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Prioritized

MUS-05.Cr.01.1b

creating music logo(MUS) General Music Performance Outcome

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

MUS-05.Cr.01.1b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can generate rhythmic phrases using quarter notes & rests, half notes & rests, whole notes & rests, beamed eighth notes, dotted half notes, & beamed sixteenth notes.
  • I can generate a call or a response in Call & Response form.
  • I can generate a question or an answer in Question & Answer form.

Product Targets

  • I can perform personally created rhythmic phrases using quarter notes & rests, half notes & rests, whole notes & rests, beamed eighth notes, dotted half notes, & beamed sixteenth notes.
  • I can perform a personally created call, response, question, or answer.

Proficiency Scale

The Student ...

(1) Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes.

(2) Developing

... 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.

(3) Proficient

... meets “The Standard” and demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

(4) Advanced

... 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.

Resources

Vocabulary

  • words
  • words

Websites

  • Title of website with a URL to open in a new window

MUS-05.Cr.02.1b

creating music logo(MUS) General Music Performance Outcome

Anchor Standard 2: Organize and develop artistic ideas and work.

MUS-05.Cr.02.1b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can use standard and/or iconic notation and/or recording technology to document personally-created rhythmic phrases.

Product Targets

  • I can documented personally-created rhythmic phrase.

Proficiency Scale

The Student ...

(1) Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes.

(2) Developing

... 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.

(3) Proficient

... meets “The Standard” and demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

(4) Advanced

... 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.

Resources

Vocabulary

  • words
  • words

Websites

  • Title of website with a URL to open in a new window

MUS-05.Pr.04.2b

performing music logo(MUS) General Music Performance Outcome

Anchor Standard 4: Select artistic work for presentation.

MUS-05.Pr.04.2b When analyzing selected music, read and perform using standard notation.

Student Learning Targets:

Knowledge Targets

  • I can identify and name pitches on the Treble Clef staff.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read quarter notes & rests, half notes & rests, whole notes & rests, beamed eighth notes, dotted half notes, beamed sixteenth notes, eighth/sixteenth note combos, & syncopation.
  • I can read extended pentatonic melodies.

Product Targets

  • I can perform quarter notes & rests, half notes & rests, whole notes & rests, beamed eighth notes, dotted half notes, beamed sixteenth notes, eighth/sixteenth note combos, & syncopation.
  • I can perform extended pentatonic melodies.

Proficiency Scale

The Student ...

(1) Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes.

(2) Developing

... 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.

(3) Proficient

... meets “The Standard” and demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

(4) Advanced

... 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.

Resources

Vocabulary

  • words
  • words

Websites

  • Title of website with a URL to open in a new window

MUS-05.Pr.06.1a

performing music logo(MUS) General Music Performance Outcome

Anchor Standard 6: Convey meaning through the presentation of artistic work.

MUS-05.Pr.06.1a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can sing (on pitch) and/or play major and minor melodies.
  • I can play moving, level, and crossover bordun.

Product Targets

  • I can perform moving, level, and crossover bordun.
  • I can perform rhythm or melody independently while others sing or play a different rhythm or melody.
  • I can perform major and minor melodies.
  • I can perform extended pentatonic melodies.
  • I can perform rhythms using quarter notes & rests, half notes & rests, whole notes & rests, beamed eighth notes, dotted half notes, beamed sixteenth notes, eighth/sixteenth note combos, & syncopation.

Proficiency Scale

The Student ...

(1) Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes.

(2) Developing

... 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.

(3) Proficient

... meets “The Standard” and demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

(4) Advanced

... 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.

Resources

Vocabulary

  • words
  • words

Websites

  • Title of website with a URL to open in a new window

MUS-05.Re.08.1a

responding music logo(MUS) General Music Performance Outcome

Anchor Standard 8: Interpret intent and meaning in artistic work.

MUS-05.Re.08.1a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...

(1) Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes.

(2) Developing

... 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.

(3) Proficient

... meets “The Standard” and demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

(4) Advanced

... 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.

Resources

Vocabulary

  • words
  • words

Websites

  • Title of website with a URL to open in a new window