Creating for Traditional and Performing Ensembles

MUS-EL.DpEE

"Dependability"

Students demonstrate trustworthiness by being reliable and dependable, being cautious about making promises and commitments, and conscientious about keeping the promises and commitments they make.

(MUS-EL.DpEE.01): Students will be able to demonstrate reliability by bringing all required materials to orchestra.

(MUS-EL.DpEE.02): Students will be able to demonstrate commitment to orchestra education through punctual and timely attendance.

Dependability

MUS-EL.DpEE.01  Students will be able to demonstrate reliability by bringing all required materials to orchestra.

... All materials are acquired and brought to class on a daily basis

“The Standard.”

... generally remembers to bring materials to class

... come up with a plan in order to bring materials to class

...do become aware of the necessity to be prepared for learning

Dependability

MUS-EL.DpEE.02  Students will be able to demonstrate commitment to orchestra education through punctual and timely attendance.

... be early or on time for all instruction periods and activities; asks for summary on what was missed

“The Standard.”

... be generally on time for instruction

... be coming up with a plan in order to improve punctuality

... recognize that valuable instruction is lost when late or absent

Creating for Traditional and Performing Ensembles

MUS-EL.PvEE

"Perseverance"

Students demonstrate the trait of perseverance by continuing to perform their responsibilities and pursue their goals with vigor and tenacity despite frustrations, mistakes, setbacks, and other obstacles that make their task difficult or seem impossible. They resist temptations and pressures to give up or quit, choosing instead to persist as long as they are able.

(MUS-EL.PvEE.01): Students will be able to start and end performance of content without stopping by maintaining focus and prioritizing rhythm.

(MUS-EL.PvEE.02): Students will be able to continue participating, with positive attitude, despite having made errors or mistakes.

Perseverance

MUS-EL.PvEE.01  Students will be able to start and end performance of content without stopping by maintaining focus and prioritizing rhythm.

... performs music from beginning to end without stopping while remaining adaptable to changing performance circumstances that may arise during the course of performance

“The Standard.”

... prioritizes rhythm, and performs music from beginning to end without stopping with rhythm that is generally accurate

... tolerate making a couple mistakes during the course of class instruction

...do is learn about the pedagogical value of mistakes and how to tolerate making them

Perseverance

MUS-EL.PvEE.02  Students will be able to continue participating, with positive attitude, despite having made errors or mistakes. 

... describe mistakes and can articulate what was learned from those mistakes; the same mistake is not often made twice

“The Standard.”

... demonstrates resilience in spite of several errors that may have occurred during the course of class instruction

... tolerate making a couple mistakes during the course of class instruction

...do learning about the pedagogical value of mistakes and how to tolerate making them

Creating for Traditional and Performing Ensembles

MUS-EL.ScEE

"Self-Confidence"

Students demonstrate confidence in their abilities and inner strength to succeed and endure difficulties, failures, and other forms of adversity.

(MUS-EL.ScEE.01): Students will be able to perform subject area content in front of others confidently.

(MUS-EL.ScEE.02): Students will be able to recite and demonstrate elements of confident posture.

Self-Confidence

MUS-EL.ScEE.01  Students will be able to perform subject area content in front of others confidently.

... performs material with excellence, calmness, and with appropriate performer etiquette (bowing, announcing)

“The Standard.”

... performs unaccompanied material with adequate accuracy

... attempt to perform material alone and in front of others; music may be accompanied

...do overcome anxiety or learning about the importance of solo performance; instructor accompaniment is provided

Self-Confidence

MUS-EL.ScEE.02  Students will be able to recite and demonstrate elements of confident posture.

... function as a leader for peers regarding posture; fluidity and elements of movement are emerging; postural confidence evident outside of orchestra

“The Standard.”

... demonstrate all elements of posture without prompts

... demonstrate elements of posture with prompts

...do the process of learning the various elements of posture and how to demonstrate

Creating for Traditional and Performing Ensembles

MUS-EL.SdEE

"Self-Directed Learners"

Students demonstrate responsibility for their learning by becoming autonomous learners who start and complete their school work without the need for direct supervision or external pressure.

(MUS-EL.SdEE.01): Students will be able to independently perform new content on their instruments using appropriate learning procedures.

(MUS-EL.SdEE.02): Students will be able to practice curriculum independently over time in order to refine their learning and perfect their skills.

(MUS-EL.SdEE.03): Students will be able to describe and demonstrate good tone along with the variables that influence tone.

Self-Directed Learners 

MUS-EL.SdEE.01  Students will be able to independently perform new content on their instruments using appropriate learning procedures.

...use note learning procedure without prompts and adjust it according to the content being approached

“The Standard.”

...use note learning procedure when prompted in order to approach new material

...recite note learning procedure and can demonstrate each step through guided instruction

Student is in the process of learning the steps of the note reading procedure

Self-Directed Learners 

MUS-EL.SdEE.02  Students will be able to practice curriculum independently over time in order to refine their learning and perfect their skills.

... go beyond the practice requirements, performing frequently on their own, asking questions about repertoire to address their own learning, and seeking out their own interests on their instrument by finding music and activities that are outside of the curriculum

“The Standard.”

... practice consistently on their own and demonstrate honesty or recognize the impact on their learning when they do not

... do sometimes difficult, resisted, or completed via external pressure

... not practice on their own

Self-Directed Learners 

MUS-EL.SdEE.03  Students will be able to describe and demonstrate good tone along with the variables that influence tone.

...produces good tone and makes appropriate adjustments to tone without prompts or direct supervision

“The Standard.”

...produce good tone on their own; when prompted they can diagnose and correct problems with their tone

...list factors that influence tone; student can accurately perform elements such as full bow or playing in the middle lane when prompted

...do the process of deconstructing the elements of tone production and exploring how to synthesize these elements with guidance

Creating for Traditional and Performing Ensembles

MUS-EL.TwEE

"Teamwork"

Students demonstrate the ability and willingness to pursue common goals as part of a team, constructively participate in cooperative learning, and communicate effectively in cross-cultural and multi-lingual settings (i.e., with people who have diverse styles, views, and backgrounds).

(MUS-EL.TwEE.01): Students will be able to self-assess the unity of the team product.

(MUS-EL.TwEE.02): Students will be able to work effectively and respectfully in large and small groups.

Teamwork 

MUS-EL.TwEE.01  Students will be able to self-assess the unity of the team product.

... comment on ensemble unity as it relates to articulation, dynamic, and expression, in addition to rhythm

“The Standard.”

... determine whether or not the ensemble is playing in a rhythmically unified way during polyphonic passages

... determine whether or not the ensemble is playing together during homophonic and unison passages

...do learn to distinguish rhythmically unified playing on unison material from playing that is not

Teamwork 

MUS-EL.TwEE.02  Students will be able to work effectively and respectfully in large and small groups.

... employs such collaborative devises as compromise and encouragement, and demonstrates charismatic leadership in an effective way

“The Standard.”

... shows respect and can take criticisms or suggestions from peers appropriately; student can offer suggestions appropriately to others

... work in small and large groups appropriately and can rehearse basic types of unison music

...do be introduced to collaborative contexts with peers and is learning how to operate appropriately within them