varied modes (5) with in varied modes (5) with in varied modes (5) with
1.1
appropriate style, accurate appropriate style, accurate appropriate style, accurate appropriate style, accurate appropriate style, accurate
pitch, and rhythm (3-4). pitch, and rhythm (3-4). pitch, and rhythm (3-4). pitch, and rhythm (3-4). pitch, and rhythm (3-4).
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to sing the ability to sing ability to sing expressively (5) the ability to sing the ability to sing
1.2
expressively (5) using proper expressively (5) using proper using proper vocal technique expressively (5) using proper expressively (5) using proper
vocal technique (3-4). vocal technique (3-4). (3-4). vocal technique (3-4). vocal technique (3-4).
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
1.3
skills for singing in parts. skills for singing in parts. skills for singing in parts. skills for singing in parts. skills for singing in parts.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
simple and complex patterns simple and complex patterns simple and complex patterns simple and complex patterns simple and complex patterns
including syncopation (5) in including syncopation (5) in including syncopation (5) in including syncopation (5) in including syncopation (5) in
2.1 various meters (4) on pitched various meters (4) on pitched various meters (4) on pitched various meters (4) on pitched various meters (4) on pitched
and/or non-pitched and/or non-pitched and/or non-pitched and/or non-pitched and/or non-pitched
instruments using correct instruments using correct instruments using correct instruments using correct instruments using correct
technique (3). technique (3). technique (3). technique (3). technique (3).
Masterfully exhibits skill in Exceptionally exhibits skill in Sufficiently exhibits skill in Inconsistently exhibits skill in Insufficiently exhibits skill in
playing melodies (3-4) or playing melodies (3-4) or playing melodies (3-4) or playing melodies (3-4) or playing melodies (3-4) or
simple orchestrations (5) on simple orchestrations (5) on simple orchestrations (5) on simple orchestrations (5) on simple orchestrations (5) on
2.2
pitched and/or non-pitched pitched and/or non-pitched pitched and/or non-pitched pitched and/or non-pitched pitched and/or non-pitched
instruments using correct instruments using correct instruments using correct instruments using correct instruments using correct
technique. technique. technique. technique. technique.
Masterfully performs Exceptionally performs Sufficiently performs Inconsistently performs Insufficiently performs
rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic
2.3
accompaniments (3) using accompaniments (3) using accompaniments (3) using accompaniments (3) using accompaniments (3) using
correct technique (4 and 5). correct technique (4 and 5). correct technique (4 and 5). correct technique (4 and 5). correct technique (4 and 5).
Masterfully performs with Exceptionally performs with Sufficiently performs with Inconsistently performs with Insufficiently performs with
appropriate expressive appropriate expressive appropriate expressive appropriate expressive appropriate expressive
2.4
qualities/ markings (3-4) in qualities/ markings (3-4) in qualities/ markings (3-4) in qualities/ markings (3-4) in qualities/ markings (3-4) in
various genres (5). various genres (5). various genres (5). various genres (5). various genres (5).

24
ELEMENTARY MUSIC GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully identifies and Exceptionally identifies and Sufficiently identifies and Inconsistently identifies and Insufficiently identifies and
explains symbols explains symbols explains symbols explains symbols explains symbols
5.1
represented in rhythm and represented in rhythm and represented in rhythm and represented in rhythm and represented in rhythm and
melody. melody. melody. melody. melody.
Masterfully uses symbols to Exceptionally uses symbols Sufficiently uses symbols to Inconsistently uses symbols Insufficiently uses symbols to
5.2
read, notate, and perform. to read, notate, and perform. read, notate, and perform. to read, notate, and perform. read, notate, and perform.
Masterfully identifies and Exceptionally identifies and Sufficiently identifies and Inconsistently identifies and Insufficiently identifies and
5.3 interprets terms and symbols interprets terms and symbols interprets terms and symbols interprets terms and symbols interprets terms and symbols
referring to musicality. referring to musicality. referring to musicality. referring to musicality. referring to musicality.
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully improvises Exceptionally improvises Sufficiently improvises Inconsistently improvises Insufficiently improvises
melodies (3), or vocally and melodies (3), or vocally and melodies (3), or vocally and melodies (3), or vocally and melodies (3), or vocally and
3.1 instrumentally, a two- to instrumentally, a two- to instrumentally, a two- to instrumentally, a two- to instrumentally, a two- to
four-measure (4-5) melody four-measure (4-5) melody four-measure (4-5) melody four-measure (4-5) melody four-measure (4-5) melody
on a pentatonic scale. on a pentatonic scale. on a pentatonic scale. on a pentatonic scale. on a pentatonic scale.
Masterfully improvises Exceptionally improvises Sufficiently improvises Inconsistently improvises Insufficiently improvises
rhythms (3), or a two- to four- rhythms (3), or a two- to four- rhythms (3), or a two- to four- rhythms (3), or a two- to four- rhythms (3), or a two- to four-
3.2 measure (4-5) rhythmic measure (4-5) rhythmic measure (4-5) rhythmic measure (4-5) rhythmic measure (4-5) rhythmic
accompaniment to varying accompaniment to varying accompaniment to varying accompaniment to varying accompaniment to varying
musical styles. musical styles. musical styles. musical styles. musical styles.
Masterfully improvises (3) Exceptionally improvises (3) Sufficiently improvises (3) Inconsistently improvises (3) Insufficiently improvises (3)
two- to four- measure (4-5) two- to four- measure (4-5) two- to four- measure (4-5) two- to four- measure (4-5) two- to four- measure (4-5)
3.3
question and answer question and answer question and answer question and answer question and answer
phrases. phrases. phrases. phrases. phrases.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
simple accompaniment simple accompaniment simple accompaniment simple accompaniment simple accompaniment
vocally (3) or instrumentally vocally (3) or instrumentally vocally (3) or instrumentally vocally (3) or instrumentally vocally (3) or instrumentally
3.4 (3-4), or a two- to four- (3-4), or a two- to four- (3-4), or a two- to four- (3-4), or a two- to four- (3-4), or a two- to four-
measure melodic measure melodic measure melodic measure melodic measure melodic
accompaniment (5) within accompaniment (5) within accompaniment (5) within accompaniment (5) within accompaniment (5) within
teacher-given parameters. teacher-given parameters. teacher-given parameters. teacher-given parameters. teacher-given parameters.

25
ELEMENTARY MUSIC GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully creates a Exceptionally creates a Sufficiently creates a Inconsistently creates a Insufficiently creates a
rhythmic composition (3), or rhythmic composition (3), or rhythmic composition (3), or rhythmic composition (3), or rhythmic composition (3), or
a simple four-measure a simple four-measure a simple four-measure a simple four-measure a simple four-measure
melody (4), or individually or melody (4), or individually or melody (4), or individually or melody (4), or individually or melody (4), or individually or
4.1 in groups, a simple vocal or in groups, a simple vocal or in groups, a simple vocal or in groups, a simple vocal or in groups, a simple vocal or
instrumental two-part instrumental two-part instrumental two-part instrumental two-part instrumental two-part
composition using teacher- composition using teacher- composition using teacher- composition using teacher- composition using teacher-
given parameters (5). given parameters (5). given parameters (5). given parameters (5). given parameters (5).

Masterfully composes a Exceptionally composes a Sufficiently composes a Inconsistently composes a Insufficiently composes a
simple melody (3), a simple simple melody (3), a simple simple melody (3), a simple simple melody (3), a simple simple melody (3), a simple
four-measure melody on a four-measure melody on a four-measure melody on a four-measure melody on a four-measure melody on a
major and or minor scale (4), major and or minor scale (4), major and or minor scale (4), major and or minor scale (4), major and or minor scale (4),
or a short melodic vocal or or a short melodic vocal or or a short melodic vocal or or a short melodic vocal or or a short melodic vocal or
4.2 instrumental introduction, instrumental introduction, instrumental introduction, instrumental introduction, instrumental introduction,
interlude and/or coda to interlude and/or coda to interlude and/or coda to interlude and/or coda to interlude and/or coda to
given melodies on major given melodies on major given melodies on major given melodies on major given melodies on major
and/or minor pentatonic and/or minor pentatonic and/or minor pentatonic and/or minor pentatonic and/or minor pentatonic
scales (5). scales (5). scales (5). scales (5). scales (5).

Masterfully composes a short Exceptionally composes a Sufficiently composes a short Inconsistently composes a Insufficiently composes a
melodic, vocal or short melodic, vocal or melodic, vocal or short melodic, vocal or short melodic, vocal or
instrumental, introduction, instrumental, introduction, instrumental, introduction, instrumental, introduction, instrumental, introduction,
interlude, and/or coda (3) interlude, and/or coda (3) interlude, and/or coda (3) interlude, and/or coda (3) interlude, and/or coda (3)
4.3 using teacher given using teacher given using teacher given using teacher given using teacher given
parameters (4), or creates an parameters (4), or creates an parameters (4), or creates an parameters (4), or creates an parameters (4), or creates an
arrangement of a familiar arrangement of a familiar arrangement of a familiar arrangement of a familiar arrangement of a familiar
melody using instruments melody using instruments melody using instruments melody using instruments melody using instruments
and/or movements (5). and/or movements (5). and/or movements (5). and/or movements (5). and/or movements (5).

26
ELEMENTARY MUSIC GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
through varying methods (3- through varying methods (3- through varying methods (3- through varying methods (3- through varying methods (3-
6.1 4), or explains characteristics 4), or explains characteristics 4), or explains characteristics 4), or explains characteristics 4), or explains characteristics
of same and different of same and different of same and different of same and different of same and different
sections (5). sections (5). sections (5). sections (5). sections (5).
Masterfully identifies and Exceptionally identifies and Sufficiently identifies and Inconsistently identifies and Insufficiently identifies and
classifies, visually and aurally, classifies, visually and aurally, classifies, visually and aurally, classifies, visually and aurally, classifies, visually and aurally,
6.2 orchestral instruments orchestral instruments orchestral instruments orchestral instruments orchestral instruments
individually (4-5) and by individually (4-5) and by individually (4-5) and by individually (4-5) and by individually (4-5) and by
family (3-5). family (3-5). family (3-5). family (3-5). family (3-5)
Masterfully describes (3-4), or Exceptionally describes (3-4), Sufficiently describes (3-4), or Inconsistently describes (3-4), Insufficiently describes (3-4),
analyzes, orally and written or analyzes, orally and analyzes, orally and written or analyzes, orally and or analyzes, orally and
(5), the characteristics of written (5), the characteristics (5), the characteristics of written (5), the characteristics written (5), the characteristics
6.3 vocal and instrumental of vocal and instrumental vocal and instrumental of vocal and instrumental of vocal and instrumental
musical selections using musical selections using musical selections using musical selections using musical selections using
appropriate music appropriate music appropriate music appropriate music appropriate music
vocabulary. vocabulary. vocabulary. vocabulary. vocabulary.
Masterfully identifies (3) and Exceptionally identifies (3) Sufficiently identifies (3) and Inconsistently identifies (3) Insufficiently identifies (3)
describes (4) or compares and describes (4) or describes (4) or compares and describes (4) or and describes (4) or
and contrasts various styles compares and contrasts and contrasts various styles compares and contrasts compares and contrasts
6.4
and genres of music, both various styles and genres of and genres of music, both various styles and genres of various styles and genres of
vocal and instrumental. (5) music, both vocal and vocal and instrumental. (5) music, both vocal and music, both vocal and
instrumental. (5) instrumental. (5) instrumental. (5)
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully devises and Exceptionally devises and Sufficiently devises and Inconsistently devises and Insufficiently devises and
applies criteria for evaluating applies criteria for evaluating applies criteria for evaluating applies criteria for evaluating applies criteria for evaluating
7.1
music and music music and music music and music music and music music and music
performances. performances. performances. performances. performances.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
proper audience etiquette proper audience etiquette proper audience etiquette proper audience etiquette proper audience etiquette
7.2 and evaluate audience and evaluate audience and evaluate audience and evaluate audience and evaluate audience
behavior during behavior during behavior during behavior during behavior during
performances. performances. performances. performances. performances.

27
ELEMENTARY MUSIC GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully recognizes (3), Exceptionally recognizes (3), Sufficiently recognizes (3), Inconsistently recognizes (3), Insufficiently recognizes (3),
explains (4), or integrates (5) explains (4), or integrates (5) explains (4), or integrates (5) explains (4), or integrates (5) explains (4), or integrates (5)
8.1 the elements of music as the elements of music as the elements of music as the elements of music as the elements of music as
they relate to other arts they relate to other arts they relate to other arts they relate to other arts they relate to other arts
disciplines. disciplines. disciplines. disciplines. disciplines.
Masterfully examines (3), Exceptionally examines (3), Sufficiently examines (3), Inconsistently examines (3), Insufficiently examines (3),
investigates and investigates and investigates and investigates and investigates and
demonstrates, (4-5) or demonstrates, (4-5) or demonstrates, (4-5) or demonstrates, (4-5) or demonstrates, (4-5) or
8.2
compares (5) ways in which compares (5) ways in which compares (5) ways in which compares (5) ways in which compares (5) ways in which
music interrelates with other music interrelates with other music interrelates with other music interrelates with other music interrelates with other
academic disciplines. academic disciplines. academic disciplines. academic disciplines. academic disciplines.
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully recognizes, Exceptionally recognizes, Sufficiently recognizes, Inconsistently recognizes, Insufficiently recognizes,
describes, (3-4) or classifies describes, (3-4) or classifies describes, (3-4) or classifies describes, (3-4) or classifies describes, (3-4) or classifies
9.1 (5) and/or performs music of (5) and/or performs music of (5) and/or performs music of (5) and/or performs music of (5) and/or performs music of
various cultures and various cultures and various cultures and various cultures and various cultures and
historical periods. historical periods. historical periods. historical periods. historical periods.

28
VOCAL MUSIC MIDDLE GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
expressive and technical expressive and technical expressive and technical expressive and technical expressive and technical
accuracy in a large and accuracy in a large and accuracy in a large and accuracy in a large and accuracy in a large and
varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal
1.1
literature with a difficulty literature with a difficulty literature with a difficulty literature with a difficulty literature with a difficulty
level of 3 on a scale of 1-6, level of 3 on a scale of 1-6, level of 3 on a scale of 1-6, level of 3 on a scale of 1-6, level of 3 on a scale of 1-6,
including some songs including some songs including some songs including some songs including some songs
performed from memory. performed from memory. performed from memory. performed from memory. performed from memory.
Masterfully demonstrates, Exceptionally demonstrates, Sufficiently demonstrates, Inconsistently demonstrates, Insufficiently demonstrates,
individually, the individually, the individually, the individually, the individually, the
1.2
fundamentals of correct fundamentals of correct fundamentals of correct fundamentals of correct fundamentals of correct
vocal production. vocal production. vocal production. vocal production. vocal production.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
1.3 diction appropriate to the diction appropriate to the diction appropriate to the diction appropriate to the diction appropriate to the
style of selected literature. style of selected literature. style of selected literature. style of selected literature. style of selected literature.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
1.4 ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in
small groups. small groups. small groups. small groups. small groups.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully uses pitched Exceptionally uses pitched Sufficiently uses pitched Inconsistently uses pitched Insufficiently uses pitched
2.1 instruments to enhance instruments to enhance instruments to enhance instruments to enhance instruments to enhance
choral experience. choral experience. choral experience. choral experience. choral experience.
Masterfully uses non-pitched Exceptionally uses non- Sufficiently uses non-pitched Inconsistently uses non- Insufficiently uses non-
2.2 instruments to enhance pitched instruments to instruments to enhance pitched instruments to pitched instruments to
choral experience. enhance choral experience. choral experience. enhance choral experience. enhance choral experience.

29
VOCAL MUSIC MIDDLE GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully reads and sings Exceptionally reads and sings Sufficiently reads and sings Inconsistently reads and Insufficiently reads and sings
an assigned vocal part (both an assigned vocal part (both an assigned vocal part (both sings an assigned vocal part an assigned vocal part (both
5.1 rhythm and pitch) from rhythm and pitch) from rhythm and pitch) from (both rhythm and pitch) from rhythm and pitch) from
choral music with a difficulty choral music with a difficulty choral music with a difficulty choral music with a difficulty choral music with a difficulty
level of 3, on a scale of 1-6. level of 3, on a scale of 1-6. level of 3, on a scale of 1-6. level of 3, on a scale of 1-6. level of 3, on a scale of 1-6.
Masterfully interprets terms, Exceptionally interprets Sufficiently interprets terms, Inconsistently interprets Insufficiently interprets
signs, and musical symbols terms, signs, and musical signs, and musical symbols terms, signs, and musical terms, signs, and musical
5.2 necessary for performing a symbols necessary for necessary for performing a symbols necessary for symbols necessary for
choral music score. performing a choral music choral music score. performing a choral music performing a choral music
score. score. score.
Masterfully sight-reads, Exceptionally sight-reads, Sufficiently sight-reads, Inconsistently sight-reads, Insufficiently sight-reads,
accurately, music with a accurately, music with a accurately, music with a accurately, music with a accurately, music with a
5.3
difficulty level of 2 or above, difficulty level of 2 or above, difficulty level of 2 or above, difficulty level of 2 or above, difficulty level of 2 or above,
on a scale of 1 to 6. on a scale of 1 to 6. on a scale of 1 to 6. on a scale of 1 to 6. on a scale of 1 to 6.
Masterfully notates melodic Exceptionally notates Sufficiently notates melodic Inconsistently notates Insufficiently notates melodic
material (pitch and rhythm) melodic material (pitch and material (pitch and rhythm) melodic material (pitch and material (pitch and rhythm)
5.4
using standard symbols, rhythm) using standard using standard symbols, rhythm) using standard using standard symbols,
signs, and formats. symbols, signs, and formats. signs, and formats. symbols, signs, and formats. signs, and formats.
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.1 the ability to improvise a the ability to improvise a ability to improvise a melodic the ability to improvise a the ability to improvise a
melodic passage. melodic passage. passage. melodic passage. melodic passage.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.2 the ability to improvise a the ability to improvise a ability to improvise a the ability to improvise a the ability to improvise a
variation. variation. variation. variation. variation.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.3 the ability to improvise an the ability to improvise an ability to improvise an the ability to improvise an the ability to improvise an
accompaniment. accompaniment. accompaniment. accompaniment. accompaniment.

