HS Ensemble Music


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PRIORITIZED STANDARDS

MUS-HS.PrEE

imagePerforming for Traditional and Performing Ensembles

MUS-HS.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.

Narrative

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Calculation Method for Domain Performing

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-HS.PrEE.04

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

MUS-HS.PrEE.04

 Select / Analyze / Interpret


MUS-HS.PrEE.04.2

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

Analyze artistic work for presentation

MUS-HS.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.

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.

Insightfully describe how compositional and structural devices within the piece may inform preparation and impact performance.  The student uses a variety of specific musical elements in their description of the performance.

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

“The Standard.” The student:

Identify and describe how compositional and structural devices within the piece guides preparation for performance.  The student uses a few specific musical elements in their description of the performance.

Student led classroom discussion/presentation regarding musical elements as determined by genre, context or level of difficulty.

 

  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:

Appropriately identify a few compositional devices and structural aspects within the piece, and described how knowing this guides preparation for performance.  The student uses 1 or 2 specific elements of music in their description of the piece.

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

Teacher led classroom discussion/presentation regarding musical elements as determined by genre, context or level of difficulty.
  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.

Appropriately identify, with inaccuracies, some compositional devices and structural aspects within the piece, or vaguely described how knowing this guides preparation for a performance. The student uses no specific elements of music in their description of the piece.

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

Resources

Websites

Vocabulary


MUS-HS.PrEE.04.3

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

Interpret artistic work for presentation

MUS-HS.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.

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.

Demonstrate insightful interpretation of style, genre, and context of expressive qualities and the connection to necessary technical skills.

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

“The Standard.” The student:

Demonstrate clear understanding of how expressive qualities are interpreted through performance.

Students can identify and demonstrate the use of dynamics

  • Crescendo

  • Decrescendo

  • Piano through Forte

  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:

Appropriately interpret a small number of expressive qualities used in the piece.

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

Students can identify dynamics

  • Crescendo

  • Decrescendo

  • Piano through Forte

  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.

With some inaccuracies exhibit understanding of expressive qualities in the piece.

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

Resources

Websites

Vocabulary


MUS-HS.PrEE.05

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

MUS-HS.PrEE.05

 Rehearse, Evaluate and Refine


MUS-HS.PrEE.05.1

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

Rehearse, Evaluate and Refine

MUS-HS.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.

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.

Evaluate success to refine performance and developed insightful strategies for future rehearsal. Specific rehearsal enhancements are marked clearly in the score and can be interpreted by other performers.

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

“The Standard.” The student:

Evaluate success to refine performance and developed in-depth strategies for future rehearsal. The score is marked for future rehearsals with clear enhancements for the individual performer.

Students will complete an individual performance evaluation with specific language related to future performance enhancements.

Students will use appropriate markings for score study.

 

  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:

Evaluate success to refine performance and developed appropriate strategies for future rehearsal. Very little marking takes place in the score, however the items are occasional remembered for future performances of the piece

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

Students will complete an individual performance evaluation.
  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.

Evaluate success to refine performance and developed some inaccurate strategies for future rehearsal. There is no marking in the score and the student is solely dependent on their memory for future performance enhancements.

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

Resources

Websites

Vocabulary


MUS-HS.ReEE

imageCreating for Traditional and Performing Ensembles

MUS-HS.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-HS.ReEE.08

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

MUS-HS.ReEE.08

 Interpret Artistic Work


MUS-HS.ReEE.08.1

Performing ImageResponding for Traditional and Emerging Ensemble
Anchor Standard 8: Interpret intent and meaning in artistic work.

Interpret Artistic Work

MUS-HS.ReEE.08.1 Support an interpretation of a musical work that reflects the creators'/performers' expressive intent.

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.

 Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

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

“The Standard.” The student:

Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

-Students will analyze the way elements of music are used to express affective attributes of music.
  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:

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. 

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

-

Students will recognize the way elements of music are used to express affective attributes of music.

 

  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.

Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

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

Resources

Websites

Vocabulary


MUS-HS.ReEE.09

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

MUS-HS.ReEE.09

 Evaluate Artistic Work



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