Creating

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MUS-MS.CrEE

imageCreating for Traditional and Performing Ensembles

MUS-MS.CrEE

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

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

Anchor Standard 3: Evaluate, refine and complete artistic work.

Narrative

Enter

Calculation Method for Domain Creating

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name for each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.


MUS-MS.CrEE.01

imageCreating for Traditional and Performing Ensembles
Anchor Standard 1: Generate and conceptualize artistic ideas and work.

MUS-MS.CrEE.01

 Imagine


MUS-MS.CrEE.01.1

Creating for Traditional and Emerging Ensemble
Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Imagine

MUS-MS.CrEE.01.1 Compose and improvise musical ideas.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
Advance Proficient

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

Add content

-
  3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success..
Proficient

“The Standard.” The student:

Add Content

-
  2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content..
Below Proficient

There are no major errors or omissions regarding the simpler details and processes as the student:

Add Content

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Novice

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Add Content

-
  0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Resources

Websites

Vocabulary


MUS-MS.CrEE.01.1a

Creating for Traditional and Emerging Ensemble
Anchor Standard 1 - Generate and conceptualize artistic ideas and work

Imagine

MUS-MS.CrEE.01.1a Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.

Orchestra Student Learning Targets

Product Targets

  • I can
    • use the correct Time Signature
    • use the correct Key Signature
    • use the correct amount of beats per measure
    • use a variety of musical symbols
    • write a clef sign, time signature, key signature, a barline

Orchestra Proficiency Scale

Click here for 6th Grade ORCHESTRA proficiency scale
Click here for 7th Grade ORCHESTRA proficiency scale
Click here for 8th Grade ORCHESTRA proficiency scale

Orchestra Resources

Websites

Vocabulary


MUS-MS.CrEE.02

imageCreating for Traditional and Performing Ensembles
Anchor Standard 2: Organize and develop artistic ideas and work.

MUS-MS.CrEE.02

 Plan and Make


MUS-MS.CrEE.02.1

imageCreating for Traditional and Emerging Ensemble
Anchor Standard 2: Organize and develop artistic ideas and work.

Plan and Make

MUS-MS.CrEE.02.1 Select and develop musical works.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
Advance Proficient

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

Add content

-
  3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success..
Proficient

“The Standard.” The student:

Add Content

-
  2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content..
Below Proficient

There are no major errors or omissions regarding the simpler details and processes as the student:

Add Content

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Novice

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Add Content

-
  0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Resources

Websites

Vocabulary


MUS-MS.CrEE.02.1a

Creating for Traditional and Emerging Ensemble
Anchor Standard 2 - Organize and develop artistic ideas and work.

Plan and Make

MUS-MS.CrEE.02.1a Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


MUS-MS.CrEE.02.1b

Creating for Traditional and Emerging Ensemble
Anchor Standard 2 - Organize and develop artistic ideas and work.

Plan and Make

MUS-MS.CrEE.02.1b Preserve draft compositions and improvisations through standard notation and audio recording.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


MUS-MS.CrEE.02.2

Creating for Traditional and Emerging Ensemble
Anchor Standard 2: Organize and develop artistic ideas and work.

Plan and Make

MUS-MS.CrEE.02.2 Preserve draft musical works.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
Advance Proficient

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

Add content

-
  3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success..
Proficient

“The Standard.” The student:

Add Content

-
  2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content..
Below Proficient

There are no major errors or omissions regarding the simpler details and processes as the student:

Add Content

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Novice

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Add Content

-
  0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Resources

Websites

Vocabulary


MUS-MS.CrEE.03.1a

Creating for Traditional and Emerging Ensemble
Anchor Standard 3 - Evaluate, refine and complete artistic work.

Evaluate and Refine

MUS-MS.CrEE.03.1a Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -

Resources

Websites

Vocabulary


MUS-MS.CrEE.03.2a

Creating for Traditional and Emerging Ensemble
Anchor Standard 3 - Evaluate, refine and complete artistic work.

Present Artistist Work

MUS-MS.CrEE.03.2a Share personally-developed melodies and rhythmic passages - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Band Student Learning Targets

Skills (Performance) Targets

  • I can apply appropriate musical concepts to an original composition

Product Targets

  • I can compose an original piece of music
 

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:

  • compose an original piece of music within a pre-defined parameter.

  • demonstrate a solid understanding of the process and can apply appropriate musical concepts to their piece.

(The student exhibits no major errors or omissions.)

  • Essential Elements Book 1 #72, #85 
  • Essential Elements Book 2 #38
  • Additional teacher designed composition assessment
  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:

  • compose an original piece of music within a pre-defined parameter but requires additional prompts and guidance.  

  • demonstrate intermediate understanding of the process and can apply basic musical concepts to their piece.

 
  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:

  • struggles to compose an original piece of music within a pre-defined parameter even with additional prompts and guidance.  

  • demonstrates novice understanding of the process and can apply very simple musical concepts to their piece.

 

  0.5 Limited execution of level 1 expectations.
0.0 Even with help, the student demonstrates no understanding or skill -

 

Band Resources

Websites

https://www.noteflight.com

http://soundation.com/

http://www.musictheory.net/

http://www.audiotool.com/

http://superlooper.universlabs.co.uk

Vocabulary

 

Choir Resources

Websites

 

Vocabulary

 

Orchestra Resources

Websites

 

Vocabulary



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