30
VOCAL MUSIC MIDDLE GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully arranges a song Exceptionally arranges a Sufficiently arranges a song Inconsistently arranges a Insufficiently arranges a song
4.1 within specified guidelines. song within specified within specified guidelines. song within specified within specified guidelines.
guidelines. guidelines.
Masterfully composes vocal Exceptionally composes Sufficiently composes vocal Inconsistently composes Insufficiently composes vocal
4.2 warm-ups and/or short vocal warm-ups and/or short warm-ups and/or short vocal warm-ups and/or short warm-ups and/or short
melodies. melodies. melodies. melodies. melodies.
Masterfully composes Exceptionally composes Sufficiently composes Inconsistently composes Insufficiently composes
4.3 rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic rhythmic and/or melodic
ostinato. ostinato. ostinato. ostinato. ostinato.
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully listen to a variety Exceptionally listen to a Sufficiently listen to a variety Inconsistently listen to a Insufficiently listen to a
6.1 of musical styles and genres. variety of musical styles and of musical styles and genres. variety of musical styles and variety of musical styles and
genres. genres. genres.
Masterfully identifies the Exceptionally identifies the Sufficiently identifies the Inconsistently identifies the Insufficiently identifies the
uses of musical elements in uses of musical elements in uses of musical elements in uses of musical elements in uses of musical elements in
6.2
rehearsal and performance rehearsal and performance rehearsal and performance rehearsal and performance rehearsal and performance
literature. literature. literature. literature. literature.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
describes uses of the describes uses of the describes uses of the describes uses of the describes uses of the
elements of music in a elements of music in a elements of music in a elements of music in a elements of music in a
6.3
recorded work that make it recorded work that make it recorded work that make it recorded work that make it recorded work that make it
unique, interesting, and unique, interesting, and unique, interesting, and unique, interesting, and unique, interesting, and
expressive. expressive. expressive. expressive. expressive.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
6.4 contrasts works of the same contrasts works of the same contrasts works of the same contrasts works of the same contrasts works of the same
genre or style. genre or style. genre or style. genre or style. genre or style.

31
VOCAL MUSIC MIDDLE GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully uses specified Exceptionally uses specified Sufficiently uses specified Inconsistently uses specified Insufficiently uses specified
criteria to evaluate his/her criteria to evaluate his/her criteria to evaluate his/her criteria to evaluate his/her criteria to evaluate his/her
7.1
own personal contribution in own personal contribution in own personal contribution in own personal contribution in own personal contribution in
a choral performance. a choral performance. a choral performance. a choral performance. a choral performance.
Masterfully uses specified Exceptionally uses specified Sufficiently uses specified Inconsistently uses specified Insufficiently uses specified
criteria to evaluate choral criteria to evaluate choral criteria to evaluate choral criteria to evaluate choral criteria to evaluate choral
7.2 performances as compares performances as compares performances as compares performances as compares performances as compares
to similar or exemplary to similar or exemplary to similar or exemplary to similar or exemplary to similar or exemplary
models. models. models. models. models.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
7.3 aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral
work. work. work. work. work.
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts how elements (e.g., contrasts how elements (e.g., contrasts how elements (e.g., contrasts how elements (e.g., contrasts how elements (e.g.,
8.1 color, balance, texture, form) color, balance, texture, form) color, balance, texture, form) color, balance, texture, form) color, balance, texture, form)
are used in music, dance, are used in music, dance, are used in music, dance, are used in music, dance, are used in music, dance,
theatre, and visual art. theatre, and visual art. theatre, and visual art. theatre, and visual art. theatre, and visual art.
Masterfully compares Exceptionally compares Sufficiently compares Inconsistently compares Insufficiently compares
characteristics of two or characteristics of two or characteristics of two or characteristics of two or characteristics of two or
8.2 more arts disciplines within a more arts disciplines within a more arts disciplines within a more arts disciplines within a more arts disciplines within a
particular historical period or particular historical period or particular historical period or particular historical period or particular historical period or
style. style. style. style. style.
Masterfully describes the Exceptionally describes the Sufficiently describes the Inconsistently describes the Insufficiently describes the
interrelationship of music interrelationship of music interrelationship of music interrelationship of music interrelationship of music
8.3
with various academic with various academic with various academic with various academic with various academic
disciplines outside the arts. disciplines outside the arts. disciplines outside the arts. disciplines outside the arts. disciplines outside the arts.
Masterfully explains the role Exceptionally explains the Sufficiently explains the role Inconsistently explains the Insufficiently explains the
8.4 of music-related technology role of music-related of music-related technology role of music-related role of music-related
in today’s society. technology in today’s society. in today’s society. technology in today’s society. technology in today’s society.

32
VOCAL MUSIC MIDDLE GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully identifies Exceptionally identifies Sufficiently identifies selected Inconsistently identifies Insufficiently identifies
selected choral literature by selected choral literature by choral literature by historical selected choral literature by selected choral literature by
9.1
historical period and/or historical period and/or period and/or culture. historical period and/or historical period and/or
culture. culture. culture. culture.
Masterfully examines the Exceptionally examines the Sufficiently examines the Inconsistently examines the Insufficiently examines the
9.2 origins of various American origins of various American origins of various American origins of various American origins of various American
music genres. music genres. music genres. music genres. music genres.
Masterfully describes the Exceptionally describes the Sufficiently describes the role Inconsistently describes the Insufficiently describes the
9.3 role of music in today's role of music in today's of music in today's society. role of music in today's role of music in today's
society. society. society. society.

33
VOCAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
expression and technical expression and technical expression and technical expression and technical expression and technical
accuracy in a large and accuracy in a large and accuracy in a large and accuracy in a large and accuracy in a large and
varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal varied repertoire of vocal
1.1 literature with an literature with an literature with an literature with an literature with an
appropriate level of difficulty appropriate level of difficulty appropriate level of difficulty appropriate level of difficulty appropriate level of difficulty
on a scale of 1-6, including on a scale of 1-6, including on a scale of 1-6, including on a scale of 1-6, including on a scale of 1-6, including
some songs performed from some songs performed from some songs performed from some songs performed from some songs performed from
memory. memory. memory. memory. memory.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
1.2 the fundamentals of correct the fundamentals of correct fundamentals of correct the fundamentals of correct the fundamentals of correct
vocal production. vocal production. vocal production. vocal production. vocal production.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to sing in multiple the ability to sing in multiple ability to sing in multiple the ability to sing in multiple the ability to sing in multiple
styles, genres, and languages styles, genres, and languages styles, genres, and languages styles, genres, and languages styles, genres, and languages
1.3
with instrumental with instrumental with instrumental with instrumental with instrumental
accompaniment and a accompaniment and a accompaniment and a accompaniment and a accompaniment and a
cappella. cappella. cappella. cappella. cappella.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
1.4 ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in ensemble skills by singing in
small ensembles. small ensembles. small ensembles. small ensembles. small ensembles.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully performs on Exceptionally performs on Sufficiently performs on Inconsistently performs on Insufficiently performs on
pitched instruments both pitched instruments both pitched instruments both pitched instruments both pitched instruments both
2.1
classroom and concert classroom and concert classroom and concert classroom and concert classroom and concert
settings. settings. settings. settings. settings.
Masterfully performs on non- Exceptionally performs on Sufficiently performs on non- Inconsistently performs on Insufficiently performs on
pitched instruments both non-pitched instruments pitched instruments both non-pitched instruments non-pitched instruments
2.2
classroom and concert both classroom and concert classroom and concert both classroom and concert both classroom and concert
settings. settings. settings. settings. settings.

34
VOCAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
5.1 the ability to sing an assigned the ability to sing an assigned ability to sing an assigned the ability to sing an assigned the ability to sing an assigned
vocal part from choral music. vocal part from choral music. vocal part from choral music. vocal part from choral music. vocal part from choral music.
Masterfully interprets terms, Exceptionally interprets Sufficiently interprets terms, Inconsistently interprets Insufficiently interprets
signs, and musical symbols terms, signs, and musical signs, and musical symbols terms, signs, and musical terms, signs, and musical
5.2 necessary for performing a symbols necessary for necessary for performing a symbols necessary for symbols necessary for
choral music score. performing a choral music choral music score. performing a choral music performing a choral music
score. score. score.
Masterfully sight-reads Exceptionally sight-reads Sufficiently sight-reads Inconsistently sight-reads Insufficiently sight-reads
5.3
accurately and expressively. accurately and expressively. accurately and expressively. accurately and expressively. accurately and expressively.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
5.4
ability to notate music. ability to notate music. ability to notate music. ability to notate music. ability to notate music.
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.1 the ability to improvise a the ability to improvise a ability to improvise a melodic the ability to improvise a the ability to improvise a
melodic passage. melodic passage. passage. melodic passage. melodic passage.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.2 the ability to improvise a the ability to improvise a ability to improvise a the ability to improvise a the ability to improvise a
variation. variation. variation. variation. variation.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.3 the ability to improvise an the ability to improvise an ability to improvise an the ability to improvise an the ability to improvise an
accompaniment. accompaniment. accompaniment. accompaniment. accompaniment.
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully composes Exceptionally composes Sufficiently composes Inconsistently composes Insufficiently composes
melodic and rhythmic melodic and rhythmic melodic and rhythmic melodic and rhythmic melodic and rhythmic
4.1 motives and/or arrange motives and/or arrange motives and/or arrange motives and/or arrange motives and/or arrange
melodic and rhythmic melodic and rhythmic melodic and rhythmic melodic and rhythmic melodic and rhythmic
motives into a phrase. motives into a phrase. motives into a phrase. motives into a phrase. motives into a phrase.
Masterfully composes vocal Exceptionally composes Sufficiently composes vocal Inconsistently composes Insufficiently composes vocal
4.2
warm-ups. vocal warm-ups. warm-ups. vocal warm-ups. warm-ups.
Masterfully composes vocal Exceptionally composes Sufficiently composes vocal Inconsistently composes Insufficiently composes vocal
4.3 and/or instrumental ostinato vocal and/or instrumental and/or instrumental ostinato vocal and/or instrumental and/or instrumental ostinato
and/or descants. ostinato and/or descants. and/or descants. ostinato and/or descants. and/or descants.

35
VOCAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully listens to a Exceptionally listens to a Sufficiently listens to a Inconsistently listens to a Insufficiently listens to a
6.1 variety of musical styles and variety of musical styles and variety of musical styles and variety of musical styles and variety of musical styles and
genres. genres. genres. genres. genres.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
describes printed literature describes printed literature describes printed literature describes printed literature describes printed literature
to identify the uses of to identify the uses of to identify the uses of to identify the uses of to identify the uses of
6.2
musical elements, forms, musical elements, forms, musical elements, forms, musical elements, forms, musical elements, forms,
expressive devices, and/or expressive devices, and/or expressive devices, and/or expressive devices, and/or expressive devices, and/or
compositional techniques. compositional techniques. compositional techniques. compositional techniques. compositional techniques.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
describes recordings of describes recordings of describes recordings of describes recordings of describes recordings of
literature to identify the use literature to identify the use literature to identify the use literature to identify the use literature to identify the use
6.3
of elements of music, forms, of elements of music, forms, of elements of music, forms, of elements of music, forms, of elements of music, forms,
expressive devices, and/or expressive devices, and/or expressive devices, and/or expressive devices, and/or expressive devices, and/or
compositional techniques. compositional techniques. compositional techniques. compositional techniques. compositional techniques.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
6.4 contrasts works of the same contrasts works of the same contrasts works of the same contrasts works of the same contrasts works of the same
genre or style. genre or style. genre or style. genre or style. genre or style.
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully evaluates his/her Exceptionally evaluates Sufficiently evaluates his/her Inconsistently evaluates Insufficiently evaluates
personal contribution in a his/her personal contribution personal contribution in a his/her personal contribution his/her personal contribution
7.1
choral performance using in a choral performance choral performance using in a choral performance in a choral performance
specific criteria. using specific criteria. specific criteria. using specific criteria. using specific criteria.
Masterfully analyzes Exceptionally analyzes Sufficiently analyzes Inconsistently analyzes Insufficiently analyzes
recorded or live choral recorded or live choral recorded or live choral recorded or live choral recorded or live choral
7.2 performances to extrapolate performances to extrapolate performances to extrapolate performances to extrapolate performances to extrapolate
criteria to evaluate personal criteria to evaluate personal criteria to evaluate personal criteria to evaluate personal criteria to evaluate personal
or group performance. or group performance. or group performance. or group performance. or group performance.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
7.3 aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral aesthetic qualities of a choral
work. work. work. work. work.

36
VOCAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
8.1 Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts how elements of contrasts how elements of contrasts how elements of contrasts how elements of contrasts how elements of
music relate to the elements music relate to the elements music relate to the elements music relate to the elements music relate to the elements
of other arts in similar and of other arts in similar and of other arts in similar and of other arts in similar and of other arts in similar and
distinctive ways. distinctive ways. distinctive ways. distinctive ways. distinctive ways.
8.2 Masterfully describes the Exceptionally describes the Sufficiently describes the Inconsistently describes the Insufficiently describes the
interrelationship of music interrelationship of music interrelationship of music interrelationship of music interrelationship of music
with academic disciplines with academic disciplines with academic disciplines with academic disciplines with academic disciplines
outside the arts. outside the arts. outside the arts. outside the arts. outside the arts.
8.3 Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the role of an understanding of the role understanding of the role of an understanding of the role an understanding of the role
technology in creating, of technology in creating, technology in creating, of technology in creating, of technology in creating,
producing, and listening to producing, and listening to producing, and listening to producing, and listening to producing, and listening to
music. music. music. music. music.
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully identifies the Exceptionally identifies the Sufficiently identifies the Inconsistently identifies the Insufficiently identifies the
historical period and/or historical period and/or historical period and/or historical period and/or historical period and/or
9.1
culture of selected choral culture of selected choral culture of selected choral culture of selected choral culture of selected choral
literature. literature. literature. literature. literature.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
9.2 contrasts various music contrasts various music contrasts various music contrasts various music contrasts various music
genres and their origins. genres and their origins. genres and their origins. genres and their origins. genres and their origins.
Masterfully analyzes the role Exceptionally analyzes the Sufficiently analyzes the role Inconsistently analyzes the Insufficiently analyzes the
9.3 of music in today’s society. role of music in today’s of music in today’s society. role of music in today’s role of music in today’s
society. society. society.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
relationship between music relationship between music relationship between music relationship between music relationship between music
9.4
and historical and political and historical and political and historical and political and historical and political and historical and political
events. events. events. events. events.

