APPENDIX: Student Growth Scoring Guide

Transcription

1 TN Fine Arts Growth Measures System APPENDIX: Student Growth Scoring Guide FRAMEWORK The Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These categories were designed to reflect the Tennessee Fine Arts standards. The table below outlines how the subject area standards are organized. Indicators are designed to reflect the performance indicators from the state standards. Please report any concern regarding the language of the scoring guide indicators to your arts administrator or lead teacher for the 3.0 revision process. Note that the NCCAS is in the process of revising national standards for arts education. This may have implications for later versions of the scoring guide. Dance Music Theater Visual Arts Perform Standards 1, 2 Standards 1, 2, 5 Standards 2, 4 Standards 1, 2 Create Standard 2, 3 Standard 3, 4 Standards 1, 3 Standard 3 Respond Standard 4, 5 Standards 6, 7 Standards 7, 8 Standards 4, 5 Connect Standards 5, 6, 7 Standards 8, 9 Standards 5, 6 Standard 6 DANCE Standard 1.0 Elements and Skills. Standard 2.0 Choreography Standard 3.0 Creativity and Communication Standard 4.0 Criticism and Analysis Standard 5.0 Cultural/Historical Contexts Standard 6.0 Health Standard 7.0 Interdisciplinary Connections THEATRE Standard 1.0 Script Writing Standard 2.0 Character Acting Standard 3.0 Scene Design Standard 4.0 Directing Standard 5.0 Research Standard 6.0 Theatrical Presentation Standard 7.0 Scene Comprehension Standard 8.0 Context MUSIC Standard 1.0 Singing Standard 2.0 Playing Instruments Standard 3.0 Improvising Standard 4.0 Composing Standard 5.0 Reading and Notating Standard 6.0 Listening and Analyzing Standard 7.0 Evaluation Standard 8.0 Interdisciplinary Connections Standard 9.0 Historical and Cultural Relationships VISUAL ART Standard 1.0 Media, Techniques and Processes Standard 2.0 Structures and Functions Standard 3.0 Evaluation Students will choose and evaluate a range of subject matter, symbols, and ideas. Standard 4.0 Historical and Cultural Relationships Standard 5.0 Reflecting and Assessing Standard 6.0 Interdisciplinary Connections

2 USING THE SCORING GUIDE WHEN COLLECTING EVIDENCE: PRINCIPALS OF SCORING The inclusion of a student growth component in teacher evaluation, whether it be a value- added measure like TVAAS or a portfolio- based measure like the one presented here, relies upon the premise that teacher effectiveness can be inferred from student growth. Specifically, effectiveness is understood as the amount of growth made by a teacher s students in one year compared to the growth they would be expected to make. If a group of students makes more than expected growth, we think of their teacher as more effective than average. If a group of students makes less than expected growth, we think of teacher as less effective than average. Measuring student growth is also a complex process. We measure student growth by examining evidence from two points in time (beginning to end of a year, semester, unit, etc). We rate each one of those pieces of evidence on the basis of achievement and then compare the two scores to determine growth. In this way, we are able to move from measuring student achievement, which is fairly well accepted and understood, to measuring student growth and eventually teacher effectiveness, which are not. HOW TO SCORE AN EVIDENCE COLLECTION: While the section above outlines the philosophical framework guiding the scoring process, this section breaks down the process into concrete and clear steps. It is, however, important to use these steps along with the framework in order to score thoughtfully and holistically. Step 1: Identifying Student Achievement The scoring guide below contains indicators designed to reflect the performance indicators from Tennessee state standards. These are meant to serve as a as a guide to rating artifacts. Because the focus areas (Perform, Create, Respond, Connect) contain Checks for Understanding and Student Performance Indicators from a combination of state standards, this guide should not be understood as a checklist of indicators. Rather, a score should be determined by looking for the performance level that fits the preponderance of the evidence and represents the best fit. Step 2: Calculating Student Growth Once artifacts have been rated for achievement using the scoring guidelines below, student growth may be determined. This is essentially a calculation of the growth in achievement from the first to the second (or last) artifact. For example, if an early artifact from a student is judged to be a 3, while a later one is judged to be a 5, this would represent two levels of students growth. Note that evidence collections may include artifacts from multiple students or a group of students in this case you would determine the typical student growth across the entire collection. Step 3: Determining Teacher Effectiveness The determination of teacher effectiveness results from a comparison of the achieved student growth to the expected student growth. We define expected student growth as one level (roughly approximately to one year) of growth. Based on the effectiveness levels defined by the state of Tennessee and Memphis City Schools, each evidence collection should receive a score of 1 through 5, according to the following guidelines: Level 1 Significantly Below Expectations No/Limited student growth Level 2 Below Expectations On average, less than one level of student growth Level 3 At Expectations On average, one level of student growth Level 4 Above Expectations On average, approximately two levels of student growth Level 5 - Significantly Above Expectations - Two levels of student growth, AND demonstration of some of the following: meta- cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem solving and ideation. *Please note that these guidelines should be appropriately differentiated for diverse circumstances. For examples, students whose early artifacts are deemed a 4 or a 5 cannot grow two levels. It is imperative, in such instances, that evaluators not limit their consideration of student growth to these numerical limits, and use their expertise to consider whether students have demonstrated more or less than expected growth. *Additionally, it is important that evaluators consider teaching conditions when scoring. Educators should have access to a satisfactory teaching environment that meets the desirable minimum standards as outlined in the Opportunity- to- Learn Standards. Where this is not the case, evaluators should consider the impact that challenging teaching assignments have on expected student growth and differentiate accordingly. 1

3 TABLE OF CONTENTS 2 Visual Art Elementary Secondary P. 3 P. 15 Music Elementary P. 25 Vocal P. 30 Instrumental P. 40 General Music *See below Music Theory *See below Music History *See below Theatre Dance P P Media Arts/Other *See below and Page 78 *If your content area is not listed above or the scoring guides do not contain indicators aligned your specific course or grade level, you may contact [email protected] for assistance. There will be several grade levels and content areas without scoring guides in this format. The TDOE State Standards for those content areas/grade levels will serve as scoring guides for rating student growth evidence. The Grade Level Expectations and Student Performance Indicators are used as indicators along the student achievement continuum, and the growth between pre- post evidence will guide the scoring process. The framework used for scoring these areas uses the same process as the tables in the Student Growth Scoring Guide Appendix.

4 3 Visual Art Scoring Guide-Reference Sheet (Complete Guide Below) Perform Media, Techniques, and Processes Structure and Function 1.A Will show students understanding to apply media, techniques, and processes. Evidence Collections 1.B Student will use knowledge of structures and functions. Evidence Collection(s): Teacher can present worksheets, video recording, audio recordings, and photographs of students finished products. Student portfolios demonstrating growth, Pre and post assessment (projects, tests), Formative student work samples (shading practice, color wheels, value scales, etc.), Summative student work samples (still-life, landscape, portrait, etc.) Projects from displays/exhibitions ( Rubric/Check-list of standards-based assessment showing significant student growth, Personal assessment (written critique), Peer assessment (video of class critique) Create 2. Will show students ability to choose, create, and describe matter and symbols in created and viewed art. Evidence Collection(s): Critique Sheets, motif worksheets (teacher has a worksheet with motifs used by a specific artist), video/audio file of students critiquing work. Student portfolios demonstrating growth, Projects from displays/exhibitions, Contest entries (local, regional, and national), Personal assessment (written critique), Peer assessment (video of class critique) Respond Relation to History and Cultures Reflecting and Assessing 3.A Will show student ability to relate the visual arts to history and cultures. Evidence Collection(s): Video/audio recording of students comparing and analyzing artifacts from various cultures, written assessment, creating a classroom timeline. Pre and post assessment (projects, tests), Student work samples emulating a historical/cultural theme,, Class-discussion of historical/cultural contexts (video) 3.B Will show students ability to reflect and assess the characteristics and merits of their work and the work of others. Evidence Collection(s): Personal assessment (written critique), Peer assessment (video/audio recording of class critique). Pre and post assessment (projects, tests). Connect Interdisciplinary Connections 4. Will show students ability to make connections between the visual arts and other disciplines. Evidence Collection(s): Audio/Video recording of dance/theater performances, interdisciplinary projects, and writing samples. Class-discussion of interdisciplinary contexts (video), Student work samples emulating interdisciplinary themes, Projects from displays/exhibitions, Contest entries (local, regional, and national)

5 4 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. MEDIA, TECHNIQUES, & PROCESSES Execute the intended use of teacher selected tools and media as modeled by the teacher (e.g. pencils, markers, crayons, paint, and paper) Execute a variety of teachersequenced techniques and use appropriate vocabulary to explain techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). Execute a variety of teacher-selected processes (e.g., painting, printing, mixed media). Apply levels of craftsmanship as modeled by the teacher. VISUAL ART ELEMENTARY - GRADES K-2 4 ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. MEDIA, TECHNIQUES, & PROCESSES Demonstrate precision and explore the use of teacher selected tools and media in a safe manner (e.g. pencils, markers, crayons, paint, and paper). Demonstrate precision in a variety of teacher sequenced and use appropriate vocabulary to explain a technique (e.g., paint, glue, cut, sculpt, draw, collage, and print). Demonstrate a precision in a variety of teacher-selected processes (e.g., painting, printing, mixed media). Identify and apply levels of craftsmanship as modeled by the teacher. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. MEDIA, TECHNIQUES, & PROCESSES 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. MEDIA, TECHNIQUES, & PROCESSES Demonstrate precision using teacher A. Demonstrate the use of teacherselected tools and media in a safe selected tools and media in a safe manner (e.g. pencils, markers, manner (e.g. pencils, markers, crayons, paint, and paper). crayons, paint, and paper). Demonstrate a variety of teachersequenced techniques (e.g., paint, a glue, cut, sculpt, draw, collage, and print). Demonstrate a variety of teacherselected processes (e.g., painting, printing, mixed media). Recognize levels of craftsmanship as modeled by the teacher. Recognize and explain a variety of teacher-sequenced techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). B. Recognize and explain a variety of teacher-selected processes (e.g., painting, printing, mixed media). Identify levels of craftsmanship as modeled by the teacher. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES, & PROCESSES Identify teacher selected tools and use media in a safe manner (e.g. pencils, markers, crayons, paint, and paper). Recognize a variety of teachersequenced techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). Recognize a variety of teacherselected processes (e.g., painting, printing, mixed media). Discuss levels of craftsmanship as modeled by the teacher.

