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:

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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-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:

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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 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.

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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.

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.

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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 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.

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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
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.