37
Vocal Music Sample Evidence
Domain Standard(s) Sample Evidence
• Evidence of student/ensemble adjudication (e.g., choral festival, solo and ensemble, all-
west auditions, etc.)
• Video or audio recordings of concert to be adjudicated by blind peer committee
Standard 1: Singing
• Video or audio recording of formal or informal performance pre/interim/post
Standard 2: Playing Instruments
Perform Standard 5 (6-8): Reading and Notating
assessment to show growth (e.g., Think Show)
Standard 5 (9-12): Read and Notate Music • Rubric/check list of standards based assessment showing significant student growth
(e.g., individual/group vocal assessments)
• Student self/peer assessments of informal and/or formal performances (e.g., checklist,
student narrative review)
• Video or audio recordings of student compositions (arrangements, and/or
improvisations)
• Written score of student composition or arrangement
• Documented imagery of a student’s response to assigned literature (e.g.,
Standard 3: Improvising vocal/instrumental, etc.)
Create • Student checklists for understanding, written narrative analysis and personal
Standard 4: Composing
interpretations of musical scores from performances, or listening assignments
• Student self/peer assessments of informal and/or formal performances (e.g., checklist,
student narrative review)
• Video recordings of student conducting, projects, class discussions
• Student checklists for understanding, written narrative analysis and personal
Standard 6 (K-8): Listening and Analyzing interpretations of musical scores from performances, or listening assignments
Standard 6 (9-12): Listening, Analyzing, and
Respond Describing
• Student self/peer assessments of informal and/or formal performances (e.g., checklist,

Standard 7: Evaluating student narrative review)
• Video recordings of student conducting, projects, class discussions
• Written narrative and checklist to field trips
Standard 8: Interdisciplinary Connections • Written exams over historical musicology
Connect Standard 9: Historical and Cultural Relationships • Samples of students work through formative phases of a unit project
• Cumulative student portfolio

38
INSTRUMENTAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of pitch and an understanding of pitch understanding of pitch and an understanding of pitch an understanding of pitch
1.1
rhythm through singing and rhythm through singing rhythm through singing and rhythm through singing and rhythm through singing
musical examples. musical examples. musical examples. musical examples. musical examples.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of harmony an understanding of understanding of harmony an understanding of an understanding of
through singing an advanced harmony through singing a through singing a basic two- harmony through singing a harmony through singing in
1.2
two-part harmonization with two-part harmonization with part harmonization with both two part round. unison with same rhythm.
both parts having different both parts using different parts using the same rhythm.
rhythms. rhythms.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
proper daily maintenance proper daily maintenance proper daily maintenance proper daily maintenance proper daily maintenance
routine. (i.e., corks, slides, routine and execute periodic routine. (i.e., corks, slides, routine. (i.e., corks, slides, routine. (i.e., corks, slides,
2.1 valves, reeds, bows, strings). cleaning beyond daily valves, reeds, bows, strings). valves, reeds, bows, strings). valves, reeds, bows, strings).
maintenance. (i.e., corks,
slides, valves, reeds, bows,
strings).
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
continuing tonal continuing tonal continuing tonal continuing tonal continuing tonal
2.2 development and an development and an development and an development and an development and an
understanding of a understanding of a understanding of a understanding of a understanding of a
characteristic tone quality. characteristic tone quality. characteristic tone quality. characteristic tone quality. characteristic tone quality.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates a Inconsistently demonstrates Insufficiently demonstrates a
knowledge of breathing, knowledge of breathing, fundamental knowledge of a basic knowledge of partial knowledge of
bowing, embouchure, bowing, embouchure, breathing, bowing, breathing, bowing, breathing, bowing,
2.3
fingering, articulation, and/or fingering, articulation, and/or embouchure, fingering, embouchure, fingering, embouchure, fingering,
percussion sticking. percussion sticking. articulation, and/or articulation, and/or articulation, and/or
percussion sticking. percussion sticking. percussion sticking.
Identifies, notates, and Identifies, notates, and Identifies, notates, and Identifies, notates, and Identifies, notates, and
2.4 performs advanced rhythms performs intermediate performs basic rhythms and performs simple rhythms performs simple rhythms
and pitches. rhythms and pitches. pitches. and pitches. and pitches inconsistently.

39
INSTRUMENTAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music. (cont.)
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
and understands musicality and understands musicality and understands musicality and understands musicality and understands musicality
2.5 through style, dynamic through style, dynamic through style, dynamic through style, dynamic through style, dynamic
control, tempo variation, and control, tempo variation, and control, tempo variation, and control, tempo variation, and control, tempo variation, and
phrase shaping. phrase shaping. phrase shaping. phrase shaping. phrase shaping.
Masterfully applies Exceptionally applies Sufficiently applies Inconsistently applies Insufficiently applies
2.6
techniques of sight-reading. techniques of sight-reading. techniques of sight-reading. techniques of sight-reading. techniques of sight-reading.
Masterfully performs major Exceptionally performs major Sufficiently performs major Inconsistently performs Insufficiently performs a
2.7 scales in at least twelve keys scales in at least eight keys/ scales in at least four keys/ major scales in at least two major scale in at least one
thirteen rudiments. eight rudiments. four rudiments. keys/ two rudiments. key/ one rudiment.
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully identifies and Exceptionally identifies and Sufficiently identifies and Inconsistently identifies and Insufficiently identifies and
5.1 interprets standard musical interprets standard musical interprets standard musical interprets standard musical interprets standard musical
notation. notation. notation. notation. notation.
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
simple rhythmic or melodic simple rhythmic or melodic simple rhythmic or melodic simple rhythmic or melodic simple rhythmic or melodic
3.1 solo, through the medium of solo, through the medium of solo, through the medium of solo, through the medium of solo, through the medium of
a traditional and/or jazz a traditional and/or jazz a traditional and/or jazz a traditional and/or jazz a traditional and/or jazz
ensemble. ensemble. ensemble. ensemble. ensemble.
Masterfully experiments with Exceptionally experiments Sufficiently experiments with Inconsistently experiments Insufficiently experiments
3.2 variations on a given melody with variations on a given variations on a given melody with variations on a given with variations on a given
or rhythm. melody or rhythm. or rhythm. melody or rhythm. melody or rhythm.
Masterfully improvises a solo Exceptionally improvises a Sufficiently improvises a solo Inconsistently improvises a Insufficiently improvises a
over a given chord solo over a given chord over a given chord solo over a given chord solo over a given chord
progression, through the progression, through the progression, through the progression, through the progression, through the
3.3
medium of a traditional medium of a traditional medium of a traditional medium of a traditional medium of a traditional
and/or jazz ensemble. and/or jazz ensemble. and/or jazz ensemble. and/or jazz ensemble. and/or jazz ensemble.

40
INSTRUMENTAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully composes music Exceptionally composes Sufficiently composes music Inconsistently composes Insufficiently composes
4.1 that demonstrates creativity. music that demonstrates that demonstrates creativity. music that demonstrates music that demonstrates
creativity. creativity. creativity.
Masterfully creates an Exceptionally creates an Sufficiently creates an Inconsistently creates an Insufficiently creates an
arrangement for an arrangement for an arrangement for an arrangement for an arrangement for an
4.2
appropriate performance appropriate performance appropriate performance appropriate performance appropriate performance
medium. medium. medium. medium. medium.
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully describes musical Exceptionally describes Sufficiently describes musical Inconsistently describes Insufficiently describes
examples using appropriate musical examples using examples using appropriate musical examples using musical examples using
6.1
vocabulary/terminology. appropriate vocabulary/terminology. appropriate appropriate
vocabulary/terminology. vocabulary/terminology. vocabulary/terminology.
Masterfully analyzes a variety Exceptionally analyzes a Sufficiently analyzes a variety Inconsistently analyzes a Insufficiently analyzes a
of uses and effectiveness of variety of uses and of uses and effectiveness of variety of uses and variety of uses and
6.2 musical elements in effectiveness of musical musical elements in effectiveness of musical effectiveness of musical
rehearsal and performance elements in rehearsal and rehearsal and performance elements in rehearsal and elements in rehearsal and
literature. performance literature. literature. performance literature. performance literature.
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully describes the Exceptionally describes the Sufficiently describes the Inconsistently describes the Insufficiently describes the
quality of a musical quality of a musical quality of a musical quality of a musical quality of a musical
7.1
performance using selected performance using selected performance using selected performance using selected performance using selected
criteria. criteria. criteria. criteria. criteria.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of
7.2 one’s own and another’s one’s own and another’s one’s own and another’s one’s own and another’s one’s own and another’s
performance using selected performance using selected performance using selected performance using selected performance using selected
criteria. criteria. criteria. criteria. criteria.

41
INSTRUMENTAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully identifies and Exceptionally identifies and Sufficiently identifies and Inconsistently identifies and Insufficiently identifies and
explains how elements of explains how elements of explains how elements of explains how elements of explains how elements of
music (e.g. color, balance, music (e.g. color, balance, music (e.g. color, balance, music (e.g. color, balance, music (e.g. color, balance,
8.1
rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in
similar and distinctive ways similar and distinctive ways similar and distinctive ways similar and distinctive ways similar and distinctive ways
in other arts disciplines. in other arts disciplines. in other arts disciplines. in other arts disciplines. in other arts disciplines.
Masterfully compares ways Exceptionally compares ways Sufficiently compares ways in Inconsistently compares Insufficiently compares ways
in which the subject matter in which the subject matter which the subject matter of ways in which the subject in which the subject matter
8.2 of other disciplines is of other disciplines is other disciplines is matter of other disciplines is of other disciplines is
interrelated with those of interrelated with those of interrelated with those of interrelated with those of interrelated with those of
music. music. music. music. music.
Masterfully discusses the Exceptionally discusses the Sufficiently discusses the role Inconsistently discusses the Insufficiently discusses the
role of technology in role of technology in of technology in creating, role of technology in role of technology in
8.3
creating, producing, and creating, producing, and producing, and listening to creating, producing, and creating, producing, and
listening to music. listening to music. music. listening to music. listening to music.
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully recognizes and Exceptionally recognizes and Sufficiently recognizes and Inconsistently recognizes and Insufficiently recognizes and
describes distinguishing describes distinguishing describes distinguishing describes distinguishing describes distinguishing
9.1
characteristics of music from characteristics of music from characteristics of music from characteristics of music from characteristics of music from
various historical periods. various historical periods. various historical periods. various historical periods. various historical periods.
Masterfully describes music Exceptionally describes Sufficiently describes music Inconsistently describes Insufficiently describes music
9.2
from various cultures. music from various cultures. from various cultures. music from various cultures. from various cultures.
Masterfully discusses the Exceptionally discusses the Sufficiently discusses the role Inconsistently discusses the Insufficiently discusses the
9.3 role of music in society role of music in society of music in society role of music in society role of music in society
throughout history. throughout history. throughout history. throughout history. throughout history.

42
INSTRUMENTAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates, in Exceptionally demonstrates, Sufficiently demonstrates, in Inconsistently demonstrates, Insufficiently demonstrates,
unison, selected musical in unison, selected musical unison, selected musical in unison, selected musical in unison, selected musical
1.1
examples, rhythm patterns, examples, rhythm patterns, examples, rhythm patterns, examples, rhythm patterns, examples, rhythm patterns,
and pitches. and pitches. and pitches. and pitches. and pitches.
Masterfully sings a basic Exceptionally sings a basic Sufficiently sings a two-part Inconsistently sings a two- Insufficiently sings a two-part
four-part harmonization with three-part harmonization harmonization with each part part harmonization with both harmonization with both
1.2
all parts using the same with all parts using the same using independent rhythms. parts using the same rhythm. parts using the same rhythm
rhythms. rhythm. with minimal accuracy.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
2.1 proper instrument care and proper instrument care and proper instrument care and proper instrument care and proper instrument care and
maintenance. maintenance. maintenance. maintenance. maintenance.
Masterfully produces a Exceptionally produces a Sufficiently produces a Inconsistently produces a Insufficiently produces a
characteristic quality of characteristic quality of characteristic quality of characteristic quality of characteristic quality of
2.2
sound performing a varied sound performing a varied sound performing a varied sound performing a varied sound performing a varied
repertoire of music. repertoire of music. repertoire of music. repertoire of music. repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
advanced technique in technical proficiency in technical proficiency of and applies correct and applies correct
selected music genres. selected music genres. posture, breathing, bowing, technique of posture, technique of posture,
embouchure, fingering, breathing, bowing, breathing, bowing,
2.3
articulation and/or embouchure, fingering, embouchure, fingering,
percussion sticking. articulation and/or articulation and/or
percussion sticking at an percussion sticking at an
intermediate level. intermediate level.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
and applies correct pitch, and applies correct pitch, and applies correct pitch, and applies correct pitch, and applies correct pitch,
intonation, and rhythm intonation, and rhythm intonation, and rhythm intonation, and rhythm intonation, and rhythm
2.4
performing a varied performing a varied performing a varied performing a varied performing a varied
repertoire of music (Grade V repertoire of music (Grade repertoire of music (Grade repertoire of music (Grade II repertoire of music (Grade II
or VI). IV). III). or III). or III).

43
INSTRUMENTAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music. (cont.)
Masterfully produces Exceptionally produces Sufficiently produces Inconsistently produces Insufficiently produces
musicality through style, musicality through style, musicality through style, musicality through style, musicality through style,
dynamic control, tempo dynamic control, tempo dynamic control, tempo dynamic control, tempo dynamic control, tempo
2.5 variation, and phrasing while variation, and phrasing while variation, and phrasing while variation, and phrasing while variation, and phrasing while
performing a varied performing a varied performing a varied performing a varied performing a varied
repertoire of music (Grade V repertoire of music (Grade repertoire of music (Grade repertoire of music (Grade II repertoire of music (Grade II
or VI). IV). III). or III). or III).
Masterfully executes, Exceptionally executes, Sufficiently executes, Inconsistently executes, Insufficiently executes,
correctly, the technical and correctly, the technical and correctly, the technical and correctly, the technical and correctly, the technical and
2.6
musical aspects of sight- musical aspects of sight- musical aspects of sight- musical aspects of sight- musical aspects of sight-
reading (Grade IV or above). reading (Grade III). reading (Grade II). reading (Grade II). reading (Grade II).
Masterfully performs from Exceptionally performs from Sufficiently performs from Inconsistently performs from Insufficiently performs eight
memory a chromatic scale memory a chromatic scale memory all major scales, a memory eight major scales major scales or eight
(winds and percussion), all (winds and percussion), all chromatic scale (winds and or eight rudiments and a rudiments and a chromatic
major scales and arpeggios, major scales and arpeggios percussion) or thirteen chromatic scale (winds and scale (winds and percussion).
selected minor scales and for the practical range of the rudiments (minimum for percussion).
arpeggios for the full range instrument, and read minor winds and percussion:
2.7 of the instrument (minimum scales and arpeggios for the quarter note =120; minimum
for winds and percussion: practical range of the for strings: quarter note =
quarter note = 120; instrument (minimum for 98).
minimum for strings: quarter winds and percussion:
note = 98). quarter note = 120;
minimum for strings: quarter
note = 98).
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
executes knowledge of executes knowledge of executes knowledge of executes knowledge of executes knowledge of
5.1
musical notation (Grade V or musical notation (Grade IV). musical notation (Grade III). musical notation (Grade II or musical notation (Grade II or
VI). III). III).
Masterfully uses correct Exceptionally uses correct Sufficiently uses correct Inconsistently uses correct Insufficiently uses correct
5.2 notation in various notation in various notation in various notation in various notation in various
applications. applications. applications. applications. applications.

44
INSTRUMENTAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
3.1 melody within an existing melody within an existing melody within an existing melody within an existing melody within an existing
chord structure. chord structure. chord structure. chord structure. chord structure.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
rhythmic or melodic variation rhythmic or melodic variation rhythmic or melodic variation rhythmic or melodic variation rhythmic or melodic variation
3.2 within specified guidelines within specified guidelines within specified guidelines within specified guidelines within specified guidelines
aligned with performance aligned with performance aligned with performance aligned with performance aligned with performance
levels. levels. levels. levels. levels.
Masterfully experiments with Exceptionally experiments Sufficiently experiments with Inconsistently experiments Insufficiently experiments
rhythmic or chordal with rhythmic or chordal rhythmic or chordal with rhythmic or chordal with rhythmic or chordal
3.3
accompaniments for a accompaniments for a accompaniments for a accompaniments for a accompaniments for a
melody. melody. melody. melody. melody.
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully composes a Exceptionally composes a Sufficiently composes a Inconsistently composes a Insufficiently composes a
musical work with teacher- musical work with teacher- musical work with teacher- musical work with teacher- musical work with teacher-
4.1 generated rhythmic, generated rhythmic, generated rhythmic, generated rhythmic, generated rhythmic,
harmonic, melodic, and harmonic, melodic, and harmonic, melodic, and harmonic, melodic, and harmonic, melodic, and
expressive parameters. expressive parameters. expressive parameters. expressive parameters. expressive parameters.
Masterfully creates a music Exceptionally creates a music Sufficiently creates a music Inconsistently creates a Insufficiently creates a music
4.2 arrangement for a specified arrangement for a specified arrangement for a specified music arrangement for a arrangement for a specified
medium. medium. medium. specified medium. medium.
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
describes teacher-selected describes teacher-selected describes teacher-selected describes teacher-selected describes teacher-selected
6.1
listening examples using listening examples using listening examples using listening examples using listening examples using
correct music vocabulary. correct music vocabulary. correct music vocabulary. correct music vocabulary. correct music vocabulary.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
describes teacher-selected describes teacher-selected describes teacher-selected describes teacher-selected describes teacher-selected
listening examples listening examples listening examples listening examples listening examples
demonstrating knowledge of demonstrating knowledge of demonstrating knowledge of demonstrating knowledge of demonstrating knowledge of
6.2
compositional devices and compositional devices and compositional devices and compositional devices and compositional devices and
techniques, which make it techniques, which make it techniques, which make it techniques, which make it techniques, which make it
unique, interesting, and unique, interesting, and unique, interesting, and unique, interesting, and unique, interesting, and
expressive. expressive. expressive. expressive. expressive.