6 B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS 5 Demonstrate chosen elements of art. Use chosen elements of art. Classify examples of the elements of art. Name and describe examples of the elements of art. Name examples of the elements of art. Classify and use examples of the principles of design with appropriate use of vocabulary. Identify examples of the principles of design with appropriate use of vocabulary. Recognize and describe examples of the principles of design with appropriate use of vocabulary. Recognize examples of the principles of design with appropriate use of vocabulary. Experience examples of the principles of design with appropriate use of vocabulary. Explain and implement selected purposes in student s art. Classify and explain purposes of artwork selected by the teacher. Identify and classify purposes of artwork selected by the teacher. Classify and describe purposes of artwork selected by the teacher. Explore purposes of artwork selected by the teacher. Identify selected context and implement selected context in student s art. Identify and compare context of artwork selected by the teacher. Identify context of artwork selected by the teacher. Explore and describe context of artwork selected by the teacher. Explore context of artwork selected by the teacher. VISUAL ART ELEMENTARY - GRADES K-2 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art.

7 VISUAL ART ELEMENTARY - GRADES K-2 6 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES Analyze teacher-selected art and artifacts from different cultures, times, and places. Compare, and analyze teacherselected art and artifacts from different cultures, times, and places. Identify and compare teacherselected art and artifacts from different cultures, times, and places. Identify teacher-selected art and artifacts from different cultures, times, and places. Explore teacher-selected art and artifacts from different cultures, times, and places. Analyze the relationship between culture, history, and art in teacher selected examples. Analyze the relationship between culture, history, and art in teacher selected examples. Identify the relationship between culture, history, and art in teacher selected examples. Identify the relationship between culture, history, and art in teacher selected examples. Explore the relationship between culture, history, and art in teacher selected examples. B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING Explain and analyze the characteristics and merits of student s own artwork. Compare and explain the characteristics and merits of student s own artwork. Recognize and compare the characteristics and merits of student s own artwork. Recognize the characteristics and merits of student s own artwork. Explore the characteristics and merits of student s own artwork. Explain and analyze the characteristics and merits of others artwork. Compare and explain the characteristics and merits of others artwork. Recognize and compare the characteristics and merits of others artwork. Recognize the characteristics and merits of others artwork. Explore the characteristics and merits of others artwork.

8 7 VISUAL ART ELEMENTARY - GRADES K-2 CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS Compare and explain how learning visual art content deepens understanding of music, theater, dance, or media arts. Explain how learning visual art content deepens understanding of music, theater, dance, or media arts.. Explain how learning visual art content deepens understanding of music, theater, dance, or media arts. Identify how learning visual art content deepens understanding of music, theater, dance, or media arts.. Explore how learning visual art content deepens understanding of music, theater, dance, or media arts.. Compare and explain how learning visual art content deepens understanding of other standards based disciplines Explain how learning visual art content deepens understanding of other standards based disciplines Explain how learning visual art C. Identify how learning visual art content deepens understanding of content deepens understanding of other standards based disciplines other standards based disciplines (e.g., language arts, physical education, mathematics, social studies, science, technology, career guidance, health education, and world languages). Explore how learning visual art content deepens understanding of other standards based disciplines

9 8 VISUAL ART ELEMENTARY - GRADES 3-5 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES Execute the intended use of tools, proper care of workspace, and integrate a variety of media (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Execute the intended use of tools, proper care of workspace, and a variety of media as facilitated by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Execute the intended use of tools and a variety of media as coached by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). D. Execute the intended use of tools and a variety of media as modeled by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Demonstrate a precision in the use of tools and media in the intended manner as modeled by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Experiment with, organize, and execute a variety of processes (e.g., painting, printing, mixed media). Organize and execute a variety of teacher-coached processes (e.g., painting, printing, mixed media). Organize and execute a variety of teacher-modeled processes (e.g., painting, printing, mixed media). E. Execute a variety of teachermodeled processes (e.g., painting, printing, mixed media). Demonstrate a precision in the use of a variety of teachermodeled processes (e.g., painting, printing, mixed media). Execute high-quality craftsmanship, Execute levels of craftsmanship as modeled by the teacher. Execute levels of craftsmanship as modeled by the teacher. Demonstrate levels of craftsmanship as modeled by the teacher. Recognize and demonstrate levels of craftsmanship as modeled by the teacher.

10 B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS Critique the elements of art found in selected artworks of others and in one s own artwork. Interpret the elements of art found in selected artworks of others and in one s own artwork. Compare and make inferences about the elements of art found in selected artworks of others and in one s own artwork. Classify and compare the elements of art found in selected artwork and in one s own artwork. 9 Compare and explain the elements of art found in selected artwork and in one s own artwork. Experiment with chosen elements in one s own artwork. Integrate chosen elements in one s own artwork. Execute chosen elements in one s own artwork. Demonstrate chosen elements in one s own artwork. Use chosen elements in one s own artwork. Interpret and critique the principles of design found in one s own and selected artworks of others. Compare and interpret the principles of design found in one s own and selected artworks of others. Compare the principles of design found in one s own and selected artworks of others. Identify the principles of design found in one s own and selected artworks of others. Explain and classify the principles of design found in one s own and selected artworks of others. Execute, integrate, and experiment with chosen principles of design one s own artwork. Execute, integrate, and experiment with chosen principles of design in one s own artwork. Execute, integrate, and experiment with principles of design in one s own artwork. Execute and integrate chosen principles of design in one s own artwork. Use chosen principles of design in one s own artwork. Explain, compare, and critique the purpose of selected artworks. Explain, compare, and critique the purpose of selected artworks. Explain, compare, and critique the purpose of selected artworks. Explain and compare the purpose of selected artworks. Recognize and/or explain the purpose of selected artworks. Execute, integrate, and experiment with chosen purposes in one s own work. Execute and integrate chosen purposes in one s own work. Execute chosen purposes in one s own work. Demonstrate chosen purposes in one s own work. Select chosen purposes in one s own work. Explain, compare, and critique the context of selected artworks. Explain, compare, and critique the context of selected artworks. Explain and compare the context of selected artworks. Explain the context of selected artworks. Recognize the context of selected artworks. Execute, integrate, and experiment with a chosen context one s own artwork. Execute, integrate, and experiment with a chosen context one s own artwork. Execute, integrate and experiment with a chosen context one s own artwork. Execute and integrate a chosen context of one s own artwork. Select and demonstrate a chosen context of one s own artwork.

11 10 VISUAL ART ELEMENTARY - GRADES 3-5 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Research, interpret, and critique subject matter and symbols in art Research, interpret, and critique subject matter and symbols in art. Research, interpret, and critique subject matter and symbols in art. Research, interpret, and critique subject matter and symbols in art Research, interpret, and critique subject matter and symbols in art.

12 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. RELATION TO HISTORY AND CULTURES Analyze and illustrate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Analyze and illustrate debate how past and present culture, history, and art influence each other. VISUAL ART ELEMENTARY - GRADES ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. RELATION TO HISTORY AND CULTURES Analyze and illustrate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Analyze how past and present cultures, history, and art influence each other. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. RELATION TO HISTORY AND CULTURES Analyze characteristics of teacherselected art and artifacts from different cultures, times, and places. Interpret and debate how past and present cultures, history, and art influence each other. 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. RELATION TO HISTORY AND CULTURES Interpret and debate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Interpret how past and present cultures, history, and art influence each other. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance 11 A. RELATION TO HISTORY AND CULTURES Compare characteristics of teacherselected art and artifacts from different cultures, times, and places. Compare how past and present cultures, history, and art influence each other. B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING Critique (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Critique (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Evaluate (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Analyze (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Compare (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Critique (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Critique (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Evaluate (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Analyze (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Compare (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Critique various responses to art from different viewers.. Critique various responses to art from different viewers. Evaluate various responses to art from different viewers. Compare and contrast various responses to art from different viewers. Compare various responses to art from different viewers.

13 12 VISUAL ART ELEMENTARY - GRADES 3-5 CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections Analyze and illustrate connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Analyze connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Explain connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Explain connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Compare connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Analyze and illustrate how learning visual art content deepens understanding of other standards based disciplines. Analyze how learning visual art content deepens understanding of other standards based disciplines. Explain how learning visual art content deepens understanding of other standards based disciplines (e.g., language arts, physical education, mathematics, social studies, science, technology, career guidance, health education, and world languages). Explain how learning visual art content deepens understanding of other standards based disciplines. Compare how learning visual art content deepens understanding of other standards based disciplines.

