Connecting for Traditional and Performing Ensembles

MUS-MS.CnEE

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connecting for Traditional and Performing Ensembles
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

MUS-MS.CnEE.10

 Connecting to Personal Experiences

Responding for Traditional and Emerging Ensemble
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Connecting to Personal Experiences

MUS-MS.CnEE.10.1 Connect the relationship between music and other interests.

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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“The Standard.” The student:

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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.

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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Connecting for Traditional and Emerging Ensemble Strand
Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.

Connecting 

MUS-MS.CnEE.10.1a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Connecting for Traditional and Performing Ensembles
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

MUS-MS.CnEE.11

 Connecting to Societal, Cultural and History

Responding for Traditional and Emerging Ensemble
Anchor Standard 11: Synthesize and relate knowledge and personal experiences to make art.

Connecting to Societal, Cultural and History

MUS-MS.CnEE.11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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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“The Standard.” The student:

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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.

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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Connecting for Traditional and Emerging Ensemble Strand
Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connecting

MUS-MS.CnEE.11.1a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

At the conclusion of instruction the proficient student will:

• effectively communicate how all musical works relate to other disciplines, cultures, societies, and events in history:

  • using a variety of media

  • with grade appropriate communication skills (grammar, research, citation, etc)

While involved in tasks building towards proficient the student is able to:

• effectively communicate how some musical works relate to other disciplines, cultures, societies, and events in history:

  • using a variety of media

  • with grade appropriate communication skills (grammar, research, citiation, etc)

• provide basic information as to how all musical works relate to other disciplines, cultures, societies, and events in history:

  • using limited forms of media

  • with less than grade appropriate communication skills (grammar, research, citation, etc)

While involved in tasks building towards proficient the student:

• struggles to provide basic information as to how all musical works relate to other disciplines, cultures, societies, and events in history:

  • using limited forms of media

  • with less than grade appropriate communication skills (grammar, research, citation, etc)

Creating 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.

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

MUS-MS.CrEE.01

 Imagine

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.

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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“The Standard.” The student:

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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.

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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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.

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

MUS-MS.CrEE.02

 Plan and Make

Creating 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.

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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“The Standard.” The student:

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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.

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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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.

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.

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.

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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“The Standard.” The student:

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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.

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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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.

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.

• Individual exploration of advanced material.

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

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.

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.

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 4.2 - Analyze the structure and context of varied musical works and their implications for performance.

Rehearse, Evaluate and Refine 

MUS-MS.Pr.04.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Performing for Traditional and Performing Ensembles

MUS-MS.PrEE

Anchor Standard 4: Select artistic work for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

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

Performing for Traditional and Performing Ensembles
Anchor Standard 4: Select artistic work for presentation.

MUS-MS.PrEE.04

 Select / Analyze / Interpret

Performing for Traditional and Emerging Ensemble
Anchor Standard 4 - Select artistic work for presentation.

Select artistic work for presentation

MUS-MS.PrEE.04.1 Uses criteria to select a music to present.

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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“The Standard.” The student:

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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.

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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Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 4 - Select artistic work for presentation.

Select artistic work for presentation

MUS-MS.PrEE.04.1a Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

Performing for Traditional and Emerging Ensemble
Anchor Standard 4 - Select artistic work for presentation.

Analyze artistic work for presentation

MUS-MS.PrEE.04.2 Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.

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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“The Standard.” The student:

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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.

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

Add Content

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 4 - Select artistic work for presentation.

Analyze artistic work for presentation 

MUS-MS.PrEE.04.2a Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

Performing for Traditional and Emerging Ensemble
Anchor Standard 4 - Select artistic work for presentation.

Interpret artistic work for presentation

MUS-MS.PrEE.04.3 Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances. Interpret - Develop personal interpretations that consider creators’ intent.

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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“The Standard.” The student:

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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.

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

Add Content

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 4 - Select artistic work for presentation.

Interpret artistic work for presentation 

MUS-MS.PrEE.04.3a Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.

Performing for Traditional and Performing Ensembles
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

MUS-MS.PrEE.05

 Rehearse, Evaluate and Refine

Performing for Traditional and Emerging Ensemble
Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.

