Performing 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.

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

MUS-HS.PrEE.04

 Select / Analyze / Interpret

Performing 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.

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.

“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.

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.

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.

Performing 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.

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.

“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

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

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.

Performing 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

Performing 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.

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.

“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.

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.

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.

Creating 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.

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

MUS-HS.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-HS.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.

 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.

“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.

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.

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.

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

MUS-HS.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-HS.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.

Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

“The Standard.” The student:

Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

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

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

Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

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.

Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

Connecting for Traditional and Performing Ensembles

MUS-HS.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-HS.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-HS.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:

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

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

MUS-HS.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-HS.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:

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

Creating for Traditional and Performing Ensembles

MUS-HS.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-HS.CrEE.01

 Imagine

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

Imagine

MUS-HS.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:

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

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

MUS-HS.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-HS.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:

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

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

Plan and Make

MUS-HS.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:

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

Creating for Traditional and Performing Ensembles
Anchor Standard 3: Evaluate, refine and complete artistic work.

MUS-HS.CrEE.03

 Evaluate and Refine
Present Artistic Work

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

Evaluate and Refine

MUS-HS.CrEE.03.1 Evaluate and refine 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.

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

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

Present Artistic Work

MUS-HS.CrEE.03.2 Present 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.

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

Performing 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.

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

MUS-HS.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-HS.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.

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

Performing 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.

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.

“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.

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.

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.

Performing 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.

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.

“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

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

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.

Performing 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

Performing 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.

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.

“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.

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.

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.

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

MUS-HS.PrEE.06

 Present

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

Present

MUS-HS.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:

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

Creating 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.

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

MUS-HS.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-HS.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.

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
Anchor Standard 7: Perceive and analyze artistic work.

Analyze Artistic Work

MUS-HS.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.

Add content

“The Standard.” The student:

Add Content

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

MUS-HS.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-HS.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.

 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.

“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.

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.

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.

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

MUS-HS.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-HS.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.

Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

“The Standard.” The student:

Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

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

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

Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

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.

Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.