14 13 VISUAL ART MIDDLE SCHOOL - GRADES 6-8 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES Select an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Select an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Select a variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art. Select appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art Limited selection of appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art. Use media and tools in a safe, responsible, effective and accomplished manner. Use media and tools in a safe, responsible, effective and accomplished manner. Use media and tools in a safe, responsible and effective manner Use media and tools in a safe and responsible manner. Use media in a safe and responsible manner. Consider and communicate a specific idea through the appropriate use of media, techniques, and processes. Consider and communicate a specific idea through the appropriate use of media, techniques, and processes. Explore how ideas are communicated through the use of media, techniques, and processes. Recognize how ideas are communicated through the use of media, techniques, and processes. Recognize how ideas are communicated through the use of media, techniques, and processes.

15 14 B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS Apply, analyze, and identify the elements of art and principles of design in creating unique works of arts. Apply (analyze and identify) the elements of art and principles of design in creating unique works of arts. Apply (the elements of art and principles of design in creating works of arts. Apply the elements of art and principles of design in creating works of arts. Apply the elements of art and principles of design in creating works of arts. Identify visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art. Identify visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art. Choose and execute, successfully, a solution to a specific visual art assignment. Formulate a strategy to address a specific visual art assignment. Apply strategies to address a specific visual art assignment. Create unique works of art with various sensory and expressive qualities. Create unique works of art with various sensory and expressive qualities. Apply various sensory and expressive qualities in a work of art. Recognize various sensory and expressive qualities in a work of art. Recognize sensory and expressive qualities in a work of art. Compose a work of art utilizing organizational structures (combine one or more elements of art with one or more principles of design). Compose a work of art utilizing organizational structures (combines one or more elements of art with one or more principles of design). Compare similarities among and the differences between organizational structures in works of art. Recognize and analyze organizational structures in works of art. Recognize organizational structures in works of art. Create unique artwork that applies structures and functions to communicate ideas effectively. Create unique artwork that applies structures and functions to communicate ideas effectively. Apply structures and functions to communicate ideas in works of art effectively. Attempt to apply structures and functions to communicate ideas in works of art. Apply structures and functions to communicate ideas in works of art.

16 15 VISUAL ART MIDDLE SCHOOL - GRADES 6-8 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Create unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Create unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Create unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Create unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Create unique works of art that demonstrate choice and execution of subject matter, symbols, and ideas in a work of art. Create unique works of art that demonstrate choice and execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art.

17 16 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. HISTORICAL AND CULTURAL RELATIONSHIPS Discuss, debate, and reflect on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Interpret, discuss, and reflect on the role of an expanded variety of artists throughout history and cultures. VISUAL ART MIDDLE SCHOOL - GRADES ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. HISTORICAL AND CULTURAL RELATIONSHIPS Discuss, debate, and reflect on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Interpret, discuss, and reflect on the role of an expanded variety of artists throughout history and cultures. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. HISTORICAL AND CULTURAL RELATIONSHIPS Examine and report on how the historical and cultural contexts influence the meaning of given artwork. Examine and report on the role of a variety of artists throughout history and cultures. 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. HISTORICAL AND CULTURAL RELATIONSHIPS Identify the historical and cultural contexts of a specific artwork. Identify the role of artists throughout history and cultures. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance A. HISTORICAL AND CULTURAL RELATIONSHIPS Identify the historical and cultural contexts of a specific artwork. Identify the role of artists throughout history and cultures. Appraise, judge, and reflect upon the characteristics of an expanded variety of artwork in various eras and cultures. Discuss, debate and reflect on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Appraise, judge, and reflect on how historical and cultural factors influence an expanded variety of contemporary artworks. Appraise, judge, and reflect upon the characteristics of an expanded variety of artwork in various eras and cultures. Discuss, debate and reflect on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Appraise, judge, and reflect on how historical and cultural factors influence an expanded variety of contemporary artworks. Evaluate and analyze the characteristics of artwork in various eras and cultures. Evaluate and analyze how the cultural factors of time and place influence the meaning of a variety of artworks. Examine and report on how historical and cultural factors influence a variety of contemporary artworks. Identify the characteristics of artwork in various eras and cultures. Recognize how the cultural factors of time and place influence the meaning artworks. Explain how historical and cultural factors influence contemporary artworks. Identify the characteristics of artwork in various eras and cultures. Recognize how the cultural factors of time and place influence the meaning artworks. Explain how historical and cultural factors influence contemporary artworks.

18 B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING 17 Evaluate, interpret, and reflect on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Evaluate, interpret, and reflect on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Analyze and interpret multiple intentions in creating personal works of art and/or critiquing works of art by others. Interpret and distinguish multiple intentions in personal works of art and/or works of art by others. Identify the multiple intentions in creating works of art by self and/or others. Propose, appraise, and assess with clarity various interpretations of an expanded variety of works of art created by self and others. Propose, appraise, and assess with clarity various interpretations of an expanded variety of works of art created by self and others. Consider and analyze various interpretations of a variety of works of art created by self and others. Recognize and identify various interpretations of works of art created by self and others. Recognize various interpretations of works of art created by self and others. Deliberate, evaluate, and discuss with clarity the similarities and differences among and between one s artwork and the work of others. Deliberate, evaluate, and discuss with clarity the similarities and differences among and between one s artwork and the work of others. Analyze and discuss the similarities and differences among and between one s artwork and the work of others. Compare and contrast one s artwork with the work of others. Compare and contrast one s artwork with the work of others. Evaluate, appraise, and discuss the qualities of an artwork with appropriate supporting evidence. Evaluate, appraise, and discuss the qualities of an artwork with appropriate supporting evidence. Identify, analyze, and discuss the qualities of an artwork with supporting evidence. Identify and analyze the strategies in a successful critique. Identify the strategies in a successful critique.

19 VISUAL ART MIDDLE SCHOOL - GRADES CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 Below Expectations 1 Significantly Below Expectations Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with high quality evidence above the expected developmentally appropriate level A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS Consider, connect, and apply ideas, issues, and themes present in visual art and other academic disciplines when creating works of art Consider, connect, and apply ideas, issues, and themes present in visual art and other academic disciplines when creating works of art Examine and consider ideas, issues, and themes present in visual art and other academic disciplines when creating works of art. Sometimes identify ideas, issues, and themes present in visual art and another academic discipline. Limited identification of ideas, issues, and themes present in visual art and another academic discipline. Examine, discuss and demonstrate how the unique characteristics of visual art improve comprehension in other academic disciplines. Examine, discuss and demonstrate how the unique characteristics of visual art improve comprehension in other academic disciplines. Examine, predict, and discuss how the unique characteristics of visual art improve comprehension in one other academic discipline. Sometimes identify how the unique characteristics of visual art improve comprehension in one other academic discipline. Limited or no evidence of the ability to connect the characteristics of visual arts with another discipline.

20 19 VISUAL ART HIGH SCHOOL - GRADE 9-12 PERFORM Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes Synthesize, with quality work, the use of expanded media, new techniques, and processes to create art forms in a specific medium, and use tools in safe and responsible manner. Synthesize the use of expanded, media, techniques, and processes to create art forms in a specific medium, and use tools in a safe and responsible manner. Refine skills in the use of media, techniques, and processes to create art forms in a specific medium, and use tools in a safe and responsible manner. Analyze and employ different types of media, techniques, and processes to create art forms, and use tools in a safe responsible manner. Employ different types of media, techniques, and processes used to create various art forms, and use tools in a safe and responsible manner. Create high quality works of art using appropriate media, techniques, and processes to communicate ideas and discuss the effects of each on the communication process. Create a unique work of art using appropriate media, techniques, and processes to communicate a specific idea and discuss the effects of each on the communication process. Determine appropriate media, techniques, and processes to create a work of art to communicate specific ideas. Identify various media, techniques, and processes needed to communicate a specific idea in a work of art. Recognize the relationship between various media, techniques, and processes, and their effects when used to communicate specific ideas in a work of art. Plan and produce effective application of media, techniques, and processes to solve visual art problems. With depth of understanding, use vocabulary appropriate to the media and/or process. Plan and produce effective application of media, techniques, and processes used to solve visual art problems and. With clarity, use vocabulary appropriate to the media and/or process. Evaluate the effectiveness of the application of media, techniques, and processes used to solve visual art problems using vocabulary appropriate to the media and/or process. Compare and contrast the application of media, techniques, and processes used to solve visual art problems using vocabulary appropriate to the media and/or process. Examine the application of media, techniques, and processes used to solve visual art problems, and use vocabulary appropriate to the media and/or process.

21 B. Structures and Functions B. Structures and Functions B. Structures and Functions B. Structures and Functions B. Structures and Functions 20 Create high quality work that uses the elements of art and the principles of design to solve a variety of visual art problems. Create a unique artwork that uses the elements of art and the principles of design to solve a visual art problem. Plan, apply, and evaluate the use of the elements of art and the principles of design to solve a visual art problem. Evaluate the use of the elements of art and the principles of design in solving a visual art problem. Identify how the elements of art and the principles of design solve a visual art problem. Compare and contrast, with depth of understanding, the use of structures and functions in a work of art. Compare and contrast, with clarity, the use of structures and functions in a work of art. Analyze and present a work of art and its use of structures and functions using the steps of art criticism. Critique and discuss the use of the structures and functions in a work of art using the steps of Identify and define the steps of critique. Create a high quality work of art that reflects utilitarian and/or intrinsic value. Create a unique work of art that demonstrates utilitarian and/or intrinsic value. Interpret the purpose of a work of art as to its utilitarian and/or intrinsic value. Classify works of art that demonstrate utilitarian and/or intrinsic qualities. Recognize the differences between utilitarian and intrinsic purposes of a work of art. Create a high quality work of art using problem solving skills to communicate intended meaning in a work of art. Create a unique work of art using problem solving skills to communicate intended meaning in a work of art. Integrate visual concepts with subject, themes, or symbols to improve communication of intended meaning in a work of art. Examine relationships among visual and organizational components to solve specific visual art problems. Identify problem-solving skills needed to solve visual art tasks. VISUAL ART HIGH SCHOOL - GRADE 9-12 CREATE Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance Create a high quality work of art that communicates a personal selection of ideas and reflect a range of subject matter, symbols, and/or ideas. Create a unique artwork using specified subject, matter, symbols, and/or ideas. Analyze the origin and significance of subject matter, symbols, and/or ideas in a work of art. Choose and apply subject matter and symbols to communicate an idea. Demonstrate limited recognition of common symbols and their meanings.

