HS Ensemble Music


Responding

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

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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.07

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

MUS-HS.ReEE.07

 Select and Analyze Artistic Work


MUS-HS.ReEE.07.1

Performing ImageResponding 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.

Student Learning Targets

Knowledge Targets

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Reasoning Targets

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Skills (Performance) Targets

  • I can

Product Targets

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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-HS.ReEE.07.2

Performing ImageResponding 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.

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.

Add content

-
  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:

Add Content

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.

Add Content

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

Resources

Websites

Vocabulary


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.

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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:

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.

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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-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


MUS-HS.ReEE.09.1

Performing ImageResponding 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..

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

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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:

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.

 

  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

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.

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.

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

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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