Responding for Traditional and Emerging Ensemble Strand Anchor Standard 9 - Apply criteria to evaluate artistic work.
Evaluate artistic work
MUS-MS.ReEE.09.1a Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
Band Student Learning Targets
Knowledge Targets
I can evaluate and critique a performance (live or recorded) using prior knowledge
Reasoning Targets
I can evaluate and critique a performance (live or recorded) using appropriate music terminology
Choir Learning Targets
Knowledge Targets
I can define appropriate concert and performance etiquette
I can recognize the difference between quality performances and poor performances
Reasoning Targets
I can distinguish between quality performances and poor performances
I can evaluation a performance and the concert etiquette
Skills Targets
I can demonstrate appropriate performance etiquette
Product Targets
I can write about a music performance and concert etiquette
Band Proficiency Scale
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Individual exploration of advanced material
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
At the conclusion of instruction the proficient student will:
constructively evaluate and critique a performance (live or recorded) supported by:
appropriate music terminology
reference to past learning/experiences
effective communication (complete sentences, proper grammar, etc.)
(The student exhibits no major errors or omissions.)
Concert reflection
Classroom listening activities
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
While involved in tasks building towards proficient the student is able to:
constructively evaluate and critique a performance (live or recorded) using some of the 3.0 criteria.
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
While involved in tasks building towards proficient the student:
constructively evaluate and critique a performance (live or recorded) using little of the 3.0 criteria.
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.
-
Choir Proficiency Scale
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Describe and elaborate on specific musical elements in the performance.
- How do we judge the quality of musical work(s) and performance(s)?
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student:
describes musical elements in the performance.
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student:
has limited understanding of musical elements related to the performance.
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
The student:
does not recognize musical elements in the performance.
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.
Orchestra Proficiency Scale
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
-
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.