22 21 Critique, with depth of understanding, personal sources of subject matter and analyze personal meaning and its use and relationship within art practices. Critique, with clarity, personal sources of subject matter and interpret personal meaning when used in art. Compare personal sources of subject matter and how they demonstrate personal meaning in works of art. Interpret personal sources of subject matter in a work of art. Identify images that reflect personal experiences and environments. Design and use, with depth of understanding, a high quality work of art that communicates subject matter, symbols, and ideas. Design and use, with clarity, a unique work of art that communicates subject matter, symbols, and ideas. Choose and apply subject matter, symbols, and ideas to communicate meaning in a work of art. Recognize that subjects, symbols, and ideas are used to communicate meaning in a work of art. Explore selected subjects, symbols, and ideas for a work of art. Create a high quality body of work referencing personal subjects. Create a unique series of works based on personal subjects, symbols and ideas. Research personal subjects, symbols, and ideas consistent with creating a body of artwork. Identify subjects, symbols, and ideas independently found within a body of artwork (e.g. Picasso s Blue Period) that is reflected in one s own art. Create a work of art that communicates an idea through the use of symbols and/or subject matter. VISUAL ART HIGH SCHOOL - GRADE 9-12 RESPOND Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance A. Relation to History and Cultures A. Relation to History and Cultures A. Relation to History and Cultures A. Relation to History and Cultures A. Relation to History and Cultures Analyze and explain, with depth of understanding, how historical and contemporary works of art reflect and influence societies and cultures. Analyze and explain, with clarity, how historical and contemporary works of art reflect and influence societies and cultures. Research and communicate how historical and contemporary works of art reflect and influence societies and cultures. Compare the characteristics of historical and contemporary works of art and how they reflect and influence societies and cultures. Recognize how historical and contemporary works of art reflect and influence societies and cultures.

23 VISUAL ART HIGH SCHOOL - GRADE RESPOND Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance Critique, with depth of understanding, the functions of meaning of specific art objects across various cultures and times. Critique, with clarity, the functions of meaning of specific art objects across various cultures and times. Evaluate the functions and meaning of specific art objects across various cultures and times. Compare the characteristics and purposes of works of art from a variety of cultures, times and places. Examine the functions and explore the meaning of specific works of art within varied times, cultures and places. Create a high quality work of art that reflects a deep understanding of how history or culture influences a work of art. Create a unique work of art that reflects an understanding of how history or culture influences a work of art. Create a work of art that emulates a historical or cultural context. Differentiate the variety of historical and cultural contexts in terms of functions and purposes of works of art. Identify a variety of historical and cultural contexts in terms of functions and purposes of a work of art. Analyze and explain, with depth of understanding, how historical and contemporary works of art reflect and influence societies and cultures. Analyze and explain, with clarity, how historical and contemporary works of art reflect and influence societies and cultures. Research and communicate how historical and contemporary works of art reflect and influence societies and cultures. Compare the characteristics of historical and contemporary works of art and how they reflect and influence societies and cultures. Recognize how historical and contemporary works of art reflect and influence societies and cultures. B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing Describe, interpret, analyze, and judge the characteristics and merits of one s own work and the work of others using appropriate terminology and with depth of understanding. Judge, with clarity, the characteristics and merits of one s own work and the work of others, Analyze the characteristics and merits of one s own work and the work of others. Interpret the characteristics and merits of one s own work and the work of others. Describe the characteristics and merits of one s own work and the work of others. Judge, with depth of understanding, various interpretations of a work of art Judge, with clarity, various interpretations of a work of art. Compare and contrast various interpretations of a work of art. Identify various interpretations of a work of art. Identify the meaning of a work of art. Debate meaning in a work of art, with depth of understanding, using a variety of criteria and techniques. Debate meaning in a work of art, with clarity, using a variety of criteria and techniques. Interpret meaning in a work of art using a variety of criteria and techniques, interpret meaning in a work of art. Apply the steps of criticism when identifying meaning in a work of art. Assess the meaning of a work of art using appropriate vocabulary to assess the meaning of a work of art.

24 VISUAL ART HIGH SCHOOL - GRADE CONNECT Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections Create a high quality work of art combining technologies, media and processes of visual art and other disciplines. Plan and produce a unique work of art combining technologies, media and processes of visual art with those of another discipline. Integrate the use of materials, technology processes and terminology used in visual art. Compare materials, technology processes and terminology used in visual art. Identify materials, technology processes and terminology used in visual art and other disciplines. Create a high quality work of art using concepts that are common to visual art and other disciplines. Create a unique work of art using concepts that are common to visual art and another discipline. Analyze the concepts that are common to visual art and other disciplines. Compare the use of concepts that are common to visual art and other disciplines. Rarely identifies concepts that are common to visual art and other disciplines.

25 24 FORMATIVE ASSESSMENT ADDENDUM: FORMATIVE AND SUMMATIVE ASSESSMENT EXAMPLES SUGGESTED FORMATIVE & SUMMATIVE ASSESSMENT ARTIFACTS SUMMATIVE ASSESSMENT Purpose: Timing: Basis: Provide ongoing feedback to inform learning decisions. During project. Standards based (focus on Checks For Understanding). Audience: Student can assess learning, or teacher can make decisions about direction of project or next unit of study. Typically not used to assign grades. EXAMPLES Informal teacher questions/ conversations with students. Project Rubric (if students are allowed to continue working on project). Sketches/Sketchbooks (if sketches are being used to inform project). Working Portfolio (pre-instruction/post-instruction, projects, tests). [Projects that teach skills/concepts, i.e., color wheel, value charts, etc.]. Written or Verbal Critique (if students are allowed to continue working on project). Purpose: Evaluate final efforts to prove learning. Timing: Basis: At the end of a project (after the final revision of project). Standards-based (focus on SPI s) Audience: Students proved learning to teacher. Formal Oral Interview. Used to assign grades. EXAMPLES Project Rubric/Assessment Checklist (if students are NOT allowed to continue working on a project). Sketches/Sketchbooks (if the sketch is the final product for the assignment). Showcase Portfolio (final, exemplary works) Written or Verbal Critique (if students will NOT be allowed to go back and continue working on project). [Video of assessment] Peer Assessment (video of class critique, written) Self-Assessment Misconception Check (present students with a common misconception about a designated topic and ask whether they agree/disagree and explain why). Class Discussions (Visual Thinking Strategies, historical/cultural, inter-disciplinary contexts-video/audio recording) Teacher-Made Test Critique of Exemplary Artworks (video presentation, written). Work Displayed in local, regional, and national adjudicated art exhibitions/competitions (an end of project term or year, Scholastic, AP, etc.] Student or Teacher Observations (checklists, anecdotal records). End Art Product (designated work, finished sculpture, final art piece, etc.) [i.e., still life, landscape, portrait, non-objective, etc.] Final Digital Project (garage band, webpage, wiki space, powerpoint, etc) Written Products (report, essay, character study, etc.) Think/Pair/Share (turn to your partner and ). Hand Signals (thumbs up = I understand, waving hand = I m not sure, etc.) Exit Slip (writing prompts such as: What might happen if? What strategy could I have used to?) Adapted from The Balanced Assessment Model: When Formative Meets Summative

26 ELEMENTARY MUSIC GRADE K-5 PERFORM Standard 1: SINGING Grades K-5 Sings age-appropriate melodies and songs with accurate pitch and rhythm. Grades K-1 Reproduces high, (middle), and low pitches vocally. Grades 2-5 Demonstrates proper vocal technique Grades 2-5 Develops skills for singing harmony. Standard 2: PLAYING INSTRUMENTS Grades K-1 Performs steady beat on body percussion, pitched and/or unpitched instruments. Sings a melody/song matching all pitches and rhythms accurately. 81% to 100% of students in a class sing, matching pitch, a so-mi (K) or a so-mi-la pattern (1). Demonstrates all of the following: proper posture, grade-appropriate diction, breath control, and tone in both head and chest voice. Sings two-part harmony of varied repertoire using at least two of the following: expressive qualities, in-tune singing, musical phrasing. 81% - 100% of a class is able to maintain a steady beat Sings a melody/song matching most pitches and rhythms accurately. 61% to 80% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mi-la pattern (1). Demonstrates at least three of the following: proper posture, grade-appropriate diction, breath control, and tone in both head and chest voice. Sings two-part harmony of varied repertoire using at least one of the following: expressive qualities, in tune singing, musical phrasing. 61% - 80% of a class is able to maintain a steady beat. Sings a melody/song in the correct key with accurate rhythm and pitch (solfege and/or lyrics). 41% to 60% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mi-la pattern (1). Exhibits correct singing posture, open mouth, and good vocal tone in head and/or chest voice. Groups are able to maintain their parts while performing vocal ostinati, partner songs, and/or rounds and canons. 41% to 60% of a class is able to maintain a steady beat. Sings melody/song above or below designated pitch 20% to 40% of students in a class sing, matching pitch, a so-mi pattern (K) or a so-mi-la pattern (1). Exhibits poor posture and diction; sings with unsupported tone (breathy) Groups are unable to maintain their parts while performing vocal ostinati, partner songs, and/or rounds and canons for an entire selection. 20% - 40% of a class is able to maintain a steady beat Uses speaking voice. 25 Less than 20% of students in a class sing, matching pitch, so-mi pattern (K) or a so-mi-la pattern (1). Exhibits poor posture and diction; sings either too loud or too soft Groups unable to maintain vocal ostinati, partner songs, and/or rounds and canons. Unable to imitate and/or maintain a steady beat. Grades 2-5