45
INSTRUMENTAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully uses selected Exceptionally uses selected Sufficiently uses selected Inconsistently uses selected Insufficiently uses selected
7.1 criteria to evaluate the intent criteria to evaluate the intent criteria to evaluate the intent criteria to evaluate the intent criteria to evaluate the intent
and quality of a composition. and quality of a composition. and quality of a composition. and quality of a composition. and quality of a composition.
Masterfully uses selected Exceptionally uses selected Sufficiently uses selected Inconsistently uses selected Insufficiently uses selected
criteria to evaluate the criteria to evaluate the criteria to evaluate the criteria to evaluate the criteria to evaluate the
7.2 quality and effectiveness of a quality and effectiveness of a quality and effectiveness of a quality and effectiveness of a quality and effectiveness of a
live or recorded musical live or recorded musical live or recorded musical live or recorded musical live or recorded musical
performance. performance. performance. performance. performance.
Masterfully uses selected Exceptionally uses selected Sufficiently uses selected Inconsistently uses selected Insufficiently uses selected
7.3 criteria to evaluate one’s own criteria to evaluate one’s own criteria to evaluate one’s own criteria to evaluate one’s own criteria to evaluate one’s own
performance. performance. performance. performance. performance.
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully illustrates how Exceptionally illustrates how Sufficiently illustrates how Inconsistently illustrates how Insufficiently illustrates how
elements (e.g. color, balance, elements (e.g. color, balance, elements (e.g. color, balance, elements (e.g. color, balance, elements (e.g. color, balance,
8.1 rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in rhythm, texture) are used in
similar and distinctive ways similar and distinctive ways similar and distinctive ways similar and distinctive ways similar and distinctive ways
in other arts disciplines. in other arts disciplines. in other arts disciplines. in other arts disciplines. in other arts disciplines.
Masterfully compares ways Exceptionally compares ways Sufficiently compares ways in Inconsistently compares Insufficiently compares ways
in which other academic in which other academic which other academic ways in which other in which other academic
8.2 disciplines, including disciplines, including disciplines, including academic disciplines, disciplines, including
technology, are interrelated technology, are interrelated technology, are interrelated including technology, are technology, are interrelated
with music. with music. with music. interrelated with music. with music.

46
INSTRUMENTAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts various historical contrasts various historical contrasts various historical contrasts various historical contrasts various historical
9.1
backgrounds and related backgrounds and related backgrounds and related backgrounds and related backgrounds and related
music genres. music genres. music genres. music genres. music genres.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts various music contrasts various music contrasts various music contrasts various music contrasts various music
9.2 genres and their genres and their genres and their genres and their genres and their
relationships to or influence relationships to or influence relationships to or influence relationships to or influence relationships to or influence
on culture(s). on culture(s). on culture(s). on culture(s). on culture(s).

47
Instrumental Music Sample Evidence
Domain Standard(s) Sample Evidence
• Evidence of student/ensemble adjudication (e.g., band/orchestra festival, solo and
ensemble, all-west auditions, etc.)
• Video or audio recordings of concert to be adjudicated by blind peer committee
Standard 1: Singing
• Video or audio recording of formal or informal performance pre/interim/post
Standard 2: Playing Instruments
Perform Standard 5 (6-8): Reading and Notating
assessment to show growth (e.g., Think Show)
Standard 5 (9-12): Read and Notate Music • Rubric/check list of standards based assessment showing significant student growth
(e.g., individual/group instrumental assessments)
• Student self/peer assessments of informal and/or formal performances (e.g., checklist,
student narrative review)
• Video or audio recordings of student compositions (e.g., arrangements, and/or
Standard 3: Improvising improvisations)
Create Standard 4: Composing • Written score of student composition or arrangement
• Documented imagery of a student’s response to assigned literature
• Student checklists for understanding, written narrative analysis and personal
Standard 6 (K-8): Listening and Analyzing interpretations of musical scores from performances, or listening assignments
Standard 6 (9-12): Listening, Analyzing, and
Respond Describing
• Student self/peer assessments of informal and/or formal performances (e.g., checklist,

Standard 7: Evaluating student narrative review)
• Video recordings of student conducting, projects, class discussions
• Written narrative and checklist to field trips
Standard 8: Interdisciplinary Connections • Written exams over historical musicology
Connect Standard 9: Historical and Cultural Relationships • Samples of students work through formative phases of a unit project
• Cumulative student portfolio

48
GENERAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
1.1 alone the ability to sing alone the ability to sing alone the ability to sing alone the ability to sing alone the ability to sing
selected musical examples. selected musical examples. selected musical examples. selected musical examples. selected musical examples.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to sing in an the ability to sing in an ability to sing in an ensemble the ability to sing in an the ability to sing in an
1.2
ensemble selected musical ensemble selected musical selected musical examples. ensemble selected musical ensemble selected musical
examples. examples. examples. examples.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to perform the ability to perform ability to perform the ability to perform the ability to perform
2.1
appropriate instrumental appropriate instrumental appropriate instrumental appropriate instrumental appropriate instrumental
musical examples. musical examples. musical examples. musical examples. musical examples.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to perform an the ability to perform an ability to perform an the ability to perform an the ability to perform an
2.2
appropriate instrumental appropriate instrumental appropriate instrumental appropriate instrumental appropriate instrumental
part in an ensemble. part in an ensemble part in an ensemble. part in an ensemble. part in an ensemble.
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
skills in interpreting notated skills in interpreting notated skills in interpreting notated skills in interpreting notated skills in interpreting notated
musical examples that musical examples that musical examples that musical examples that musical examples that
5.1
include rhythm, melody, and include rhythm, melody, and include rhythm, melody, and include rhythm, melody, and include rhythm, melody, and
symbols of musical symbols of musical symbols of musical symbols of musical symbols of musical
expression. expression. expression. expression. expression.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
skills in notating musical skills in notating musical skills in notating musical skills in notating musical skills in notating musical
examples using standard examples using standard examples using standard examples using standard examples using standard
5.2
notation that include rhythm, notation that include rhythm, notation that include rhythm, notation that include rhythm, notation that include rhythm,
melody, and symbols of melody, and symbols of melody, and symbols of melody, and symbols of melody, and symbols of
musical expression. musical expression. musical expression. musical expression. musical expression.

49
GENERAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
3.1
melody. melody. melody. melody. melody.
Masterfully improvises a Exceptionally improvises a Sufficiently improvises a Inconsistently improvises a Insufficiently improvises a
3.2
variation. variation. variation. variation. variation.
Masterfully improvises an Exceptionally improvises an Sufficiently improvises an Inconsistently improvises an Insufficiently improvises an
3.3
accompaniment. accompaniment. accompaniment. accompaniment. accompaniment.
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully composes simple Exceptionally composes Sufficiently composes simple Inconsistently composes Insufficiently composes
4.1
pieces of music. simple pieces of music. pieces of music. simple pieces of music. simple pieces of music.
Masterfully creates simple Exceptionally creates simple Sufficiently creates simple Inconsistently creates simple Insufficiently creates simple
4.2
arrangements. arrangements. arrangements. arrangements. arrangements.
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully listens to a varied Exceptionally listens to a Sufficiently listens to a varied Inconsistently listens to a Insufficiently listens to a
repertoire of music varied repertoire of music repertoire of music varied repertoire of music varied repertoire of music
6.1
representing diverse genres representing diverse genres representing diverse genres representing diverse genres representing diverse genres
and cultures. and cultures. and cultures. and cultures. and cultures.
Masterfully analyzes aural Exceptionally analyzes aural Sufficiently analyzes aural Inconsistently analyzes aural Insufficiently analyzes aural
examples of a varied examples of a varied examples of a varied examples of a varied examples of a varied
6.2 repertoire of music repertoire of music repertoire of music repertoire of music repertoire of music
representing diverse genres representing diverse genres representing diverse genres representing diverse genres representing diverse genres
and cultures. and cultures. and cultures. and cultures. and cultures.
Masterfully describes Exceptionally describes Sufficiently describes Inconsistently describes Insufficiently describes
6.3 listening examples using listening examples using listening examples using listening examples using listening examples using
music vocabulary. music vocabulary. music vocabulary. music vocabulary. music vocabulary.
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
7.1 quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of
music compositions. music compositions. music compositions. music compositions. music compositions.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
7.2 quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of
music performances. music performances. music performances. music performances. music performances.

50
GENERAL MUSIC MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully explores the Exceptionally explores the Sufficiently explores the Inconsistently explores the Insufficiently explores the
8.1 relationship between music relationship between music relationship between music relationship between music relationship between music
and other art disciplines. and other art disciplines. and other art disciplines. and other art disciplines. and other art disciplines.
Masterfully explores the Exceptionally explores the Sufficiently explores the Inconsistently explores the Insufficiently explores the
relationship between music relationship between music relationship between music relationship between music relationship between music
8.2
and other academic and other academic and other academic and other academic and other academic
disciplines. disciplines. disciplines. disciplines. disciplines.
Masterfully explores the use Exceptionally explores the Sufficiently explores the use Inconsistently explores the Insufficiently explores the
8.3 of technology in today’s use of technology in today’s of technology in today’s use of technology in today’s use of technology in today’s
music. music. music. music. music.
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully explores the Exceptionally explores the Sufficiently explores the Inconsistently explores the Insufficiently explores the
characteristics of music characteristics of music characteristics of music characteristics of music characteristics of music
9.1 genres and styles within their genres and styles within their genres and styles within their genres and styles within their genres and styles within their
historical and cultural historical and cultural historical and cultural historical and cultural historical and cultural
settings. settings. settings. settings. settings.
Masterfully examines the Exceptionally examines the Sufficiently examines the Inconsistently examines the Insufficiently examines the
evolution of American music evolution of American music evolution of American music evolution of American music evolution of American music
9.2 genres and cite well-known genres and cite well-known genres and cite well-known genres and cite well-known genres and cite well-known
musicians associated with musicians associated with musicians associated with musicians associated with musicians associated with
each. each. each. each. each.
Masterfully examines the Exceptionally examines the Sufficiently examines the role Inconsistently examines the Insufficiently examines the
9.3 role of music in world role of music in world of music in world cultures. role of music in world role of music in world
cultures. cultures. cultures. cultures.

51
GENERAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will sing, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to sing, in an the ability to sing, in an ability to sing, in an the ability to sing, in an the ability to sing, in an
1.1 ensemble, with an ensemble, with an ensemble, with an ensemble, with an ensemble, with an
understanding of pitch, understanding of pitch, understanding of pitch, understanding of pitch, understanding of pitch,
rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to sing, in an the ability to sing, in an ability to sing, in an the ability to sing, alone, with the ability to sing, in an
1.2 ensemble, with an ensemble, with an ensemble, with an an understanding of pitch, ensemble, with an
understanding of pitch, understanding of pitch, understanding of pitch, rhythm, and dynamics. understanding of pitch,
rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics.
PERFORM: STANDARD 2: Students will perform on instruments, alone and with others, a varied repertoire of music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to perform the ability to perform ability to perform the ability to perform the ability to perform
instrumental music, in an instrumental music, in an instrumental music, in an instrumental music, in an instrumental music, in an
2.1
ensemble, with an ensemble, with an ensemble, with an ensemble, with an ensemble, with an
understanding of pitch, understanding of pitch, understanding of pitch, understanding of pitch, understanding of pitch,
rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics. rhythm, and dynamics.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
the ability to perform the ability to perform ability to perform the ability to perform the ability to perform
2.2 instrumental music, alone, instrumental music, alone, instrumental music, alone, instrumental music, alone, instrumental music, alone,
with an understanding of with an understanding of with an understanding of with an understanding of with an understanding of
pitch, rhythm, and dynamics. pitch, rhythm, and dynamics. pitch, rhythm, and dynamics. pitch, rhythm, and dynamics. pitch, rhythm, and dynamics.
PERFORM: STANDARD 5: Students will read and notate music.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of notation an understanding of notation understanding of notation an understanding of notation an understanding of notation
5.1
including rhythm, melody, including rhythm, melody, including rhythm, melody, including rhythm, melody, including rhythm, melody,
harmony, and dynamics. harmony, and dynamics. harmony, and dynamics. harmony, and dynamics. harmony, and dynamics.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
accurate use of notation accurate use of notation accurate use of notation accurate use of notation accurate use of notation
5.2
including rhythm, melody, including rhythm, melody, including rhythm, melody, including rhythm, melody, including rhythm, melody,
harmony, and dynamics. harmony, and dynamics. harmony, and dynamics. harmony, and dynamics. harmony, and dynamics.

52
GENERAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will improvise melodies, variations, and accompaniments.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.1 the ability to improvise the ability to improvise ability to improvise melodies. the ability to improvise the ability to improvise
melodies. melodies. melodies. melodies.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.2 the ability to improvise the ability to improvise ability to improvise the ability to improvise the ability to improvise
variations. variations. variations. variations. variations.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates the Inconsistently demonstrates Insufficiently demonstrates
3.3 the ability to improvise the ability to improvise ability to improvise the ability to improvise the ability to improvise
accompaniments. accompaniments. accompaniments. accompaniments. accompaniments.
CREATE: STANDARD 4: Students will compose and arrange music within specified guidelines.
Masterfully composes a Exceptionally composes a Sufficiently composes a Inconsistently composes a Insufficiently composes a
simple melody using the simple melody using the simple melody using the simple melody using the simple melody using the
4.1
elements of music within elements of music within elements of music within elements of music within elements of music within
specified guidelines. specified guidelines. specified guidelines. specified guidelines. specified guidelines.
Masterfully arranges familiar Exceptionally arranges Sufficiently arranges familiar Inconsistently arranges Insufficiently arranges
4.2 melodies into a simple familiar melodies into a melodies into a simple familiar melodies into a familiar melodies into a
composition. simple composition. composition. simple composition. simple composition.
RESPOND: STANDARD 6: Students will listen to, analyze, and describe music.
Masterfully demonstrates Exceptionally demonstrates Sufficiently demonstrates Inconsistently demonstrates Insufficiently demonstrates
6.1 knowledge of music knowledge of music knowledge of music knowledge of music knowledge of music
vocabulary. vocabulary. vocabulary. vocabulary. vocabulary.
Masterfully analyzes aural Exceptionally analyzes aural Sufficiently analyzes aural Inconsistently analyzes aural Insufficiently analyzes aural
examples of a varied examples of a varied examples of a varied examples of a varied examples of a varied
6.2 repertoire of music repertoire of music repertoire of music repertoire of music repertoire of music
representing diverse genres representing diverse genres representing diverse genres representing diverse genres representing diverse genres
and cultures. and cultures. and cultures. and cultures. and cultures.
Masterfully compares and Exceptionally compares and Sufficiently compares and Inconsistently compares and Insufficiently compares and
contrasts compositional contrasts compositional contrasts compositional contrasts compositional contrasts compositional
6.3
devices and techniques devices and techniques devices and techniques devices and techniques devices and techniques
between two musical works. between two musical works. between two musical works. between two musical works. between two musical works.

53
GENERAL MUSIC HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 7: Students will evaluate music and music performances.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
quality of music quality of music quality of music quality of music quality of music
7.1
compositions through score compositions through score compositions through score compositions through score compositions through score
study. study. study. study. study.
Masterfully evaluates the Exceptionally evaluates the Sufficiently evaluates the Inconsistently evaluates the Insufficiently evaluates the
7.2 quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of quality and effectiveness of
music performances. music performances. music performances. music performances. music performances.
CONNECT: STANDARD 8: Students will understand relationships between music, the arts, and disciplines outside the arts.
Masterfully compares Exceptionally compares Sufficiently compares stylistic Inconsistently compares Insufficiently compares
stylistic characteristics of two stylistic characteristics of two characteristics of two or stylistic characteristics of two stylistic characteristics of two
8.1
or more arts within a or more arts within a more arts within a particular or more arts within a or more arts within a
particular historical period. particular historical period. historical period. particular historical period. particular historical period.
Masterfully explores the Exceptionally explores the Sufficiently explores the Inconsistently explores the Insufficiently explores the
relationship between the arts relationship between the arts relationship between the arts relationship between the arts relationship between the arts
8.2
and the other academic and the other academic and the other academic and the other academic and the other academic
disciplines. disciplines. disciplines. disciplines. disciplines.
Masterfully demonstrates an Exceptionally demonstrates Sufficiently demonstrates an Inconsistently demonstrates Insufficiently demonstrates
understanding of the role of an understanding of the role understanding of the role of an understanding of the role an understanding of the role
8.3
technology in today’s music. of technology in today’s technology in today’s music. of technology in today’s of technology in today’s
music. music. music.
CONNECT: STANDARD 9: Students will understand music in relation to history and culture.
Masterfully distinguishes Exceptionally distinguishes Sufficiently distinguishes Inconsistently distinguishes Insufficiently distinguishes
characteristics of characteristics of characteristics of characteristics of characteristics of
9.1 representative music genres representative music genres representative music genres representative music genres representative music genres
and styles from a variety of and styles from a variety of and styles from a variety of and styles from a variety of and styles from a variety of
historical periods. historical periods. historical periods. historical periods. historical periods.
Masterfully distinguishes Exceptionally distinguishes Sufficiently distinguishes . Inconsistently distinguishes Insufficiently distinguishes
characteristics of characteristics of characteristics of characteristics of characteristics of
9.2 representative music genres representative music genres representative music genres representative music genres representative music genres
and styles from a variety of and styles from a variety of and styles from a variety of and styles from a variety of and styles from a variety of
cultures. cultures. cultures. cultures. cultures.
Masterfully examines the Exceptionally examines the Sufficiently examines the Inconsistently examines the Insufficiently examines the
9.2 evolution of American evolution of American evolution of American evolution of American evolution of American
musical genres. musical genres. musical genres. musical genres. musical genres.
54
Appendix C: Theatre
THEATRE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will develop basic acting skills by portraying characters in improvised and scripted scenes.
Masterfully uses imagination Exceptionally uses Sufficiently uses imagination Inconsistently uses Insufficiently uses
2.1 to create character. imagination to create to create character. imagination to create imagination to create
character. character. character.
Masterfully develops Exceptionally develops Sufficiently develops Inconsistently develops Insufficiently develops
characters through facial characters through facial characters through facial characters through facial characters through facial
2.2
expressions, body language, expressions, body language, expressions, body language, expressions, body language, expressions, body language,
and voice. and voice. and voice. and voice. and voice.
Masterfully creates Exceptionally creates Sufficiently creates Inconsistently creates Insufficiently creates
2.3 characters based on a given characters based on a given characters based on a given characters based on a given characters based on a given
situation. situation. situation. situation. situation.
Masterfully explores physical Exceptionally explores Sufficiently explores physical Inconsistently explores Insufficiently explores
2.4 and emotional depths of physical and emotional and emotional depths of physical and emotional physical and emotional
characters. depths of characters. characters. depths of characters. depths of characters.
Masterfully employs Exceptionally employs Sufficiently employs Inconsistently employs Insufficiently employs
improvisational skills using improvisational skills using improvisational skills using improvisational skills using improvisational skills using
2.5
appropriate guidelines to appropriate guidelines to appropriate guidelines to appropriate guidelines to appropriate guidelines to
develop a character. develop a character. develop a character. develop a character. develop a character.
Masterfully implements Exceptionally implements Sufficiently implements Inconsistently implements Insufficiently implements
movement and vocal movement and vocal movement and vocal movement and vocal movement and vocal
2.6
techniques to express techniques to express techniques to express techniques to express techniques to express
character traits. character traits. character traits. character traits. character traits.

