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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

  • 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.

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

“The Standard.” The student:

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  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:

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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.

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  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:

  • 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.
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  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. -
Click here for ORCHESTRA proficiency scale

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