Rehearse, Evaluate and Refine

MUS-MS.PrEE.05.1 Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.

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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“The Standard.” The student:

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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.

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

Add Content

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.

Rehearse, Evaluate and Refine

MUS-MS.PrEE.05.1a Develop strategies to address technical challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers and other sources to refine performances.

Performing for Traditional and Performing Ensembles
Anchor Standard 6: Convey meaning through the presentation of artistic work.

MUS-MS.PrEE.06

 Present

Performing for Traditional and Emerging Ensemble
Anchor Standard 6: Convey meaning through the presentation of artistic work.

Present

MUS-MS.PrEE.06.1 Demonstrates an understanding of connecting with an audience.

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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“The Standard.” The student:

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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.

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

Add Content

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 6 - Convey meaning through the presentation of artistic work.

Present 

MUS-MS.PrEE.06.1a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

In addition to Score 3.0, the student is able to:

• recognize, explain and play cut time
• perform specific note values such as:
  • 8th/16th note combinations
  • dotted 8th/16th notes
• demonstrate fundamentals of music above grade level expectations
• correctly recognize higher level terminology relating to musical expression

• Essential Elements Book 2 exercise 1-100

• Bb scale memorized

• 1 8va chromatic scale memorized

At the conclusion of this course the proficient student will:

• correctly execute technique for their instrument consisting of:

• • proper fingerings

• • articulations

• • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments

• • correct partials on brass instruments

• recognize, explain and play 3/4 time.

• performs specific note values such as:

• • single eighth notes/rests

  • steady beat

• demonstrate appropriate fundamentals of music consisting of:

  • posture

  • embouchure

  • breathing

  • tone quality

  • steady beat

• correctly execute expressive playing their instrument consisting of:

  • phrasing

  • dynamics

  • articulation

(The student exhibits no major errors or omissions.)

• Chromatic scale (185 Methods Book 2)

• Methods Book 1 exercises 150 to end of book

• Methods Book 2  beginning exercises

• Sheet music (e.g. concert, solo, small ensemble music)

While involved in tasks building towards proficient the student is able to:

• perform the simpler details and processes of technique for their instrument.

• recognize, explain and play in 2/4 time.

• perform specific note values such as:

• • dotted quarter notes

• • dotted half notes

• • eighth notes

• demonstrate basic fundamentals of music

• correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

• Bb scale

• Methods Book 1 exercises 40 through 149

While involved in tasks building towards proficient the student is able to:

• perform the simplest details and processes of technique for their instrument.

• recognize, explain and play in 4/4 time.

• perform specific note values such as:

• • half notes/rests.

• • whole notes/rests.

• • quarter notes/rests.

• demonstrate novice fundamentals of music

• correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.

• Method Book 1 exercises 1 through 39

In addition to Score 3.0, the student is able to:

• recognize, explain, play, and transition between any previously learned time signatures.

• performs specific note values such as:

• • all 8th/16th note combinations

• • triplet patterns

• demonstrate fundamentals of music above grade level expectations
• correctly recognize higher level terminology relating to musical expression

•  Essential Elements Book 3 or equivalent

• F-Eb Major

• 1 8va chromatic with music

 At the conclusion of this course the proficient student will:

• correctly execute technique for their instrument consisting of:

• • proper fingerings

• • articulations

• • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments

• • correct partials on brass instruments

• recognize, explain, play, and transition between any previously learned time signatures.

• perform a variety of syncopated rhythms.

• demonstrate appropriate fundamentals of music consisting of:

• • posture 

• • embouchure

• • breathing

• • tone quality
  • steady beat

• correctly execute expressive playing their instrument consisting of:

• • phrasing

• • dynamics
  • articulation

(The student exhibits no major errors or omissions.)

• Essential Elements Book 2 exercise 123-153

• Sheet music (e.g. concert, solo, small ensemble music)

• Ab major scale

• F major scale

• 1.5 8va chromatic scale memorized

 While involved in tasks building towards proficient the student is able to:

• perform the simpler details and processes of technique for their instrument.