55
THEATRE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 4: Students will direct by organizing rehearsals for improvised and scripted scenes.
Masterfully explores Exceptionally explores Sufficiently explores Inconsistently explores Insufficiently explores
4.1 responsibilities of the responsibilities of the responsibilities of the responsibilities of the responsibilities of the
director. director. director. director. director.
Masterfully develops Exceptionally develops Sufficiently develops Inconsistently develops Insufficiently develops
leadership and collaborative leadership and collaborative leadership and collaborative leadership and collaborative leadership and collaborative
4.2 skills through directing skills through directing skills through directing skills through directing skills through directing
improvised and scripted improvised and scripted improvised and scripted improvised and scripted improvised and scripted
scenes. scenes. scenes. scenes. scenes.
Masterfully constructs a Exceptionally constructs a Sufficiently constructs a Inconsistently constructs a Insufficiently constructs a
4.3
rehearsal schedule. rehearsal schedule. rehearsal schedule. rehearsal schedule. rehearsal schedule.
Masterfully understands Exceptionally understands Sufficiently understands Inconsistently understands Insufficiently understands
4.4
basic script analysis. basic script analysis. basic script analysis. basic script analysis. basic script analysis.
Masterfully understands Exceptionally understands Sufficiently understands Inconsistently understands Insufficiently understands
technical elements (e.g., technical elements (e.g., technical elements (e.g., technical elements (e.g., technical elements (e.g.,
4.5 costume, lighting, sound) for costume, lighting, sound) for costume, lighting, sound) for costume, lighting, sound) for costume, lighting, sound) for
improvised or scripted improvised or scripted improvised or scripted improvised or scripted improvised or scripted
scenes. scenes. scenes. scenes. scenes.

56
THEATRE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 1: Students will write scripts through improvising, drafting, and refining scripts based on experience and
heritage, imagination, literature, and history.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
1.1 principles of basic scene the principles of basic scene principles of basic scene the principles of basic scene the principles of basic scene
writing. writing. writing. writing. writing.
Masterfully explores Exceptionally explores Sufficiently explores Inconsistently explores Insufficiently explores
1.2 dramatic situations within dramatic situations within dramatic situations within dramatic situations within dramatic situations within
script. script. script. script. script.
Masterfully develops scripted Exceptionally develops Sufficiently develops scripted Inconsistently develops Insufficiently develops
scenes through individual or scripted scenes through scenes through individual or scripted scenes through scripted scenes through
1.3
collective experiences. individual or collective collective experiences. individual or collective individual or collective
experiences. experiences. experiences.
Masterfully understands Exceptionally understands Sufficiently understands Inconsistently understands Insufficiently understands
1.4 language and structure of language and structure of language and structure of language and structure of language and structure of
script. script. script. script. script.
Masterfully anticipates in Exceptionally anticipates in Sufficiently anticipates in Inconsistently anticipates in Insufficiently anticipates in
script writing by structuring script writing by structuring script writing by structuring script writing by structuring script writing by structuring
1.5
scenes based on scenes based on scenes based on scenes based on scenes based on
improvisation. improvisation. improvisation. improvisation. improvisation.
Masterfully identifies Exceptionally identifies Sufficiently identifies Inconsistently identifies Insufficiently identifies
1.6
character within script. character within script. character within script. character within script. character within script.

57
THEATRE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will design by developing environments for improvised and scripted scenes.
Masterfully explores Exceptionally explores Sufficiently explores Inconsistently explores Insufficiently explores
3.1 technical elements such as technical elements such as technical elements such as technical elements such as technical elements such as
lighting and set design. lighting and set design. lighting and set design. lighting and set design. lighting and set design.
Masterfully identifies Exceptionally identifies Sufficiently identifies Inconsistently identifies Insufficiently identifies
costume, set, props, lighting, costume, set, props, lighting, costume, set, props, lighting, costume, set, props, lighting, costume, set, props, lighting,
3.2
sound, and make-up for an sound, and make-up for an sound, and make-up for an sound, and make-up for an sound, and make-up for an
improvised or scripted scene. improvised or scripted scene. improvised or scripted scene. improvised or scripted scene. improvised or scripted scene.
Masterfully understands Exceptionally understands Sufficiently understands Inconsistently understands Insufficiently understands
3.3 safety issues within technical safety issues within technical safety issues within technical safety issues within technical safety issues within technical
theatre. theatre. theatre. theatre. theatre.
Masterfully constructs Exceptionally constructs Sufficiently constructs Inconsistently constructs Insufficiently constructs
elements of a set following elements of a set following elements of a set following elements of a set following elements of a set following
3.4
appropriate safety appropriate safety appropriate safety appropriate safety appropriate safety
procedures. procedures. procedures. procedures. procedures.
Masterfully identifies roles of Exceptionally identifies roles Sufficiently identifies roles of Inconsistently identifies roles Insufficiently identifies roles
3.5 technical theatre personnel. of technical theatre technical theatre personnel. of technical theatre of technical theatre
personnel. personnel. personnel.
RESPOND: STANDARD 7: Students will analyze, evaluate, and construct meanings from improvised and scripted scenes and from
theatre, film, television, and electronic media productions.
Masterfully analyzes and Exceptionally analyzes and Sufficiently analyzes and Inconsistently analyzes and Insufficiently analyzes and
7.1 respond to a variety of respond to a variety of respond to a variety of respond to a variety of respond to a variety of
theatrical experiences. theatrical experiences. theatrical experiences. theatrical experiences. theatrical experiences.
Masterfully analyzes the Exceptionally analyzes the Sufficiently analyzes the Inconsistently analyzes the Insufficiently analyzes the
theme of scenes from theme of scenes from theme of scenes from theme of scenes from theme of scenes from
7.2 theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television,
and/or electronic media and/or electronic media and/or electronic media and/or electronic media and/or electronic media
productions. productions. productions. productions. productions.

58
THEATRE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 8: Students will understand context by analyzing the role of theatre, film, television, and electronic media
in the community and in other cultures.
Masterfully recognizes the Exceptionally recognizes the Sufficiently recognizes the Inconsistently recognizes the Insufficiently recognizes the
historical impact of theatre, historical impact of theatre, historical impact of theatre, historical impact of theatre, historical impact of theatre,
8.1
film, television, and/or film, television, and/or film, television, and/or film, television, and/or film, television, and/or
electronic media on society. electronic media on society. electronic media on society. electronic media on society. electronic media on society.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
8.2 relationship between theatre the relationship between relationship between theatre the relationship between the relationship between
and society. theatre and society. and society. theatre and society. theatre and society.
CONNECT: STANDARD 5: The students will research by using cultural and historical information to support improvised and
scripted scenes.
Masterfully explores and Exceptionally explores and Sufficiently explores and Inconsistently explores and Insufficiently explores and
discover contributions of discover contributions of discover contributions of discover contributions of discover contributions of
people in various cultures for people in various cultures for people in various cultures for people in various cultures for people in various cultures for
5.1
appropriate use in appropriate use in appropriate use in appropriate use in appropriate use in
improvised and scripted improvised and scripted improvised and scripted improvised and scripted improvised and scripted
scenes. scenes. scenes. scenes. scenes.
Masterfully examines Exceptionally examines Sufficiently examines Inconsistently examines Insufficiently examines
historical information to historical information to historical information to historical information to historical information to
5.2
support improvised and support improvised and support improvised and support improvised and support improvised and
scripted scenes. scripted scenes. scripted scenes. scripted scenes. scripted scenes.
CONNECT: STANDARD 6: The students will compare and incorporate art forms by analyzing methods of presentation and
audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.
Masterfully recognizes how Exceptionally recognizes how Sufficiently recognizes how Inconsistently recognizes Insufficiently recognizes how
6.1 dance, visual art, and music dance, visual art, and music dance, visual art, and music how dance, visual art, and dance, visual art, and music
are used in theatre. are used in theatre. are used in theatre. music are used in theatre. are used in theatre.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
role of the audience and the role of the audience and role of the audience and the role of the audience and the role of the audience and
6.2
demonstrates appropriate demonstrates appropriate demonstrates appropriate demonstrates appropriate demonstrates appropriate
etiquette. etiquette. etiquette. etiquette. etiquette.

59
THEATRE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 2: Students will develop basic acting skills by portraying characters in improvised and scripted scenes.
Masterfully uses Exceptionally uses Sufficiently uses Inconsistently uses Insufficiently uses
improvisational skills and improvisational skills and improvisational skills and improvisational skills and improvisational skills and
2.1
techniques in creating a techniques in creating a techniques in creating a techniques in creating a techniques in creating a
character. character. character. character. character.
Masterfully develops skills of Exceptionally develops skills Sufficiently develops skills of Inconsistently develops skills Insufficiently develops skills
2.2 character analysis using a of character analysis using a character analysis using a of character analysis using a of character analysis using a
variety of techniques. variety of techniques. variety of techniques. variety of techniques. variety of techniques.
Masterfully explores Exceptionally explores Sufficiently explores Inconsistently explores Insufficiently explores
characterization through the characterization through the characterization through the characterization through the characterization through the
2.3
use of outside-in and inside- use of outside-in and inside- use of outside-in and inside- use of outside-in and inside- use of outside-in and inside-
out approaches. out approaches. out approaches. out approaches. out approaches.
Masterfully portrays Exceptionally portrays Sufficiently portrays Inconsistently portrays Insufficiently portrays
2.4 characters in a performance characters in a performance characters in a performance characters in a performance characters in a performance
setting. setting. setting. setting. setting.
PERFORM: STANDARD 4: Students will direct by organizing rehearsals for improvised and scripted scenes.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
4.1 role and responsibilities of the role and responsibilities role and responsibilities of the role and responsibilities the role and responsibilities
the director. of the director. the director. of the director. of the director.
Masterfully explores and Exceptionally explores and Sufficiently explores and Inconsistently explores and Insufficiently explores and
4.2 resolves theatrical resolves theatrical resolves theatrical resolves theatrical resolves theatrical
production challenges. production challenges. production challenges. production challenges. production challenges.
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
4.3 uses the principles of and uses the principles of uses the principles of and uses the principles of and uses the principles of
blocking. blocking. blocking. blocking. blocking.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
4.4 process of selecting and the process of selecting and process of selecting and the process of selecting and the process of selecting and
analyzing a dramatic text. analyzing a dramatic text. analyzing a dramatic text. analyzing a dramatic text. analyzing a dramatic text.

60
THEATRE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 1: Students will write scripts through improvising, drafting, and refining scripts based on experience and
heritage, imagination, literature, and history.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
principles of script writing the principles of script principles of script writing the principles of script the principles of script
1.1
including dramatic structure writing including dramatic including dramatic structure writing including dramatic writing including dramatic
and conflict. structure and conflict. and conflict. structure and conflict. structure and conflict.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
1.2 principles of improvisation. the principles of principles of improvisation. the principles of the principles of
improvisation. improvisation. improvisation.
Masterfully uses personal Exceptionally uses personal Sufficiently uses personal Inconsistently uses personal Insufficiently uses personal
1.3 experience, literature, and experience, literature, and experience, literature, and experience, literature, and experience, literature, and
history to write original texts. history to write original texts. history to write original texts. history to write original texts. history to write original texts.
Masterfully makes specific Exceptionally makes specific Sufficiently makes specific Inconsistently makes specific Insufficiently makes specific
language choices during the language choices during the language choices during the language choices during the language choices during the
script writing process that script writing process that script writing process that script writing process that script writing process that
1.4
lead to character lead to character lead to character lead to character lead to character
development and reveal development and reveal development and reveal development and reveal development and reveal
subtext. subtext. subtext. subtext. subtext.
Masterfully incorporates Exceptionally incorporates Sufficiently incorporates Inconsistently incorporates Insufficiently incorporates
production elements during production elements during production elements during production elements during production elements during
1.5
the process of writing a the process of writing a the process of writing a the process of writing a the process of writing a
script. script. script. script. script.
CREATE: STANDARD 3: Students will design by developing environments for improvised and scripted scenes.
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
uses terminology, process, and uses terminology, uses terminology, process, and uses terminology, and uses terminology,
3.1 and safety protocol process, and safety protocol and safety protocol process, and safety protocol process, and safety protocol
associated with technical associated with technical associated with technical associated with technical associated with technical
theatre. theatre. theatre. theatre. theatre.
Masterfully understands and Exceptionally understands Sufficiently understands and Inconsistently understands Insufficiently understands
3.2 uses various design and uses various design uses various design and uses various design and uses various design
elements. elements. elements. elements. elements.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
3.3 roles of technical theatre the roles of technical theatre roles of technical theatre the roles of technical theatre the roles of technical theatre
personnel. personnel. personnel. personnel. personnel.

61
THEATRE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 7: Students will analyze, evaluate, and construct meanings from improvised and scripted scenes and from
theatre, film, television, and electronic media productions.
Masterfully responds to a Exceptionally responds to a Sufficiently responds to a Inconsistently responds to a Insufficiently responds to a
7.1 variety of live and recorded variety of live and recorded variety of live and recorded variety of live and recorded variety of live and recorded
performances. performances. performances. performances. performances.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
role of the audience in live the role of the audience in role of the audience in live the role of the audience in the role of the audience in
7.2
and recorded performances. live and recorded and recorded performances. live and recorded live and recorded
performances. performances. performances.
RESPOND: STANDARD 8: Students will understand context by analyzing the role of theatre, film, television, and electronic media
in the community and in other cultures.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
historical significance of the historical significance of historical significance of the historical significance of the historical significance of
8.1
theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television,
and/or electronic media. and/or electronic media. and/or electronic media. and/or electronic media. and/or electronic media.
Masterfully understands the Exceptionally understands Sufficiently understands the Inconsistently understands Insufficiently understands
relationship between the historical significance of historical significance of the historical significance of the historical significance of
8.2 theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television, theatre, film, television,
and/or electronic media and and/or electronic media. and/or electronic media. and/or electronic media. and/or electronic media.
society.
Masterfully examines the Exceptionally examines the Sufficiently examines the Inconsistently examines the Insufficiently examines the
global significance of live and global significance of live and global significance of live and global significance of live and global significance of live and
8.3
recorded performances, past recorded performances, past recorded performances, past recorded performances, past recorded performances, past
and present. and present and present and present and present

62
THEATRE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 5: The students will research by using cultural and historical information to support improvised and
scripted scenes.
Masterfully understands, Exceptionally understands, Sufficiently understands, Inconsistently understands, Insufficiently understands,
compares, and contrasts compares, and contrasts compares, and contrasts compares, and contrasts compares, and contrasts
5.1
various genres and periods various genres and periods various genres and periods various genres and periods various genres and periods
of dramatic literature. of dramatic literature. of dramatic literature. of dramatic literature. of dramatic literature.
Masterfully discovers and Exceptionally discovers and Sufficiently discovers and Inconsistently discovers and Insufficiently discovers and
explores the contribution of explores the contribution of explores the contribution of explores the contribution of explores the contribution of
5.2
various cultures in the various cultures in the various cultures in the various cultures in the various cultures in the
development of theatre. development of theatre. development of theatre. development of theatre. development of theatre.
Masterfully examines themes Exceptionally examines Sufficiently examines themes Inconsistently examines Insufficiently examines
5.3 and motifs within a given themes and motifs within a and motifs within a given themes and motifs within a themes and motifs within a
play. given play. play. given play. given play.
CONNECT: STANDARD 6: The students will compare and incorporate art forms by analyzing methods of presentation and
audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.
Masterfully examines theatre Exceptionally examines Sufficiently examines theatre Inconsistently examines Insufficiently examines
6.1 as a synthesis of all arts. theatre as a synthesis of all as a synthesis of all arts. theatre as a synthesis of all theatre as a synthesis of all
arts. arts. arts.
Masterfully integrates the Exceptionally integrates the Sufficiently integrates the Inconsistently integrates the Insufficiently integrates the
knowledge of the evolution knowledge of the evolution knowledge of the evolution knowledge of the evolution knowledge of the evolution
6.2
of art forms into the creation of art forms into the creation of art forms into the creation of art forms into the creation of art forms into the creation
of dramatic productions. of dramatic productions. of dramatic productions. of dramatic productions. of dramatic productions.
Masterfully explores Exceptionally explores Sufficiently explores Inconsistently explores Insufficiently explores
6.3 technology as a means of technology as a means of technology as a means of technology as a means of technology as a means of
integrating various art forms. integrating various art forms. integrating various art forms. integrating various art forms. integrating various art forms.