27 ELEMENTARY MUSIC GRADE K-5 PERFORM Performs steady beat and/or rhythm on body percussion, pitched and/or unpitched instruments Grade K Explore/perform long/short and fast/slow sounds. Grade 1 Perform short rhythm patterns Grades 2-5 Exhibits skill in playing simple orchestrations on pitched and/or non-pitched instruments using correct technique. Performs accompaniments on classroom instruments Standard 5: READING AND NOTATING Grades K-5 Uses symbols to read and perform melodies and rhythm Performs more complex multiple rhythm patterns in l ensembles. Choose and play long/short and/or fast/slow sounds, appropriate for song, story, poem, or recorded selection Perform short rhythm patterns consistently and independently using instruments 81% to 100% of students in a class play pitched and/or unpitched instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched instruments using an orchestration that includes varying rhythms, pitches, and parts using appropriate expressive qualities. Reads, performs and notates grade appropriate traditional notation for melody and rhythm using. Performs multiple rhythm patterns in large ensembles. Play long/short and/or fast/slow sounds appropriate for song, story, poem or recorded selection, Perform short rhythm patterns consistently using instruments 61% to 80% of students in a class play pitched and/or unpitched instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched and/or non-pitched instruments using an orchestration that includes varying rhythms, pitches, and parts. Reads and performs grade appropriate traditional notation for melody and rhythm. Maintains a steady beat independently and/or performs grade-appropriate rhythm patterns. Identify and recognize long/short and fast/slow patterns Perform short rhythm patterns using body percussion 41% to 60% of students play pitched and/or unpitched instruments with correct technique producing a good tone. Students accurately perform an accompaniment on pitched and/or non-pitched instruments. Reads grade appropriate traditional notation for either melody or rhythm. Able to maintain a steady beat and/or perform grade appropriate rhythm patterns 50% of the time during a performance. Unable to identify or recognize long/short and fast/slow patterns Imitate long/short and/or fast/slow sounds 20% to 40% of students in a class hold pitched and/or unpitched instruments or mallets incorrectly. Groups are unable to maintain their parts for an entire selection. Reads notation below grade level. Unable to maintain steady beat and/or play gradeappropriate rhythm patterns. Unable to explore/perform long/short and fast/slow patterns. Unable to imitate or perform short rhythm patterns Less than 20% of students hold pitched and/or unpitched instruments or mallets correctly. In a group performance, the students perform an accompaniment with rhythmic inaccuracies and tempo fluctuations. 26 Unable to read musical notation.

28 Grades K-5 ELEMENTARY MUSIC GRADE K-5 PERFORM Performs musical selections, correctly interpreting terms and symbols related to expressive qualities (i.e. tempo, dynamics, directional markings, and articulation markings) Identifies and performs at least three of the following markings: dynamics, tempo, direction and articulation. Identifies and performs two of the following markings: dynamics, tempo, direction and/or articulation. Identifies and performs one of the following markings: dynamics, tempo, direction and/or articulation within a given music selection. Recognizes dynamic and/or tempo markings (i.e., students identify p as piano). Students do not recognize and/or interpret icons or symbols correctly. 27 ELEMENTARY MUSIC GRADE K-5 CREATE Standard 3: IMPROVISING Improvise vocal sounds and/or rhythm patterns and/or melody Standard 4: COMPOSING Compose melodies and rhythms Compose introductions, interludes and codas. Students improvise vocally and/or instrumentally with accuracy incorporating two or more musical elements (e.g., rhythm, melody, harmony, expressive qualities). Student composition(s) reflect at least three applications of gradeappropriate musical elements (e.g., rhythm, melody, timbre, form expressive qualities.) Composed introduction, interlude and/or coda relate musically to the piece and shows extensive originality. Students improvise vocally and /or instrumentally with accuracy incorporating at least one musical element (e.g., rhythm, melody, harmony, expressive qualities). Student composition(s) reflect at least two applications of grade-appropriate musical elements (e.g., rhythm, melody, timbre, form, expressive qualities.) Composed introduction, interlude and/or coda relate musically to the piece and shows evidence of original thought. Students improvise vocally and/or instrumentally with accuracy. Student composition(s) reflect application of at least one grade-appropriate musical element (e.g., rhythm melody, timbre, form, expressive 2quaities.) Composed introduction, interlude and/or coda relate musically to the piece. Student improvisations contain some vocal and/or rhythmic inaccuracies. Students are unable to apply musical knowledge to composition. Composed introduction, interlude and/or coda repeats parts of the existing piece. Students are unable to improvise at a gradeappropriate level. Students are unable to compose. Unable to compose introduction, interlude and/or coda.

29 28 ELEMENTARY MUSIC GRADE K-5 RESPOND Standard 6: LISTENING AND ANALYZING Grades K-2 Recognizes/identifies same and different phrases in a song. Identifies phrases that are the same or different rhythmically and melodically. A. Identifies phrases that are same or different rhythmically or B. Identifies phrases that are same or different melodically Recognizes that patterns and/or phrases can be same or different. Recognizes that music has patterns and/or phrases Unable to recognize that music has patterns and/or phrases. Grades 3-5 Demonstrates an understanding of musical form(s). Students compare and contrast various forms of music or students create movement patterns to demonstrate different sections of complex forms of music. Students are able to analyze the musical form of an unfamiliar age-appropriate piece (e.g., create a pictorial representation of the different sections.) Students are able to identify and label same and different sections of age-appropriate musical forms. Students identify same and different sections, but unable to perceive an overall pattern. Students are unable to recognize same and different sections. Grades K-5 Recognizes or identifies voices and age-appropriate instruments of the band, orchestra or ethnic instruments. Identifies selected voices or instruments (band, orchestra and/or ethnic) visually and aurally. Identifies selected voices, or instruments (band, orchestra and/or ethnic) visually or aurally. Recognizes or identifies ageappropriate voices, or instruments (band, orchestra and/or ethnic). Recognizes or identifies some age-appropriate voices and/or instruments. Unable to recognize or identify age-appropriate voices and/or instruments. Recognizes and/or describes musical terms for expressive qualities. Describes a listening example using ageappropriate musical vocabulary to label tempo, dynamics and other expressive qualities. Describes a listening example using teacher-given characteristics. Labels tempo as fast/slow or dynamics as loud/soft. Responds to expressive qualities of music such as fast/slow and loud/soft. Does not respond appropriately to expressive qualities of music such as fast/slow and loud/soft. Standard 7: EVALUATING Grades K-2 Evaluates music performances based on Students are able to evaluate a musical performances using grade Students are able to give two or more opinions and facts about musical performances Students are able to give one opinion and one fact about musical performances using Students merely state opinions about music selection Students are unable to discuss a music performance using grade-appropriate music

30 ELEMENTARY MUSIC GRADE K-5 29 RESPOND age-appropriate critera. Grades 3-5 appropriate teacher-given rubric. using at least two gradeappropriate musical terms. one grade-appropriate musical term. or performance. vocabulary. Evaluates music performances based on age-appropriate criteria. Students create and utilize with teacher guidance a rubric to evaluate musical selections and performances. Students are able to give two or more opinions and facts about musical performances using at least two gradeappropriate musical terms. Students are able to give one opinion and one fact about a musical selection or performance using one gradeappropriate term. Students merely state opinions about the musical selection or performance. Students are unable to discuss a musical performance using gradeappropriate music vocabulary. Grades K-5 Develop, evaluate and demonstrate appropriate audience behaviors. Evaluates and discusses the effect of audience behavior (appropriate or inappropriate) during a musical performance. Demonstrates and evaluates own appropriate audience behaviors. Discusses appropriate audience behaviors. Unable to discuss or demonstrate appropriate audience behaviors. Unable to discuss audience behaviors. ELEMENTARY MUSIC GRADE K-5 CONNECT Standard 8: INTERDISCIPLINARY CONNECTIONS Demonstrates a connection between music and the other arts (theatre, visual art and/or dance) Create ways of combining music with one or more other art forms. Analyzes and evaluates how music is combined with one or more other art forms. (e.g., ballet) Demonstrates ways of combining music with one other art form. Shows a weak/insufficient connection with another art form. Shows no common elements between music and the other arts. Demonstrates a connection between music and disciplines outside the arts (science, math, language arts, etc.) Create ways of combining music with one or more disciplines outside the arts. Analyzes and evaluates how music is connected to one or more disciplines outside the arts. (e.g., orchestration of Haiku) Demonstrates ways of combining music and at least one discipline outside the arts. Shows a weak/insufficient connection between music and disciplines outside the arts (science, math, language arts, etc.) Shows no common elements between music and disciplines outside the arts. Standard 9: HISTORICAL AND CULTURAL CONNECTIONS Recognize, describe and perform music of various cultures and historical periods. Compare and contrast music from various cultures and historical periods. Discuss and/or classify characteristics of music from various cultures and historical periods. Identify music from various cultures and historical periods. Perform music from various cultures and historical periods. Experience music from various cultures and historical periods.