• recognize, explain and play 6/8 time

• perform specific note values such as:

• • 8th note triplets

• demonstrate basic fundamentals of music

• correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

Essential Elements Book 2 exercise 101-122

Eb scale

1.5 8va chromatic scale (instrument appropriate starting note

While involved in tasks building towards proficient the student is able to:

• perform the simplest details and processes of technique for their instrument.

• recognize, explain and play cut time.

• perform specific note values such as:

• • some 8th/16th note combinations

• • dotted 8th/16th notes

• demonstrate novice fundamentals of music

correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.

• Essential Elements Book 2 exercise 1-100

• Bb scale memorized

• 1 8va chromatic scale memorized

• Individual exploration of advanced material

At the conclusion of this course the proficient student will:

• correctly execute technique for their instrument consisting of:

  • proper fingerings
  • articulations
  • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments
  • correct partials on brass instruments
  • recognize, explain, play, and transition between any previously learned time signatures.

• perform a variety of syncopated rhythms.

• demonstrate appropriate fundamentals of music consisting of:

• • posture 
  • embouchure
  • breathing
  • tone quality
  • steady beat

• correctly execute expressive playing their instrument consisting of:
  • phrasing
  • dynamics
  • articulation

(The student exhibits no major errors or omissions.)

• Essential Elements Book 3 or equivalent

• Sheet music (e.g. concert, solo, small ensemble music)

• C Major-Ab Major

• Extended Chromatic scale memorized (instrument appropriate range)

While involved in tasks building towards proficient the student is able to:

• perform the simpler details and processes of technique for their instrument.

• recognize, explain, play, and transition between any previously learned time signatures.

• perform specific note values such as:

• • 16th note triplets

• demonstrate basic fundamentals of music

• correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

• Essential Elements Book 3 or equivalent

• C-Ab Major with instrument appropriate modifications

• Extended Chromatic scale with music (instrument appropriate range)

 While involved in tasks building towards proficient the student is able to:

• recognize, explain, play, and transition between any previously learned time signatures.
• perform specific note values such as:

• • all 8th/16th note combinations
  • 8th note triplets

• demonstrate novice fundamentals of music

• correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.

• Essential Elements Book 3 or equivalent

• F-Eb Major

• 1 8va chromatic with music

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.

• Singing consistently demonstrates technical accuracy and expressive qualities.
• Breathing is correct.  The tone is supported to the end of the phrase.*

* Example of correct breathing:  keeping shoulders relaxed when inhaling; chest does not rise with inhalation of breath

- Sing a student-chosen selection from concert music performed.

The student's:

• singing demonstrates technical accuracy and expressive quality.
• breathing is mostly correct.  The tone is consistently supported to the end of the phrase.*

The student's:

• singing sometimes demonstrates technical accuracy and expressive quality.
• breathing is sometimes correct.  The tone is occasionally supported to the end of the phrase.*

The student's:

• singing demonstrates a beginning understanding of technical accuracy and expressive qualities.
• breathing is developing.  The tone is rarely supported to the end of the phrase.*

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 6 - Convey meaning through the presentation of artistic work.

Present

MUS-MS.PrEE.06.1b Demonstrate an understanding of the context of the music through prepared and improvised performances.

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.

Responding for Traditional and Performing Ensembles
Anchor Standard 7: Perceive and analyze artistic work.

MUS-MS.ReEE.07

 Select and Analyze Artistic Work

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.

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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“The Standard.” The student:

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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.

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

Add Content

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.

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.

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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“The Standard.” The student:

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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.

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

Add Content

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.

Responding for Traditional and Performing Ensembles
Anchor Standard 8: Interpret intent and meaning in artistic work.

MUS-MS.ReEE.08

 Interpret Artistic Work

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.

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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“The Standard.” The student:

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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.

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

Add Content

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.

Responding for Traditional and Performing Ensembles
Anchor Standard 9: Apply criteria to evaluate artistic work.

MUS-MS.ReEE.09

 Evaluate Artistic Work

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..

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

“The Standard.” The student:

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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.

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

Add Content

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.

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.)

• Concert reflection

• Classroom listening activities

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.

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.

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.

The student:

• describes musical elements in the performance.

The student:

• has limited understanding of musical elements related to the performance.

The student:

• does not recognize musical elements in the performance.