MUS-MS.ReEE
|
 Creating for Traditional and Performing Ensembles
MUS-MS.ReEE
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
|
Narrative
Enter
Calculation Method for Domain Responding
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.ReEE.07
|
Responding for Traditional and Performing Ensembles
Anchor Standard 7: Perceive and analyze artistic work.
MUS-MS.ReEE.07
Select and Analyze Artistic Work
|
|
|
MUS-MS.ReEE.07.1
|
Responding for Traditional and Emerging Ensemble
Anchor Standard 7: Perceive and analyze artistic work.
Select Artistic Work
MUS-MS.ReEE.07.1 Apply criteria to select artistic work.
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.07.1a
|
Responding for Traditional and Emerging Ensemble Strand
Anchor Standard 7 - Perceive and analyze artistic work.
Select artistic work
MUS-MS.ReEE.07.1a Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.07.2
|
Responding for Traditional and Emerging Ensemble
Anchor Standard 7: Perceive and analyze artistic work.
Analyze Artistic Work
MUS-MS.ReEE.07.2 Explain the analyze of artistic work.
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.07.2a
|
Responding for Traditional and Emerging Ensemble Strand
Anchor Standard 7 - Perceive and analyze artistic work.
Analyze artistic work
MUS-MS.ReEE.07.2a Describe how understanding context and the way the elements of music are manipulated inform the response to music.
|
Orchestra Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
- I can
- Respond intelligently to a musical selection when I know the background of that selection.
Orchestra Proficiency Scale
Resources
Websites
Vocabulary |
|
MUS-MS.ReEE.08
|
Responding for Traditional and Performing Ensembles
Anchor Standard 8: Interpret intent and meaning in artistic work.
MUS-MS.ReEE.08
Interpret Artistic Work
|
|
|
MUS-MS.ReEE.08.1
|
Responding for Traditional and Emerging Ensemble
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret Artistic Work
MUS-MS.ReEE.08.1 Support an interpretation of a musical work that reflects the creators'/performers' expressive intent.
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.08.1a
|
Responding for Traditional and Emerging Ensemble Strand
Anchor Standard 8 - Interpret intent and meaning in artistic work.
Interpret artistic work
MUS-MS.ReEE.08.1a Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.09
|
Responding for Traditional and Performing Ensembles
Anchor Standard 9: Apply criteria to evaluate artistic work.
MUS-MS.ReEE.09
Evaluate Artistic Work
|
|
|
MUS-MS.ReEE.09.1
|
Responding for Traditional and Emerging Ensemble
Anchor Standard 9: Apply criteria to evaluate artistic work.
Apply Criteria to Evaluate Artistic Work
MUS-MS.ReEE.09.1 The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria..
|
Student Learning Targets
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.ReEE.09.1a
|
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:
(The student exhibits no major errors or omissions.) |
- 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. |
-
|
|
|