31 PERFORM A. SING Sing, alone and in a group, vocal literature on a difficulty level above 4 (advanced) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control. VOCAL MUSIC GRADE 6-8 A. SING Sing, alone and in a group, vocal literature on a difficulty level above 4 (difficult) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control. A. SING Sing, alone and in a group, vocal literature on a difficulty level of 4 (moderate to slightly difficult) using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), while demonstrating the fundamentals of posture, breath support, and control. A. SING Sing, alone and in a group, with limited skill in expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and inconsistently demonstrating fundamentals of posture, breath support, and control. 30 A. SING Sing, alone and in a group, vocal literature with little or no expressive qualities or technical accuracy. (Inaccurate rhythmic and melodic precision, little or no response to dynamics, articulation, and phrasing according to the written score), and demonstrating meager understanding of the fundamentals of posture, breath support, and control. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using correct diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using correct diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella using proper diction, dynamics, articulation, and phrasing appropriate to the genre and style. Sing, alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella; however, attention to proper diction, dynamics, articulation, and phrasing appropriate to the genre and style period is not always evident. Sing, alone and in a group, with little or no variety in styles or genres; little or no singing in multiple languages. Skills of diction, dynamics, articulation, and phrasing appropriate to the genre and style period need immediate attention. Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues. Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues. Sing, in a group, expressively, using correct intonation, balance, discipline, and stage presence while accurately following conductor cues. Sing, in a group, with limited facial and vocal expression. Intonation, vocal production and balance problems are evident. Sing, in a group, using poor intonation, balance, blend, and tone production. Vowel and consonant placements are erroneous. The choral performances show evidence of understanding of musical elements and how they interconnect to create a successful choral event. Strong harmonic support and balance, proper phrase treatment, sharp melodic flow, superior vocal expression, remarkable stage presence and understanding and sensitivity to text are always evident. Discipline and stage presence need to be strengthened. Little or no response to conductor directives or cues.

32 B. PLAY Perform on pitched and non-pitched instruments regularly in both classroom and concert settings utilizing a variety of styles and genres. B. PLAY Perform on pitched and non-pitched instruments frequently in both classroom and concert settings utilizing a variety of styles and genres. B. PLAY Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a variety of styles and genres. B. PLAY Little use of pitched and non-pitched instruments in classroom and concert settings. 31 B. PLAY Little or no use of pitched or nonpitched instruments in the classroom or in concert. Recognize a range of pitched and nonpitched and instruments from varied cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with solid technique and style to accompany choral selections. Recognize a range of non-pitched instruments from other cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with proper technique and style to accompany choral selections. Recognize various non-pitched instruments from other cultures, including membranophones (drums) and idiophones (metals, shakers, wood, and rattles) and perform on each with proper technique and style to accompany choral selections. Some familiarity with membranophones and idiophones.. Identify and play common rhythmic patterns and instrumental combinations represented in multicultural choral music: (congas in Latin styles, talking drum in African music, steel drums in Caribbean music forms, plucked strings in Asian music, etc.) Recognize and perform I-IV-V chord structure and combinations using various pitched instruments. Play, with awareness of how instrumental timbre, background, and accompaniment can increase the effectiveness of vocal performances of various cultures, styles, genres. Recognize and regularly perform I-IV- V chord structure using pitched instruments. Some performance on strings and wind instruments to accompany the vocal performance; including creating basic tonic and dominant chord structure. Limited work with I-IV-V chord structure, recognition, or creation. Very limited work with chord structure, its function in choral music, or its creation C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance; demonstrates mastery of score interpretation C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance; demonstrates thorough knowledge of score interpretation. C. READ Sing choral music, properly integrating all dynamic, phrase, tempo, score navigation, and expressive markings into the performance. C. READ Sing choral music with some response to dynamic, phrase, tempo, score navigation, and expressive markings in the score. C. READ Sing choral music with little or no acknowledgement of dynamic, phrase, tempo, score navigation, or expressive markings in the score. Sight-read with at least 75% accuracy a four-part vocal line of at least 6 measures. Sight-read with at least 75% accuracy, a three-part vocal line of at least 6 measures. Sight-read with at least 75% accuracy, a two-part vocal line of 4-6 measures. Sight-read with at least 75% accuracy a unison vocal line of 4-6 measures. Sight-read a 4-6 measure line of rhythm and/or pitches with less than 75% accuracy.

33 Notate rhythmic and melodic phrases in simple and compound meter using standard notation, including use of dynamic and tempo markings. (ie crescendo, accelerando, etc.) Notate rhythmic and/or melodic phrases in any simple or compound meter using standard notation. Notate simple rhythmic and/or melodic phrases in duple, quadruple, or triple meter using standard notation. Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Choral festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group vocal assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review. Notate simple rhythmic and/or melodic phrases using standard notation. 32 VOCAL MUSIC GRADE 6-8 CREATE Improvise a notated melody in a stylistically sophisticated manner using diverse variation within an assigned chord progression. Improvise a non-notated melody in a stylistically sophisticated manner using diverse variation within a tonic and dominant progression. Improvise a variation within specified guidelines aligned with performance levels. Improvise a non-notated melody in a stylistically developing manner using limited variation within a tonic and dominant progression. Improvise a non-notated melody in a stylistically inappropriate manner using no variation within a tonic and dominant progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given piece for an assigned two, three, or four part vocal ensemble Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given song. Improvise melodic phrases. Improvise a melody within an existing chord structure. Use a limited variety of sound, notational, and/or technological sources to compose or arrange a given song. Use an inadequate variety of sound, notational, and/or technological sources to compose or arrange a given song Compose or arrange an above grade level vocal piece/warm-up, of at least four measures, for a specified goal using traditional notation and including the elements of music. Compose or arrange an above grade level short vocal piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music. Improvise contrary or parallel motion accompaniment or vocal part to an existing melody. Compose vocal warm-ups using patterns from choral literature aligned with performance levels. Compose or arrange a near gradeappropriate short vocal piece/warm up for a specified goal using traditional or non-traditional notation and including some elements of music. Compose or arrange a below grade-appropriate short vocal piece/warm up for a specified goal using traditional or non-traditional notation and with minimal use of the elements of music. Create a stylistically advanced ostinato or descant to accompany an assigned melody in a complementary style. Create a stylistically advanced ostinato to accompany a melody Compose short rhythmic and melodic motives within specified parameters that make musical literary sense. Create a stylistically limited ostinato to accompany a melody. Create a stylistically inappropriate ostinato to accompany a melody. Compose a melodic warm-up following teacher provided guidelines.

34 CREATE VOCAL MUSIC GRADE Choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in contrary motion. Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a student s response to assigned literature, i.e. vocal/instrumental, etc. RESPOND VOCAL MUSIC GRADE 6-8 Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Identify, list and describe the use of musical elements in printed literature Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Identify, list and describe the use of form in printed literature Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced competence in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Identify criteria used to evaluate group performances. Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Apply criteria to evaluate group performances. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Identify, by analyzing live or recorded performances, criteria for Identify criteria used to evaluate Students will be able to apply with limited effectiveness specific criteria Students will not be able to apply specific criteria (rubric) to evaluate

35 VOCAL MUSIC GRADE RESPOND evaluating choral rehearsals and performances group performances. Apply criteria to evaluate group performances (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choir s performance as compared to exemplary models his/her personal contribution in a choral performance and to evaluate their choir s performance as compared to exemplary models Students will be able to apply with mastery specific criteria (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choir s performance as compared to exemplary models Students will be able to apply with advanced competence specific criteria (rubric) to evaluate his/her personal contribution in a choral performance and to evaluate their choir s performance as compared to exemplary models Identify and apply criteria for evaluating an individual s contribution to the choral rehearsal and performance. Students will be able to compare and contrast with limited proficiency the use of common elements in artworks from two or more arts disciplines. Students will not be able to compare and contrast the use of common elements in artworks from two or more arts disciplines. Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions. CONNECT VOCAL MUSIC GRADE 6-8 Students will be able to demonstrate with mastery (oral or written) the impact of the role of music in today s society. Students will be able to demonstrate with advanced competence (oral or written) the impact of the role of music in today s society. Describe the impact of music in today s society. Students will be able to demonstrate with limited ability (oral or written) the impact of the role of music in today s society. Students will not be able to demonstrate (oral or written) the impact of the role of music in today s society. Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines. Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. Compare the elements of music to the elements of other arts disciplines. Students will be able to compare with mastery arts disciplines from a particular historical period or style including various American music Students will be able to compare with advanced proficiency arts disciplines from a particular historical period or style including various American Identify the genre and origin of selected American choral works. Compare and contrast selected music genres and their origins. Students will be able to compare with limited ability characteristics of arts disciplines from a particular historical period or style including various Students will not be able to compare characteristics of arts disciplines from a particular historical period or style including various American

36 VOCAL MUSIC GRADE CONNECT genres. music genres. American music genres. music genres. Students will be able to describe with mastery the relationship of music with various academic disciplines outside the arts. Students will be able to describe with advanced competence the relationship of music with various academic disciplines outside the arts. Compare the elements of music to those of an academic discipline outside the arts. Compare and contrast the use of common elements in music and an academic discipline outside the arts. Students will be able to describe with limited ability the relationship of music with various academic disciplines outside the arts. Students will not be able to describe the relationship of music with various academic disciplines outside the arts. Extrapolate (e.g., identify, analyze, list) elements that are common to music and an academic discipline outside the arts. Analyze the relationship between music and given political events. Students will be able to demonstrate ways music technology impacts today s society. Students will be able to explain with advanced competence ways music technology impacts today s society. Identify technology used to create music Students will be able to explain with limited ability ways music technology impacts today s society. Students will not be able to explain ways music technology impacts today s society. Students will be able to identify, with mastery, historical periods and/or cultures of selected choral music literature. Students will be able to identify, with advanced ability, historical periods and/or cultures of selected choral music literature. Identify characteristics of the historical period or culture of music being rehearsed Students will be able to identify with limited ability historical periods and/or cultures of selected choral music literature. Students will not be able to identify historical periods and/or cultures of selected choral music literature. Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio. VOCAL MUSIC GRADE 9-12 PERFORM A. SING A. SING A. SING A. SING A. SING Students will be able to sing, alone Students will be able to sing, alone Students will be able to sing, alone Students will be mostly able to sing, Students will be able to sing, alone