63
Theatre Sample Evidence
Domain Standard(s) Sample Evidence
• Evidence of student/ensemble participation and adjudication (e.g., 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, improvisation, monologue) pre/interim/post
Standard 2: Character Acting assessment to show growth
Perform Standard 4: Directing • Student self/peer assessments of informal and/or formal performances (i.e., using a rubric or narrative
form)
• Student work samples (e.g., 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.)
• Video recording of the performances of original or adapted student scenes
• Scripts of original or adapted student-written scenes
Standard 1: Script Writing • Student-created designs (e.g., ground plan, rendering, costume design/collage, lighting plot, make-up
Create Standard 3: Scene Design plot, etc.)
• Student self/peer assessments of informal and/or formal performances (i.e., using a rubric or narrative
form)
• 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
Standard 7: Scene Comprehension form)
Respond Standard 8: Context • 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 (about theatre, film, and television and social awareness or
about the impact that technology has on live and recorded performances)
• 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
Standard 5: Research
Connect Standard 6: Theatrical Presentation
• 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)

64
Appendix D: Dance
DANCE ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance.
Creates & performs Performs given locomotor Demonstrates simple Limited use or ability to Cannot, or is unwilling, to use
locomotor and non- and non-locomotor locomotor and non- identify locomotor and non- or identify locomotor and
1.1 locomotor combinations combinations increasing in locomotor combinations in locomoter movements in non-locomoter movements
1.2 increasing in length and length and complexity. teacher directed simple combinations. in simple combinations.
complexity. Begins to create original combination.
compositions.
Demonstrates kinesthetic Demonstrates kinesthetic Demonstrates kinesthetic Minimally demonstrates Cannot demonstrates
awareness using personal awareness using personal awareness using personal kinesthetic awareness using kinesthetic awareness using
1.3 and general space, with and general space, with and general space. personal and general space. personal and general space
straight, curved, zig-zag or straight and curved
other pathways. pathways.
Creates and experiments Creates a variety of body Demonstrates a variety of Demonstrates a minimal Cannot, or is unwilling to,
with a variety of body shapes shapes at low, medium, and body shapes at low, medium, number of variety of body demonstrate a variety of
1.5
at low, medium, and high high levels. and high levels. shapes at low, medium, and body shapes at low, medium,
levels. high levels. and high levels.
Experiments with and Experiments with kinesthetic Demonstrates kinesthetic Minimally demonstrates Cannot demonstrate
creates unique moments of awareness and awareness and kinesthetic awareness and kinesthetic awareness and
1.8 kinesthetic awareness and concentration using stillness concentration using stillness concentration using stillness concentration using stillness
concentration using stillness and movement. and movement. and movement. and movement.
and movement.
Creates and performs Compares and contrasts the Identifies and uses basic Identifies and uses basic Cannot use basic qualities of
movement that isolates the basic qualities of energy (i.e. qualities of energy (i.e. qualities of energy (i.e. energy (i.e. smooth, sharp,
1.8 (K) basic qualities of energy (i.e. smooth, sharp, free, bound, smooth, sharp, free, bound, smooth, sharp, vibratory, vibratory, swinging).
1.9 smooth, sharp, free, bound, strong, light, vibratory, strong, light, vibratory, swinging).
strong, light, vibratory, swinging). swinging).
swinging).
Executes movement to Executes movement to a Responds to a steady beat Can minimally move to a Cannot move to a steady
1.9 (K)
different meters and steady beat, different meters and different meters with steady beat. beat.
1.10
changing tempos. and changing tempos. changing tempos.

65
DANCE ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance. (cont.)
Experiments with and Compares and contrasts Demonstrates spatial Minimal ability to move Cannot move or identify
creates spatial relationships spatial relationships (body relationships (body part to individual body parts. individual body parts.
(body part to body part, part to body part, individual body part, individual to
1.10 (K)
individual to individual, and to individual, and individual individual, and individual to
1.11
individual to group) i.e., to group) i.e., beside, group) i.e., beside, between,
beside, between, over, between, over, under, over, under, together, apart
under, together, apart. together, apart.
CREATE: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Creates a movement Compares and contrasts the Recognizes the beginning, Has difficulty in identifying Cannot follow teacher
sequence with beginning, beginning, middle and middle and ending of a movement sequences with directed prompts and lacks
middle and ending. ending of a movement movement sequence. beginning, middle ending understanding or willingness
2.1
sequence. with teacher prompts. to create movement with
beginning, middle, and
ending.
Interprets the following Distinguishes between the Generates movement with Generates some movement Does not generate
partner skills: copying, following partner skills: the following partner skills: but has no clear movement or movement has
leading, following, mirroring copying, leading, following, copying, leading, following, understanding of partner no partner skills.
2.2
with the creation and mirroring. shadowing and mirroring, skills.
performance of an ABA
dance.
Revises their dance to show a Experiments with dance Responds in movement to Minimal ability to respond in Cannot respond in
more dynamic response to elements in creating stories, poems, artworks and movement or stories, poems, movement or stories, poems,
stories, poems, artworks and movement that responds to music. art, or music. art, or music.
2.3
music (varying the dance stories, poems, artworks and
elements of space, time and music.
energy).

66
DANCE ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will understand dance as a way to create and communicate meaning.
Analyzes how dance is Explains and gives examples Identifies how dance is Lacks ability to identify how No understanding of how
different from other forms of of how dance is different different from other forms of dance is different from other dance is different from
human movement (sports or from other forms of human human forms of human movement sports or everyday
3.1 everyday gestures) by movement (sports or Movement (sports or (sports or everyday gestures) movement.
comparing and contrasting everyday gestures) everyday gestures)
the use of space, time and
energy.
Revises and reteaches dance Teaches one’s dance to peers Performs one’s dance to Cannot present one’s dance Present one’s dance to peers.
3.2 and performs with peers and and summarizes its meaning. peers and explains its to peers and explain its
peers explain its meaning. meaning. meaning.
Evaluates appropriate Demonstrates and justifies Defines and consistently Inconsistently identifies Shows little or no
audience behavior for appropriate audience models appropriate audience appropriate audience understanding of audience
3.3
different scenarios (informal/ behavior in various settings. and performer behavior. behavior and performance or performance etiquette.
formal). etiquette.
RESPOND: STANDARD 4: Students will apply and demonstrate critical and creative thinking skills in dance.
Creates multiple ways to Determine which of multiple Recognizes and compares Does not recognize multiple Is unwilling to explore
solve a movement problem, ways to solve a movement multiple solutions to a given ways to solve a movement multiple ways to solve a
4.1 evaluates and explains which problem most effectively movement problem. movement problem.
most effectively illustrates illustrates the idea. problem/assignment.
the idea.
Observes and analyzes two Observes and describes two Observes and list similarities Recognizes differences Unable to discern differences
dances in terms of space, dances in terms of space, and differences of two between two dances, but between two dances.
4.2
time, and energy. time, and energy. dances in terms of space, lacks vocabulary to explain.
time, and energy.
Analyzes & evaluates Compares and contrasts Recognizes individual Demonstrates minimal Cannot form individual
individual opinions about individual opinions about opinions about dance in a individual opinions about opinions about dance in a
dance in a grade level dance in a grade level grade level appropriate way dance in a grade level grade level appropriate way
appropriate way through appropriate way through through discussion and appropriate way through through discussion or written
4.3 discussion and written discussion and written written reflections using discussion and written reflections.
reflections using specified reflections using specified specified aesthetic criteria reflections.
aesthetic criteria (elements aesthetic criteria. (elements (elements of dance,
of dance, choreographic of dance, choreographic choreographic structures,
structures, etc.) structures, etc.) etc.).

67
DANCE ELEMENTARY GRADES K-2
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Demonstrates and compare Demonstrates and compare Demonstrates and compare Lacks skill in identifying Cannot identify cultural/folk
folk dances from two two folk dances from two folk dances from the various characteristics of or social dances.
5.1
different cultures and different cultures. same culture. cultural/folk or social dances.
compare to our own culture.
Demonstrates through Recognizes how a given Describes ways in which Identifies one way in which Cannot identify one way
performance how a given dance form expresses the people used dance people used dance people used dance
dance form expresses the feelings or mood of the throughout history as part of throughout history as part of throughout history as part of
5.2
feelings or mood of the society that created it. ritual, ceremonies and ritual, ceremonies and ritual, ceremonies and
society that created it. entertainment as a means of entertainment as a means of entertainment as a means of
social expression. social expression. social expression.
CONNECT: STANDARD 6: Students will make connections between dance and healthful living.
Compares and contrasts how Applies understanding of Understands how anatomy Minimally identifies muscular Cannot identify muscular or
muscles and/or the skeletal how muscles and/or the relates to dance through and/or skeletal systems. skeletal systems.
system generates skeletal system generate muscular and/or skeletal
6.1
movement. Can give movement. Can identify identification.
examples/evidence to basic muscles and bones
explain reasoning. used in a specific movement.
Develops and implements Develops personal goals for Describes how Cannot describe Lacks understanding of
personal goals for healthy healthy life choices. healthy/unhealthy life healthy/unhealthy choices. healthy/unhealthy choices.
6.1 (K)
life choices. choices affect the dancer
6.2
(nutrition, smoking, alcohol,
etc.).
CONNECT: STANDARD 7: Students will make connections between dance and other disciplines.
Creates, performs and Creates a dance that Demonstrates examples of Lists examples of how dance Cannot identify how dance
discusses a dance that interprets a piece of art or how dance can interpret a can interpret a piece of art or can interpret a piece of art or
7.1
interprets a piece of art or music. piece of art or music. music. music.
music.
Uses dance in various Uses dance to learn a Identifies connections Does not make connections Does not make connections
academic areas to express concept from one or more between dance and other between dance and other between dance and other
7.2 concepts. Presents ideas to academic areas. Presents academic areas and explains academic areas. academic areas.
the class. ideas to the class. how the same idea is
presented in each.

68
DANCE ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance.
Applies & experiments with Demonstrates & describes Identifies & uses the Minimal ability to identify or Cannot identify the following
the following principles of the following principles of following principles of use the following principles principles of movement:
movement: alignment, movement: alignment, movement: alignment, of movement: alignment, alignment, balance, initiation
balance, initiation of balance, initiation of balance, initiation of balance, initiation of of movement, articulation of
1.1
movement, articulation of movement, articulation of movement, articulation of movement, articulation of isolated body parts, weight
isolated body parts, weight isolated body parts, weight isolated body parts, weight isolated body parts, weight shift, elevation and landing,
shift, elevation and landing, shift, elevation and landing, shift, elevation and landing, shift, elevation and landing, fall and recovery.
fall and recovery. fall and recovery. fall and recovery. fall and recovery.
Creates, performs and Performs given locomotor Demonstrates simple Limited use or ability to Cannot use or identify
teaches locomotor and non- and non-locomotor locomotor and non- identify locomotor and non- locomotor and non-
locomotor combinations combinations increasing in locomotor combinations in locomoter movements in locomoter movements in
1.2 increasing in length and length and complexity. teacher directed simple combinations. simple combinations.
complexity (i.e twisty walk, Begins to create original combination.
busting leap, floating compositions.
run,etc).
Creates and performs Develops a variety of more Develops simple rhythmic Limited ability to transfer Cannot transfer rhythmic
1.4 multiple rhythmic patterns complex rhythmic patterns patterns and transfer from rhythmic patterns from patterns from sound to the
1.5 (5) from sound to the and transfer from sound to sound to the kinesthetic. sound to the kinesthetic. kinesthetic
kinesthetic. the kinesthetic.
Demonstrates consistent Demonstrates consistent Demonstrates some Demonstrates minimal Lacks basic knowledge of
knowledge of and use of knowledge of and use of knowledge of and use of knowledge of dance terms either written or
1.7 correct dance terminology correct dance terminology correct dance terminology terminology, either written or verbal.
both written and verbally both written and verbally at both written and verbally at verbal.
above grade level. grade level. grade level.
PERFORM: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Creates & experiments with a Identifies and uses a variety Identifies and uses basic Minimal use of basic Cannot identify or use basic
variety of basic elements of of basic elements of dance elements of dance (i.e. space, elements of dance. Some elements of dance. Lacks
dance (i.e. space, shape, (i.e. space, shape, time, shape, time, energy.) in ability to memorize and ability to memorize and
2.3 time, energy) in a duet, trio energy.) in a duet or trio. individual or duet setting. perform the finished perform the finished
or small group setting. Memorizes and performs the Memorizes and performs the composition. composition.
Memorizes and performs the finished composition. finished composition.
finished composition.

69
DANCE ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Creates and explains Creates and explains Creates movement sequence Has difficulty in generating Cannot follow teacher
movement sequence or movement sequence or or simple dance using one of movement sequences with directed prompts and lacks
simple dance using all of the simple dance using two of the following: repetition, teacher prompts. understanding or willingness
2.1
following: repetition, smooth the following: repetition, smooth transitions, contrast to create movement.
transitions, contrast (energy, smooth transitions, contrast (energy, levels, etc.)
levels, etc.) (energy, levels, etc.)
Creates, performs and Analyzes and contrasts the Demonstrates movement Generates some movement Does not generate
explains the following following partner skill: using one of the following but has no clear movement or movement has
partner skill: contrasting and contrasting and partner skills: contrasting understanding of partner no partner skills.
2.2
complementary shapes, complementary shapes, and complementary shapes, skills.
giving & taking weight, giving & taking weight, giving & taking weight,
balance & counter balance. balance & counter balance. balance & counter balance
Composes and performs Categorizes and compares Identifies the choreographic Minimally identifies the Cannot identify the
complex dances or dances or movement elements of space, time and choreographic elements of choreographic elements of
movement compositions compositions using the energy. space, time and energy. space, time and energy.
2.3
using the choreographic choreographic elements of
elements of space, time and space, time and energy.
energy.
Experiments, creates and Creates movement Recognizes and applies the Recognizes and applies a Does not recognize or
performs complex compositions using a variety basic principles & structures minimal number of identify any structures of
movement compositions of the basic structures (i.e. of choreography (i.e. AB, structures of choreography. choreography.
2.4
using a variety of the basic AB, ABA, canon, call and ABA, canon, call and
structures (i.e. AB, ABA, response). response).
canon, call and response).
Analyzes and evaluates in Describes and reproduces Recognizes the Minimally recognizes the Cannot recognize the
written form (according to the choreographic structure choreographic structure of choreographic structure of choreographic structure of
grade level) the of dance viewed in class, in dance viewed in class, in the dance viewed in class, in the dance viewed in class, in the
2.5 choreographic structure of the theatre, or on video/DVD. theatre, or on video/DVD. theatre, or on video/DVD. theatre, or on video/DVD.
dance viewed in class, in the Uses written reflections Uses written reflections Written reflections are below Written reflections are below
theatre, or on video/DVD. according to grade level. according to grade level. grade level. grade level.

70
DANCE ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will understand dance as a way to create and communicate meaning.
Experiments with and Compares and contrasts the Demonstrates the difference Minimal understanding of Cannot differentiate between
creates ways to transform difference between between pantomiming and the differences between pantomime and abstract
3.1 pantomime to abstract pantomiming and creating creating abstract meaning pantomime and abstract movement.
movement. abstract meaning through through abstract movement. movement.
abstract movement.
Creates, revises, and Creates and discusses Identifies and discusses how Minimal understanding or Cannot identify ways dance
performs complex movement and/or a dance can be used to demonstration in identifying can be used to illustrate a
3.2 movement and/or a composition study to portray illustrate a specific theme. or defining ways dance can specific theme.
composition study to portray a specific theme. be used to convey a specific
a specific theme. theme.
Always demonstrates correct Consistently demonstrates Demonstrates correct Inconsistent use of audience Shows little or no
audience and performance correct audience and audience and performance or performance etiquette. understanding of audience
3.3 (3) etiquette (i.e. behavior, focus, performance etiquette (i.e. etiquette (i.e. behavior, focus, or performance etiquette.
response etc.) and is a role behavior, focus, response response etc.) with minimal
model/leader for others. etc.). exceptions.
RESPOND: STANDARD 4: Students will apply and demonstrate critical and creative thinking skills in dance.
Creates multiple ways to Determines which of multiple Recognizes and compares Does not recognize multiple Is unwilling to explore
solve a movement problem, ways to solve a movement multiple solutions to a given ways to solve a movement multiple ways to solve a
4.1 (3) evaluates and explains which problem most effectively movement problem. movement problem.
most effectively illustrates illustrates the idea and problem/assignment.
the idea. explains why.
Analyzes & evaluates Compares and contrasts Recognizes individual Demonstrates minimal Cannot form individual
individual opinions about individual opinions about opinions about dance in a individual opinions about opinions about dance in a
dance in a grade level dance in a grade level grade level appropriate way dance in a grade level grade level appropriate way
4.1 (4,5)
appropriate way through appropriate way through through discussion and appropriate way through through discussion or written
4.3 (3)
discussion and written discussion and written written reflections using discussion and written reflections.
reflections using specified reflections using specified specified aesthetic criteria. reflections.
aesthetic criteria. aesthetic criteria.

71
DANCE ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 4: Students will apply and demonstrate critical and creative thinking skills in dance. (cont.)
Evaluates the choreographic Analyzes the choreographic Determines the Identifies some examples of Cannot identify the
elements or structures in elements or structures in choreographic elements or choreographic elements or choreographic elements or
performances either through performances either through structures in performances structures. structures in performances
written critique or verbal written critique or verbal either through written
4.2 (3)
analysis. Uses specific analysis. Uses specific critique or verbal analysis.
examples to support opinion examples to support opinion. Uses specific examples from
in a clear and convincing performance.
manner.
RESPOND: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Researches and performs Compares and contrasts the Describes the basic evolution Lacks skill in identifying Cannot identify cultural/folk
5.1 (4,5)
one folk or social dance evolution of two folk or social of a folk or social dance form various characteristics of or social dances.
5.2
forms and discuss how each dance forms and how each and how it reflects its culture. cultural/folk or social dances.
5.3 (5)
reflects its culture. reflects its culture.
CONNECT: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Researches, performs and Researches, performs and Researches and presents a Cannot present a folk or Cannot identify a folk or
presents a folk or social presents a folk or social folk or social dance from a social dance from a chosen social dance from a chosen
dance from a chosen time dance from a chosen time chosen time period or time period or culture. time period or culture.
5.1 (5)
period or culture. Discusses period or culture. culture.
how it reflects to a historical
or cultural period.
CONNECT: STANDARD 6: Students will make connections between dance and healthful living.
Examines a movement and Applies understanding of Understands how anatomy Minimal identification of Cannot identify muscular or
evaluates which basic how muscles and the skeletal relates to dance through muscular and skeletal skeletal systems.
6.1 muscles and bones are used system generate movement. muscular and skeletal systems.
to perform that movement. Identifies basic muscles and identification.
bones.
Develops and implements Develops personal goals for Describes how Cannot describe Lacks understanding of
personal goals for healthy healthy life choices. healthy/unhealthy life healthy/unhealthy choices. healthy/unhealthy choices.
6.2
life choices. choices affect the dancer.
6.3
(Nutrition, smoking, alcohol,
etc.)

72
DANCE ELEMENTARY GRADES 3-5
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 7: Students will make connections between dance and other disciplines.
Creates, performs and Creates a dance that Demonstrate show dance Lists examples of how dance Cannot identify how dance
defends a dance that interprets a piece of art or can interpret a piece of art or can interpret a piece of art or can interpret a piece of art or
7.1
interprets a piece of art or music. music. music. music.
music.
Explains how the same Uses dance to learn a Identifies connections Does not make connections Does not make connections
concept can be expressed in concept from another between dance and other between dance and other between dance and other
7.2 two different academic academic area. academic areas and explains academic areas. academic areas.
areas. how the same idea is
presented in each.

73
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance.
Consistently demonstrates Consistently demonstrates Demonstrates consistent use Demonstrates consistent use Lacks consistent use of
self-correction and use of use of appropriate technique of appropriate technique of appropriate technique appropriate technique and
appropriate technique using using good alignment and using acceptable alignment using good alignment and alignment. appropriate body
1.1 good alignment and body body part articulation in and body part articulation in body part articulation in part articulation in various
1.2 part articulation in various various aspects of dance various aspects of dance various aspects of dance aspects of dance (tendu, plie,
aspects of dance (tendu, plie, (tendu, plie, rotation or (tendu, plie, rotation or (tendu, plie, rotation or rotation or parallel, etc.) is
rotation or parallel, etc.) parallel, etc.) with occasional parallel, etc.) with teacher parallel, etc.) missing
without teacher prompt. teacher prompt. prompt.
Demonstrates strength, Demonstrates strength, Demonstrates strength, Demonstrates some Lacks strength, flexibility,
flexibility, coordination, flexibility, coordination, flexibility, coordination, strength, flexibility, coordination, endurance and
endurance in locomotor and endurance in locomotor and endurance in locomotor and coordination, endurance in basic knowledge of
1.3
non-locomotor movements. non-locomotor movements. non-locomotor movements. locomotor and non- locomotor and non-
1.4
Can generate a complex Can generate a combination locomotor movements but locomotor movements
combination using a variety using a variety of both types has difficulty in performing
of both types of movements. of movements. them consistently.
Demonstrates complex Demonstrates rhythmic Demonstrates rhythmic Demonstrates minimal Lacks rhythmic acuity and
rhythmic acuity and acuity and musicality in a acuity and musicality. rhythmic acuity and musicality
1.5
musicality in a variety of variety of combinations. musicality.
combinations.
Consistently works to refine Consistently works to refine Consistently works to refine Does not make consistent Shows no understanding or
technique and skills through technique and skills through technique and skills through corrections of skills use of teacher directed
self-correction. Always teacher directed corrections. teacher directed corrections. corrections.
1.6 carries peer or teacher Can self or peer correct but
corrections from class to does not always carry
class. corrections from class to
class.
Applies & experiments with a Identifies and uses a variety Identifies and uses basic Minimal use of basic Cannot identify or use basic
variety of basic elements of of basic elements of dance elements of dance (i.e. space, elements of dance. elements of dance.
1.7 dance (i.e. space, shape, (i.e. space, shape, time, shape, time, energy.) in class
time, energy.) in complex energy.) in complex class work or composition.
class work or composition. work or composition.

74
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance. (cont.)
Demonstrates knowledge of Demonstrates knowledge of Demonstrates knowledge of Demonstrates basic Demonstrates basic
and use of correct dance and use of correct dance and use of correct dance knowledge of dance knowledge of terms either
terminology both written and terminology both written and terminology both written and terminology, either written or written or verbal.
1.8 verbally. Uses dance verbally. Uses dance verbally. verbal.
terminology in all verbal or terminology in all verbal or
written dance written dance
communication. communication.
Always demonstrates correct Consistently demonstrates Demonstrates correct studio, Inconsistent use of studio, Shows little or no
studio, audience, and correct studio, audience, and audience, and performance audience or performance understanding of studio,
performance etiquette (i.e. performance etiquette (i.e. etiquette (i.e. behavior, etiquette. audience, or performance
1.9
behavior, appropriate dress behavior, appropriate dress appropriate dress & hair, etiquette.
& hair, etc.) & hair, etc.) etc.) with minimal
exceptions.
PERFORM: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Consistently applies Consistently demonstrates Demonstrates skills in Demonstrates skills in one Lacks an understanding of
exceptional skills in multiple skills in multiple genres of multiple genres of dance genre of dance through class different genres and shows
genres of dance through dance through class work or through class work or stage work or stage performance. little or no skill in any genre
class work or stage stage performance. Performs performance. Performs a Uses basic technical skill with of dance.
2.3 performance. Performs a a specific genre of dance specific genre of dance using some energy and meaning.
specific genre of dance using using appropriate technical appropriate technical skill
good technical skill and skill and energy with and energy with meaning
energy with meaning and meaning and intent. and intent.
intent.

75
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Evaluates & applies sensory Interprets sensory Use sensory information Has difficulty in generating Cannot follow teacher
information (images & information (images & (images & sounds) to movement through visual or directed prompts and lacks
sounds) to generate complex sounds) to generate generate movement through auditory teacher prompts. understanding or willingness
and original movement movement through improvisation and teacher to create movement.
2.1
through improvisation and improvisation and teacher directed prompt.
teacher or self-directed directed prompt. Goes above
prompt. teacher directions to show
originality in using prompt.
Generates a variety of Generates a variety of Generates movement with Generates some movement Does not generate
movement with clear intent, movement with clear intent, clear intent, purpose or but has no clear intent, movement or movement has
2.2 purpose and structure. purpose and structure. structure. purpose or structure. no intent, purpose or
Shows complexity in the structure.
structure.
Consistently creates and Accurately identifies, and Understands and identifies Can minimally identify the Cannot identify the
identifies complex uses in movement the differences in genres of dance differences in choreography
2.3 movement compositions and compositions, the differences choreography as relative to as relative to specific genres
choreography as relative to in choreography as relative specific genres of dance. of dance.
specific genres of dance. to specific genres of dance.
Recognizes and applies the Recognizes and applies the Recognize and apply the Recognizes and applies a Does not recognize or
basic principles & structures basic principles & structures basic principles & structures minimal number of basic identify the basic principles &
of choreography. Creates of choreography. Creates of choreography (i.e. AB, structures of choreography. structures of choreography.
2.4
complex movement movement compositions ABA, ABAB, canon,
compositions using a variety using a variety of structures. retrograde, call/response).
of structures.

76
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will understand dance as a way to create and communicate meaning.
Applies and experiments in Uses dance as a medium to Uses dance as a medium to Identifies ways dance as a Cannot identify, nor
using dance as a medium to develop self-awareness and develop self-awareness and medium to develop self- demonstrate, ways dance is
develop self-awareness and self-confidence by generating self- confidence by awareness and self- used as a medium to develop
self-confidence by generating movement that expresses a generating movement that confidence by generating self-awareness and self-
complex movement that specific personality trait and expresses a specific movement that expresses a confidence.
3.1
expresses a personality trait creates various movement personality trait. specific personality trait. But
in depth or uses various studies to apply the concept. does not apply the concept
traits in complex ways and through movement.
creates various movement
studies to apply the concept.
Evaluates and uses multiple Interprets and uses multiple Identifies multiple ways Identifies some ways dance Cannot identify ways dance
ways dance can ways dance can dance can communicate can communicate meaning. can communicate meaning.
communicate meaning by communicate meaning. meaning.
3.2
creating complex movement
compositions using teacher
or student selected themes.
Creates complex movement Creates movement and/or a Identifies how dance can be Minimal understanding in Cannot identify ways dance
and/or a composition study composition study to portray used to create an awareness identifying or defining ways can be used to create an
3.3 to portray a specific social a specific social issue. of social issues. dance can be used to create awareness of social issues.
issue. an awareness of social issue.

77
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 4: Students will apply and demonstrate critical and creative thinking skills in dance.
Shows consistent response Shows consistent response Responds to technical Lacks consistent response to Does not respond to
to technical critique given in to technical critique given by critique given by teacher in a technical critique given by technical critique given by
a class or rehearsal setting. teacher in a class or class or rehearsal setting. teacher in a class or teacher in a class or
Student can physically self- rehearsal setting. Student Student begins to physically rehearsal setting. Student rehearsal setting. Student
4.2
correct in class or stage can physically self-correct in self-correct in class or stage does not physically self- does not physically self-
work. Student works as peer class or stage work. work. correct in class or stage correct in class or stage
tutor with others to improve work. work.
performance.
Shows in-depth & insightful Consistently analyzes self - Analyzes self -performance in Lacks consistent self- Does no self- reflection in
analysis of self -performance performance in class or stage class or stage performance reflection skills in class or either written or verbal
in class or stage performance performance through through specified rubric and stage performance. Little use assignments.
through specified rubric and specified rubric and formal formal written self-reflection of written or verbal reflective
4.2
formal written self-reflection written self-reflection in in journal or other skills
in journal or other journal or other assignments. assignments.
assignments. Uses Uses information to improve.
information to improve.
Analyzes and evaluates Analyzes professional or Analyzes professional or Lacks skill in constructing Poor formal written and/or
professional or student student performance student performance formal written and/or verbal verbal critique of
performance through through in-depth formal through formal written critique of professional or professional or student
complex and in-depth formal written and/or verbal and/or verbal critique. Uses student performance. performance. No reference
written and/or verbal critique. Uses several some reference to elements Minimal reference to to elements of dance with
4.3
critique. Uses numerous references to elements of of dance with supporting elements of dance with little little supporting evidence.
references to elements of dance with supporting evidence and clear grammar. supporting evidence.
dance with supporting evidence. Uses appropriate
evidence and formal and formal grammatical
grammar. expression.
Evaluates the choreographic Analyzes the choreographic Determines the Identifies some examples of Cannot identify the
intent in performances either intent in performances either choreographic intent in choreographic intent. choreographic intent in
through written critique or through written critique or performances either through performances.
4.4 verbal analysis. Uses specific verbal analysis. Uses specific written critique or verbal
examples to support opinion examples to support opinion. analysis. Uses specific
in a clear and convincing examples from performance.
manner.

78
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Determines & presents Compares and contrasts Recognizes the diversity of Lacks skill in identifying Cannot identify cultural/folk
reasons why characteristics characteristics of various dance throughout the world. various characteristics of dances.
of various cultural/folk cultural/folk dances. Can Identifies characteristics of cultural/folk dances.
5.1 dances differ throughout the perform one or more folk various cultural/folk dances.
world. Can perform one or dance and explain its
more folk dance and explain meaning.
its meaning.
Interprets primitive and Describes primitive and Identifies three or more Identifies two or more Cannot define ritual or
current rituals as expressed current rituals as expressed primitive and current rituals primitive and current rituals illustrate connection to
through dance (religious, through dance (religious, as expressed through dance as expressed through dance dance.
social, political). social, political). (religious, social, political). (religious, social, political).
5.2
Demonstrates an Demonstrates an
understanding by creating a understanding by creating a
ritualistic movement ritualistic movement
composition. composition.
CONNECT: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Analyzes and interprets Presents examples of the Understands historical Cannot define cultural, social Lacks understanding of
examples of the effects effects history has had on background of dance forms or theatrical dance forms. dance forms.
5.3
history has had on the the evolution of dance forms. (cultural, social, theatrical,
evolution of dance forms. etc.).
Presents and explains two Categorizes various dances Understands and distinguish Can distinguish between two Cannot distinguish various
distinctive movement according to their genres. various genres of dance and genres of dance and their genres of dance and their
5.4
compositions using two their characteristics. characteristics. characteristics.
different genres of dance.

79
DANCE MIDDLE SCHOOL GRADES 6-8
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 6: Students will make connections between dance and healthful living.
Develops and implements Develops personal goals for Describes how Cannot describe Lacks understanding of
personal goals for healthy healthy life choices. healthy/unhealthy life healthy/unhealthy choices. healthy/unhealthy choices.
6.1
life choices. choices affect the dancer
(nutrition, smoking, alcohol).
Applies understanding of Applies understanding of Understands how anatomy Minimal identification of Cannot identify muscular or
how muscles generate how muscles generate relates to dance through muscular and skeletal skeletal systems.
movement and articulates movement. Shows muscular and skeletal systems.
6.2 such in movement and knowledge of skeletal identification.
discussion. Demonstrates system.
knowledge of skeletal
system.
Develops and implements, Uses proper safety measures Identifies, and uses with Sometimes identifies and Cannot identify, nor use,
via peer monitoring, a safe in the studio and theatre. teacher prompt, proper uses, proper safety proper safety measures.
6.3
studio and theatre safety measures in the studio measures.
environment. and theatre.
CONNECT: STANDARD 7: Students will make connections between dance and other disciplines.
Uses dance in various Uses dance to learn a Identifies connections Does not make connections Does not make connections
academic areas to express concept from another between dance and other between dance and other between dance and other
7.1 concepts. academic area. academic areas and explain academic areas. academic areas.
how the same idea is
presented in each.
Uses technology to create Uses technology to present Explores ways technology Does not use technology at Does not use technology at
7.2
dance. dance concepts. can be used in dance. grade level. grade level.