37 PERFORM VOCAL MUSIC GRADE and in a group, vocal literature on a difficulty level of 6 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at a level of mastery. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella proficiently utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period at a level of mastery. Students will be able to sing in a group, expressively, showing a mastery of intonation, balance, discipline, and stage presence while correctly following all conductor cues. and in a group, vocal literature on a difficulty level of 5-6 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at an advanced level. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella utilizing advanced diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be able to sing in a group, expressively, using advanced intonation, balance, discipline, and stage presence while correctly following conductor cues. and in a group, vocal literature on a difficulty level of 4-5 utilizing expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating the fundamentals of posture, breath support, and control at a proficient level. Students will be able to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella proficiently utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be able to sing in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues at a proficient level. alone and in a group, vocal literature on a difficulty level of 2-3 utilizing some expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and demonstrating some fundamentals of posture, breath support, and control. Students will be mostly able to sing alone and in a group, some styles and genres in some languages with accompaniment and a cappella utilizing some diction, dynamics, articulation, and phrasing somewhat appropriate to the genre and style period. Students will be mostly able to sing in a group with some expression, using somewhat correct intonation, balance, discipline, and stage presence while mostly following conductor cues. B. PLAY B. PLAY B. PLAY B. PLAY B. PLAY and in a group, vocal literature on a difficulty level of 1-2 with little or no expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics, articulation, and phrasing), and poorly demonstrating the fundamentals of posture, breath support, and control. Students will be unable to sing alone and in a group, multiple styles and genres in multiple languages with accompaniment and a cappella utilizing diction, dynamics, articulation, and phrasing appropriate to the genre and style period. Students will be unable to sing in a group, expressively, using correct intonation, balance, discipline, and stage presence while correctly following conductor cues. Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing wide variety of styles and genres at a level of mastery. Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a wide variety of styles and genres at an advanced level. Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a variety of styles and genres. Perform on pitched and non-pitched instruments in both classroom and concert settings utilizing a partial variety of styles and genres. Perform on pitched and non-pitched instruments in both classroom and concert settings with no evidence of a variety of styles and genres. Recognize and perform at a level of mastery tonic/dominant chord structure using pitched instruments. Recognize and perform at an advanced level tonic/dominant chord structure using pitched instruments. Recognize and perform tonic/dominant chord structure using pitched instruments. Recognize and perform a tonic structure using pitched instruments. Be unable to recognize and perform tonic/dominant chord structure using pitched instruments. C. READ C. READ C. READ C. READ C. READ Sing choral music interpreting terms, Sing choral music interpreting terms, Sing choral music interpreting terms, Sing choral music interpreting some Sing choral music interpreting almost

38 PERFORM VOCAL MUSIC GRADE signs, and symbols aligned with student performance levels with at least 90% accuracy. Sight-read a vocal part with the difficulty level of 5-6 and notate complex rhythmic and/or melodic phrases using standard notation. signs, and symbols aligned with student performance levels with at least 80% accuracy. Sight-read a vocal part with the difficulty level of 4-5 and notate advanced rhythmic and/or melodic phrases using standard notation. signs, and symbols aligned with student performance levels with at least 70% accuracy. Sight-read a vocal part with the difficulty level of 2-3 and notate simple rhythmic and/or melodic phrases using standard notation. Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Choral festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group vocal assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review. terms, signs, and symbols aligned with student performance levels with at least 50% accuracy. Sight-read a vocal part with the difficulty level of 1-2 and somewhat notate simple rhythmic and/or melodic phrases using standard notation. no terms, signs, and symbols aligned with student performance levels with at least 30% accuracy. Sight-read a vocal part with the difficulty level of 1 and be unable to notate simple rhythmic and/or melodic phrases using standard notation. CREATE VOCAL MUSIC GRADE 9-12 Students will be able to improvise a melody within an existing chord structure at a level of mastery. Students will be able to improvise a melody within an existing chord structure at an advanced level. Students will be able to improvise a melody within an existing chord structure at a proficient level. Students will be able to improvise a melody within an existing chord structure at a somewhat proficient level. Students will be unable to improvise a melody within an existing chord structure. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at level of mastery. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at an advanced level Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a proficient level Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a mostly proficient level. Students will be unable to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion at a greatly advanced level. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion. Students will choose a phrase from an existing melody and mostly compose a harmony part for the chosen phrase. Students will be unable to choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion. Sample Create Artifacts

39 Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a student s response to assigned literature. i.e. vocal/instrumental...etc. 38 VOCAL MUSIC GRADE 9-12 RESPOND Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with mastery. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with advanced capabilities. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with proficiency. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with limited proficiency. Students will be unable to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with mastery. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with advanced capabilities. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with limited proficiency. Students will be unable to listen to selected examples of Western Art music, connecting and comparing it to music being sung. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with mastery. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with advanced capabilities. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances with limited proficiency. Students will be unable to identify, by analyzing live or recorded performances, criteria for evaluating choral rehearsals and performances. Students will be able to identify how composers manipulate musical elements to communicate in a choral work. Students will be able to identify how composers manipulate musical elements to communicate in a choral work with advanced capabilities. Students will be able to identify how composers manipulate musical elements to communicate in a choral work with proficiency. Students will be able to identify how composers manipulate musical elements to communicate in a choral work with limited proficiency. Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions. CONNECT VOCAL MUSIC GRADE 9-12 Students will be unable to identify how composers manipulate musical elements to communicate in a choral work. Students will be able to compare and contrast the use of common Students will be able to compare and contrast the use of common Students will be able to compare and contrast the use of common Students will be able to compare and contrast the use of common Students will be unable to compare and contrast the use of common

40 CONNECT VOCAL MUSIC GRADE elements in music and an academic discipline outside the arts with mastery. elements in music and an academic discipline outside the arts with advanced capabilities. elements in music and an academic discipline outside the arts with proficiency. elements in music and an academic discipline outside the arts with limited proficiency. elements in music and an academic discipline outside the arts. Students will be able to identify technology used to create music in a wide and advanced variety of mediums. Students will be able to identify technology used to create music in a wide variety of mediums. Students will be able to identify technology used to create music in a variety of mediums. Students will be able to identify technology used to create music in some mediums. Students will be unable to identify technology used to create music in some mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with mastery. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with advanced capabilities. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with proficiency. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with limited proficiency. Students will be unable to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music. Students will be able to identify the genre and origin of selected American choral works with mastery. Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Students will be able to identify the genre and origin of selected American choral works with advanced capabilities. Samples of students work through formative phases of a unit project. Cumulative student portfolio. Students will be able to identify the genre and origin of selected American choral works with proficiency. Students will be able to identify the genre and origin of selected American choral works with limited proficiency. Students will be unable to identify the genre and origin of selected American choral works.

41 PERFORM INSTRUMENTAL MUSIC GRADE 6-8 A. SING A. SING A. SING A. SING A. SING Sing a melody in unison with masterful pitch accuracy. Sing an advanced two-part harmonization with both parts having independent rhythms. Sing a melody in unison with advanced competence pitch accuracy. Sing a two-part harmonization with both parts using different rhythms. Sing a melody in unison with pitchaccuracy. Sing a basic two-part harmonization with both parts using the same rhythm. A. Sing a melody in unison with some pitch inaccuracies. Sing a two part round B. PLAY B. PLAY B. PLAY B. PLAY B. PLAY Demonstrate mastery of proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). Produce a masterful tone consistently throughout range of the instrument. Demonstrate a masterful knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform advanced rhythms and pitches. Identify and demonstrate a masterful understanding of selected concepts of style. Apply advanced elements associated with successful sight-reading. Perform a major scale in at least twelve keys thirteen rudiments. Demonstrate proper daily maintenance routine and execute periodic cleaning beyond daily maintenance. (i.e., corks, slides, valves, reeds, bows, strings). Produce a fundamental tone consistently throughout the range of the instrument. Demonstrate advanced knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform intermediate rhythms and pitches. Identify and demonstrate an advanced understanding of selected concepts of style. Apply intermediate elements associated with successful sightreading. Perform a major scale in at least eight keys/eight rudiments. Demonstrate proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). Produce a fundamental tone throughout range of the instrument. Demonstrate a fundamental knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform basic rhythms and pitches. Identify and demonstrate an understanding of selected concepts of style. Apply basic elements associated with successful sight-reading. Perform a major scale in at least four keys/four rudiments. Partially demonstrates proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). Produce a fundamental tone. Inconsistently. Demonstrate a basic knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform simple rhythms and pitches. Identify and demonstrate a partial understanding of selected concepts of style. Apply basic elements associated with partially successful sightreading. Perform a major scale in at least two keys/two rudiments. C. READ C. READ C. READ C. READ C. READ Recognize and apply complex notation symbols for meter, rhythm, pitch, dynamics, tempo, articulation, Recognize and apply standard notation symbols for meter, rhythm, pitch, dynamics, tempo, articulation, Recognize and apply standard notation symbols for dynamics, tempo, articulation, and expression. Recognize and partially apply standard notation symbols for dynamics, tempo, articulation, and Sing a melody in unison with several pitch inaccuracies. Sing in unison with same rhythm. Inability to demonstrate proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings). Does not produce a fundamental tone. Demonstrate a partial knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking. Identify, notate, and perform simple rhythms and pitches inconsistently. Identify and demonstrate minimal understanding of selected concepts of style. Apply basic elements associated with minimally successful sightreading. Perform a major scale in at least one keys/one rudiments. Recognize standard notation symbols for dynamics, tempo, articulation, and expression. 40