80
DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance.
Consistently demonstrates Consistently demonstrates Demonstrates consistent use Demonstrates consistent use Lacks consistent use of
self-correction and use of use of appropriate technique of appropriate technique of appropriate technique appropriate technique and
appropriate technique using using good alignment and using acceptable alignment using good alignment and alignment. appropriate body
1.1 good alignment and body body part articulation in and body part articulation in body part articulation in part articulation in various
1.2 part articulation in various various aspects of dance various aspects of dance various aspects of dance aspects of dance (tendu, plie,
aspects of dance (tendu, plie, (tendu, plie, rotation or (tendu, plie, rotation or (tendu, plie, rotation or rotation or parallel, etc.) is
rotation or parallel, etc.) parallel, etc.) with occasional parallel, etc.) with teacher parallel, etc.) missing
without teacher prompt. teacher prompt. prompt.
Demonstrates & always Demonstrates strength, Demonstrates strength, Demonstrates some Lacks strength, flexibility,
applies strength, flexibility, flexibility, coordination, flexibility, coordination, strength, flexibility, coordination, endurance and
coordination, endurance in endurance in locomotor and endurance in locomotor and coordination, endurance in basic knowledge of
1.3 locomotor and non- non-locomotor movements. non-locomotor movements. locomotor and non- locomotor and non-
1.4 locomotor movements. Can Can generate a combination locomotor movements but locomotor movements
generate a complex using a variety of both types has difficulty in performing
combination using a variety of movements. them consistently.
of both types of movements.
Demonstrates complex Demonstrates rhythmic Demonstrates rhythmic Demonstrates minimal Lacks rhythmic acuity and
rhythmic acuity and acuity and musicality in a acuity and musicality. rhythmic acuity and musicality
1.5
musicality in a variety of variety of combinations. musicality.
combinations.
Consistently works to refine Consistently works to refine Consistently works to refine Does not make consistent Shows no understanding or
technique and skills through technique and skills through technique and skills through corrections of skills use of teacher directed
self-correction. Always teacher directed corrections. teacher directed corrections. corrections.
1.6 carries peer or teacher Can self or peer correct but
corrections from class to does not always carry
class. corrections from class to
class.
Applies and experiments Applies a variety of basic Identifies and uses basic Minimal use of basic Cannot identify or use basic
with a variety of basic elements of dance (i.e. space, elements of dance (i.e. space, elements of dance. elements of dance.
elements of dance (i.e. space, shape, time, energy.) in shape, time, energy.) in class
1.7
shape, time, energy.) in complex class work or work or composition.
complex class work or composition.
composition.

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
PERFORM: STANDARD 1: Students will identify and demonstrate movement elements and skills in performing dance. (cont.)
Always applies knowledge of Consistently demonstrates Demonstrates knowledge of Demonstrates basic Demonstrates basic
correct dance terminology knowledge of and use of and use of correct dance knowledge of dance knowledge of terms either
both written and verbally. correct dance terminology terminology both written and terminology, either written or written or verbal.
1.8 Uses dance terminology in all both written and verbally. verbally. verbal.
verbal or written dance Uses dance terminology in all
communication. verbal or written dance
communication.
Always demonstrates correct Consistently demonstrates Demonstrates correct studio Inconsistent use of studio or Shows little or no
studio and performance correct studio and and performance etiquette performance etiquette. understanding of studio or
1.9 etiquette (i.e. behavior, performance etiquette (i.e. (i.e. behavior, appropriate performance etiquette.
appropriate dress & hair, behavior, appropriate dress dress & hair, etc.) with
etc.) & hair, etc.) minimal exceptions.
PERFORM: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Consistently applies Consistently demonstrates Demonstrates skills in Demonstrates skills in one Lacks an understanding of
exceptional skills in multiple skills in multiple genres of multiple genres of dance genre of dance through class different genres and shows
genres of dance through dance through class work or through class work or stage work or stage performance. little or no skill in any genre
class work or stage stage performance. Performs performance. Performs a Uses basic technical skill with of dance.
2.3 performance. Performs a a specific genre of dance specific genre of dance using some energy and meaning.
specific genre of dance using using appropriate technical appropriate technical skill
good technical skill and skill and energy with and energy with meaning
energy with meaning and meaning and intent. and intent.
intent.
Consistently uses & Identifies & experiments with Identifies & performs the Lacks skill in identifying or Cannot identify basic
interprets principles of principles of choreography basic principles of performing the basic principles of choreography
2.4 choreography (e.g., intent, (e.g., intent, form/design, choreography (e.g., intent, principles of choreography (e.g., intent, form/design,
form/design, theme, theme, repetition). form/design, theme, (e.g., intent, form/design, theme, repetition).
repetition). repetition). theme, repetition).

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 2: Students will understand choreographic, principles, processes, and structures.
Evaluates & applies sensory Interprets sensory Use sensory information Has difficulty in generating Cannot follow teacher
information (images & information (images & (images & sounds) to movement through visual or directed prompts and lacks
sounds) to generate complex sounds) to generate generate movement through auditory teacher prompts. understanding or willingness
and original movement movement through improvisation and teacher to create movement.
2.1
through improvisation and improvisation and teacher directed prompt.
teacher or self-directed directed prompt. Goes above
prompt. teacher directions to show
originality in using prompt.
Generates a variety of Generates a variety of Generates movement with Generates some movement Does not generate
movement with clear intent, movement with clear intent, clear intent, purpose or but has no clear intent, movement or movement has
2.2 purpose and structure. purpose and structure. structure. purpose or structure. no intent, purpose or
Shows complexity in the structure.
structure.
Evaluates and applies the Recognizes and applies the Recognizes and applies the Recognizes and applies a Does not recognize or
basic principles & structures basic principles & structures basic principles & structures minimal number of basic identify the basic principles &
of choreography. Can create of choreography. Can create of choreography (i.e. AB, structures of choreography. structures of choreography.
2.4
complex movement movement compositions ABA, ABAB, canon,
compositions using a variety using a variety of structures. retrograde, call and
of structures. response).
Applies and evaluates Applies choreographic Identifies the choreographic Can define, but not use, the Cannot identify, nor use,
choreographic principles of a principles of a solo and /or principles of a solo and /or choreographic principles of a choreographic principles of a
2.5
solo and /or group group movement study. group movement study. solo and /or group solo and /or group
movement study. movement study. movement study.

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CREATE: STANDARD 3: Students will understand dance as a way to create and communicate meaning.
Applies & experiments in Uses dance as a medium to Uses dance as a medium to Identifies ways dance as a Cannot identify, nor
using dance as a medium to develop self-awareness & develop self-awareness & medium to develop self- demonstrate, ways dance is
develop self-awareness & self- confidence by self- confidence by awareness & self- confidence used as a medium to develop
self- confidence by generating movement that generating movement that by generating movement self-awareness & self-
generating complex expresses a specific expresses a specific that expresses a specific confidence.
3.1 movement that expresses a personality trait. Can create personality trait. personality trait. But does
personality trait in depth or various movement studies to not apply the concept
uses various traits in apply the concept. through movement.
complex ways. Can create
various movement studies to
apply the concept.
Evaluates and uses multiple Interprets and uses multiple Identifies multiple ways Identifies some ways dance Cannot identify ways dance
ways dance can ways dance can dance can communicate can communicate meaning. can communicate meaning.
communicate meaning by communicate meaning. meaning.
3.2
creating complex movement
compositions using teacher
or student selected themes.
Creates complex movement Creates movement and/or a Identifies how dance can be Minimal understanding in Cannot identify ways dance
and/or a composition study composition study to portray used to create an awareness identifying or defining ways can be used to create an
3.3
to portray a specific social a specific social issue. of social issues. dance can be used to create awareness of social issues.
issue. an awareness of social issue.

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 4: Students will apply and demonstrate critical and creative thinking skills in dance.
Shows consistent response Shows consistent response Responds to technical Lacks consistent response to Does not respond to
to technical critique given in to technical critique given by critique given by teacher in a technical critique given by technical critique given by
a class or rehearsal setting. teacher in a class or class or rehearsal setting. teacher in a class or teacher in a class or
Student can physically self- rehearsal setting. Student Student begins to physically rehearsal setting. Student rehearsal setting. Student
4.2
correct in class or stage can physically self-correct in self-correct in class or stage does not physically self- does not physically self-
work. Student works as peer class or stage work. work. correct in class or stage correct in class or stage
tutor with others to improve work. work.
performance.
Shows in-depth and Consistently analyzes self- Analyze self -performance in Lacks consistent self- Does no self- reflection in
insightful analysis of self- performance in class or stage class or stage performance reflection skills in class or either written or verbal
performance in class or stage performance through through specified rubric and stage performance. Little use assignments.
performance through specified rubric and formal formal written self-reflection of written or verbal reflective
4.2 specified rubric and formal written self-reflection in in journal or other skills.
written self-reflection in journal or other assignments. assignments.
journal or other Uses information to improve.
assignments. Uses
information to improve.
Analyzes & evaluates Analyzes professional or Analyzes professional or Lacks skill in constructing Poor formal written and/or
professional or student student performance student performance formal written and/or verbal verbal critique of
performance through through in-depth formal through formal written critique of professional or professional or student
complex and in-depth formal written and/or verbal and/or verbal critique. Uses student performance. performance. No reference
written and/or verbal critique. Uses several some reference to elements Minimal reference to to elements of dance with
4.3
critique. Uses numerous references to elements of of dance with supporting elements of dance with little little supporting evidence.
references to elements of dance with supporting evidence and clear grammar. supporting evidence.
dance with supporting evidence. Uses appropriate
evidence and formal and formal grammatical
grammar. expression.
Evaluates the choreographic Analyzes the choreographic Determine the choreographic Identifies some examples of Cannot identify the
intent in performances either intent in performances either intent in performances either choreographic intent. choreographic intent in
through written critique or through written critique or through written critique or performances
4.4 verbal analysis. Uses specific verbal analysis. Uses specific verbal analysis. Uses specific
examples to support opinion examples to support opinion. examples from performance.
in a clear and convincing
manner.

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
RESPOND: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Determines & presents Compares and contrasts Recognizes the diversity of Lacks skill in identifying Cannot identify cultural/folk
reasons why characteristics characteristics of various dance throughout the world. various characteristics of dances.
of various cultural/folk cultural/folk dances. Can Identifies characteristics of cultural/folk dances.
5.1
dances differ throughout the perform one or more folk various cultural/folk dances.
5.2
world. Can perform one or dances and explain its
more folk dances and explain meaning.
its meaning.
Interprets primitive and Describes primitive and Identifies three or more Identifies two or more Cannot define ritual or
current rituals as expressed current rituals as expressed primitive and current rituals primitive and current rituals illustrate connection to
through dance (religious, through dance (religious, as expressed through dance as expressed through dance dance.
social, political). social, political). (religious, social, political). (religious, social, political).
5.2
Demonstrates an Demonstrates an
understanding by creating a understanding by creating a
ritualistic movement ritualistic movement
composition. composition.
Interprets and identifies Analyzes historic rituals, and Identifies historic rituals, and Identifies some historic Cannot identify historic
historic rituals, and evaluates lists the purpose of these lists the purpose of these rituals (e.g., religion, fertility, rituals (e.g., religion, fertility,
5.2 the purpose of these rituals rituals (e.g., religion, fertility, rituals (e.g., religion, fertility, harvest, hunting). harvest, hunting).
(e.g., religion, fertility, harvest, hunting). harvest, hunting).
harvest, hunting).
Evaluates, analyzes, and Compares and contrasts Identifies similarities and Defines similarities and Cannot identify or define
interprets similarities and genres of dance through differences of genres of differences of genres of similarities and differences of
5.4 differences of genres of performance and/or dance. dance. genres of dance.
dance through performance discussion.
and/or discussion.

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DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 5: Students will demonstrate and understand dance in various cultures and historical periods.
Analyzes and interprets Presents examples of the Understands historical Cannot define cultural, social Lacks understanding of
examples of the effects effect history has had on the background of dance forms or theatrical dance forms. dance forms.
5.3 history has had on the evolution of dance forms. (cultural, social, theatrical,
evolution of dance forms. etc.).

Interprets & analyzes Examines similarities and Identifies similarities and Describes similarities and Cannot describe similarities
similarities and differences differences between the differences between the differences between the and differences between the
between the origins of origins of classical, theatrical, origins of classical, theatrical, origins of classical, theatrical, origins of classical, theatrical,
5.3
classical, theatrical, and and contemporary forms of and contemporary forms of and contemporary forms of and contemporary forms of
contemporary forms of dance. dance. dance. dance.
dance.
Compares & contrasts Compares & contrasts Compares OR Contrasts Lists some similarities and Cannot identify similarities or
5.4 similarities and differences of similarities and differences of similarities and differences of differences of genres of differences of genres of
genres of dance. genres of dance. genres of dance. dance. dance.
CONNECT: STANDARD 6: Students will make connections between dance and healthful living.
Develops and implements Develops personal goals for Describes how Cannot describe Lacks understanding of
personal goals for healthy healthy life choices. healthy/unhealthy life healthy/unhealthy choices. healthy/unhealthy choices.
6.1 life choices. choices affect the dancer.
(Nutrition, smoking, alcohol,
etc.)
Applies understanding of Applies understanding of Understands how anatomy Minimal identification of Cannot identify muscular or
how muscles generate how muscles generate relates to dance through muscular and skeletal skeletal systems.
movement and articulates movement. Demonstrates muscular and skeletal systems.
6.2
such in technique and some knowledge in identification.
discussion. Demonstrates technique. Shows knowledge
knowledge of skeletal system of skeletal system.
Interprets & uses selected Explains selected principles Describes selected principles Defines some selected Cannot identify or define
principles of anatomy, of anatomy, physiology and of anatomy, physiology and principles of anatomy, selected principles of
6.2
physiology and kinesiology kinesiology related to dance. kinesiology related to dance. physiology and kinesiology anatomy, physiology and
related to dance. related to dance. kinesiology related to dance.
Develops and implements, Uses proper safety measures Identifies, and uses with Sometimes identifies and Cannot identify, nor use,
via peer monitoring, a safe in the studio and theater. teacher prompt, proper uses, proper safety proper safety measures.
6.3
studio and theater safety measures in the studio measures.
environment. and theater.

87
DANCE HIGH SCHOOL GRADES 9-12
5 1
4 3 2
GLE SIGNIFICANTLY ABOVE SIGNIFICANTLY BELOW
ABOVE EXPECTATIONS AT EXPECTATIONS BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
CONNECT: STANDARD 7: Students will make connections between dance and other disciplines.
Evaluates & analyzes how the Examines how the same Describes how the same Lists/identifies how the same Cannot list how the same
7.1 same ideas are expressed in ideas are expressed in dance ideas are expressed in dance ideas are expressed in dance ideas are expressed in dance
dance and in other art forms. and in other art forms. and in other art forms. and in other art forms. and in other art forms.
Designs and implements a Designs a lighting plan to Researches a lighting plan to Describes how a lighting plan Lacks understanding of how
lighting plan to enhance the enhance the student’s enhance the student’s can enhance the student’s a lighting plan can enhance
7.2
student’s choreographic choreographic intention. choreographic intention. choreographic intention. the student’s choreographic
intention. intention.
Analyzes and interprets how Discusses how technology Identifies how technology Identifies minimal ways how Cannot identify how
7.2 technology can be used in can be used in the creative can be used in the creative technology can be used in technology can be used in
the creative process. process. process. the creative process. the creative process.
Researches and Researches and Researches innovative uses Minimally researches Cannot research innovative
demonstrates a variety of demonstrates innovative for technology in dance, and innovative uses for uses for technology in dance,
7.2 innovative uses for uses for technology in dance, share examples with class. technology in dance, and and share examples with
technology in dance, and and share examples with share examples with class. class.
share examples with class. class.
Uses dance in various Uses dance to learn a Identifies connections Does not make connections Does not make connections
academic areas to express concept from another between dance and other between dance and other between dance and other
7.3 concepts. academic area academic areas and explain academic areas. academic areas.
how the same idea is
presented in each.

88
Dance Sample Evidence
Domain Standard(s) Sample Evidence
• Evidence of student performance in class work or performance (e.g., class movement
combinations, stage performances, etc.)
• Video recordings of class work with selected emphasis: (e.g., locomotor & non-locomotor,
Standard 1: Elements and Skills
Perform Standard 2: Choreography
rhythmic work, elements of dance, etc.)
• Video recordings of formal or informal performance pre/interim/post assessments
• Student self/peer or teacher assessments of informal and/or formal performances: i.e.
written/verbal assessments with specific rubrics
• Evidence of student or class compositions using specific themes or meanings
• Video recordings of class work or performances with selected compositional themes
• Video recordings of formal or informal performance pre/interim/post assessments
Standard 2: Choreography
Create Standard 3: Creativity and Communications
• Student self, peer or teacher assessments of informal and/or formal performances of creative
assignments: i.e. written/verbal critique with specific rubrics
• Evidence showing written reflections or responses to compositional work with grade appropriate
rubrics
• Student checklists for understanding, written narrative analysis and personal interpretations of
dance presentations from class assignments
• Student self/peer assessments of informal and/or formal performances (e.g., checklist; student
Standard 4: Criticism and Analysis narrative review)
Respond Standard 5: Cultural and Historical Contexts • Video recordings of students presenting various folk or social dances in classes
• Written critiques using rubrics specifying content, style, and grammar requirements
• Informal written or verbal responses to performance or class assignment
• Student journal samples showing increased understanding of folk or social dance work
• Student checklists for understanding, written narrative analysis and personal interpretations of
dance performances from academic class assignments
• Visual or written presentations of healthy lifestyles
Standard 5: Cultural and Historical Contexts
• Video recordings of student presenting dance to illustrate an academic concept (math, English,
Connect Standard 6: Health
social studies, science)
Standard 7: Interdisciplinary Connections
• Video recordings of student presenting dance to interpret a work of art or music
• Technology presentations incorporating dance
• Informal or formal written or verbal responses to performance or class assignment

89