42 PERFORM INSTRUMENTAL MUSIC GRADE and expression. and expression. expression. Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Instrumental festival, Solo and ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group instrumental assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review. CREATE INSTRUMENTAL MUSIC GRADE 6-8 Improvise a notated melody in a stylistically sophisticated manner using diverse variation within an assigned chord progression. Improvise a non-notated melody in a stylistically sophisticated manner using diverse variation within a tonic and dominant progression. Improvise a non-notated melody in a stylistically appropriate manner using appropriate variation within a tonic and dominant progression. Improvise a non-notated melody in a stylistically developing manner using limited variation within a tonic and dominant progression. Improvise a non-notated melody in a stylistically inappropriate manner using no variation within a tonic and dominant progression. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given piece for an assigned two, three, or four part instrumental ensemble. Use an abundant variety of sound, notational, and/or technological sources to compose or arrange a given song Use an adequate variety of sound, notational, and/or technological sources to compose or arrange a given song. Use a limited variety of sound, notational, and/or technological sources to compose or arrange a given song. Use an inadequate variety of sound, notational, and/or technological sources to compose or arrange a given song Compose or arrange an above grade level instrumental piece/warm-up, of at least four measures, for a specified goal using traditional notation and including the elements of music. Compose or arrange an above grade level short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music. Compose or arrange a gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including the elements of music. Compose or arrange a near gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and including some elements of music. Compose or arrange a below gradeappropriate short instrumental piece/warm up for a specified goal using traditional or non-traditional notation and with minimal use of the elements of music. Create a stylistically advanced variation of a simple melody using a blues scale pattern. Create an advanced variation of a simple melody using a blues scale pattern. Create a variation of a simple melody using a blues scale pattern. Create a limited variation of a simple melody using a blues scale pattern. Create a basic variation of a simple melody using a blues scale pattern. Sample Create Artifacts -Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangementdocumented imagery of a student s response to assigned literature. i.e. instrumental journals...etc.

43 RESPOND Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates a mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. Students will be able to apply with mastery specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models INSTRUMENTAL MUSIC GRADE 6-8 Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates advanced competence in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with advanced competence specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Student demonstrates proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates proficiency in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates proficiency in comparing and contrasting works of the same genre or style. Students will be able to proficiently apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with limited effectiveness specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. 42 Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Students will not be able to apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines. Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. Students will be able to proficiently compare and contrast the use of common elements in artworks from two or more arts disciplines. Students will be able to compare and contrast with limited proficiency the use of common elements in artworks from two or more arts disciplines. Students will not be able to compare and contrast the use of common elements in artworks from two or more arts disciplines. Student demonstrates mastery in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates advanced proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates minimal proficiency in identifying a variety of musical styles and genres from recorded and/or live performances. Student demonstrates no proficiency in identifying a variety of musical styles and genres from recorded and/or live performances.

44 RESPOND INSTRUMENTAL MUSIC GRADE Student demonstrates mastery in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates advanced proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates limited proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates no proficiency in identifying a variety of uses and effectiveness of musical elements in rehearsal and performance literature. Student demonstrates a mastery in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates advanced competence in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates proficiency in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates limited ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates no ability in analyzing a recorded work and describing how elements of music make the selection unique, interesting, and expressive. Student demonstrates mastery in comparing and contrasting works of the same genre or style. Student demonstrates advanced proficiency in comparing and contrasting works of the same genre or style. Student demonstrates proficiency in comparing and contrasting works of the same genre or style. Student demonstrates limited proficiency in comparing and contrasting works of the same genre or style. Student demonstrates no proficiency in comparing and contrasting works of the same genre or style. Students will be able to apply with mastery specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will be able to apply with advanced competence specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will be able to proficiently apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will be able to apply with limited effectiveness specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will not be able to apply specific criteria (rubric) to evaluate his/her personal contribution in an instrumental performance and to evaluate their ensemble s performance as compared to exemplary models Students will be able to compare and contrast with mastery the use of common elements in artworks from two or more arts disciplines. Students will be able to compare and contrast with advanced competence the use of common elements in artworks from two or more arts disciplines. Students will be able to proficiently compare and contrast the use of common elements in artworks from two or more arts disciplines. Students will be able to compare and contrast with limited proficiency the use of common elements in artworks from two or more arts disciplines. Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions. Students will not be able to compare and contrast the use of common elements in artworks from two or more arts disciplines.

45 44 INSTRUMENTAL MUSIC GRADE 6-8 CONNECT Students will be able to demonstrate with mastery (oral or written) the impact of the role of music in today s society. Students will be able to compare with mastery arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with mastery the relationship of music with various academic disciplines outside the arts. Students will be able to demonstrate ways music technology impacts today s society. Students will be able to identify, with mastery, historical periods and/or cultures of selected instrumental music literature. Students will be able to demonstrate with advanced competence (oral or written) the impact of the role of music in today s society. Students will be able to compare with advanced proficiency arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with advanced competence the relationship of music with various academic disciplines outside the arts. Students will be able to explain with advanced competence ways music technology impacts today s society. Students will be able to identify, with advanced ability, historical periods and/or cultures of selected instrumental music literature. Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio. Students will be able to proficiently demonstrate (oral or written) the impact of the role of music in today s society. Students will be able to proficiently compare characteristics of arts disciplines from a particular historical period or style including various American music genres. Students will be able to proficiently describe the relationship of music with various academic disciplines outside the arts. Students will be able to proficiently explain ways music technology impacts today s society. Students will be able to proficiently identify historical periods and/or cultures of selected instrumental music literature. Students will be able to demonstrate with limited ability (oral or written) the impact of the role of music in today s society. Students will be able to compare with limited ability characteristics of arts disciplines from a particular historical period or style including various American music genres. Students will be able to describe with limited ability the relationship of music with various academic disciplines outside the arts. Students will be able to explain with limited ability ways music technology impacts today s society. Students will be able to identify with limited ability historical periods and/or cultures of selected instrumental music literature. Students will not be able to demonstrate (oral or written) the impact of the role of music in today s society. Students will not be able to compare characteristics of arts disciplines from a particular historical period or style including various American music genres. Students will not be able to describe the relationship of music with various academic disciplines outside the arts. Students will not be able to explain ways music technology impacts today s society. Students will not be able to identify historical periods and/or cultures of selected instrumental music literature.

46 INSTRUMENTAL MUSIC GRADE PERFORM A. SING A. SING A. SING A. SING A. SING Demonstrate good vocal production in sight-singing selected intervals, within an octave, and using teacherselected melodies. Demonstrate adequate vocal production in sight-singing selected intervals and melodies with pitch accuracy. Demonstrate basic vocal production in the singing of selected intervals and melodies with pitch accuracy. Demonstrate the singing of selected intervals and melodies with pitch accuracy. Demonstrate the singing of selected intervals and melodies with minimal pitch accuracy. Demonstrate basic instrumental production in the singing Sing a basic four-part harmonization with all parts using the same rhythms. Sing a basic three-part harmonization with all parts using the same rhythm. Sing a two-part harmonization with each part using independent rhythms. Sing a two-part harmonization with both parts using the same rhythm. Sing a two-part harmonization with both parts using the same rhythm with minimal accuracy B. PLAY B. PLAY B. PLAY B. PLAY B. PLAY Describe the maintenance needs of one s own instrument beyond cleaning. Detect and repair minor maintenance issues with one s own instrument (i.e., springs, valve alignment, replace a broken string). Detect and report minor maintenance issues with one s own instrument Execute periodic cleaning beyond daily maintenance. Rarely execute periodic cleaning beyond daily maintenance. Employ a characteristic tone within a group/individual performance as appropriate to various instrumental genres. Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. Produce a characteristic tone at varying dynamic levels Produce a characteristic tone throughout a teacher-selected range of the instrument. Rarely produce a characteristic tone throughout a teacher-selected range of the instrument. Demonstrate advanced technique in selected music genres. Demonstrate technical proficiency in selected music genres. Demonstrate technical proficiency of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking. Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. Rarely Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. Produce and perform appropriate pitch, intonation and rhythm in selected music genres (Grade V) Perform, in an ensemble, pieces in selected music genres (Grade VI) demonstrating appropriate musicality Perform, in an ensemble, pieces in selected music genres (Grade IV) demonstrating appropriate musicality. Perform selected intermediate level (Grade III and IV) pieces with appropriate pitch, intonation and rhythm. Identify and perform selected intermediate level (Grade III and IV) rhythms and pitches. Identify and demonstrate an understanding of selected concepts of musicality (Grades III and IV) within an ensemble Identify and perform selected intermediate level (Grade III and IV) rhythms and pitches with minimal accuracy. Identify and demonstrate an understanding of selected concepts of musicality (Grades III and IV) within an ensemble with minimal accuracy

47 PERFORM Sight-read, proficiently, examples from various music genres (Grade IV). INSTRUMENTAL MUSIC GRADE 9-12 Sight-read, accurately, examples from selected music genres (Grade III). Sight-read, accurately, examples from selected music genres (Grade II). Apply all basic elements associated with successful sight-reading using a variety of meters, tempi, and keys. Apply some basic elements associated with successful sightreading using a variety of meters, tempi, and keys. 46 Perform from memory a chromatic scale (winds and percussion), all major scales and arpeggios, selected minor scales and arpeggios for the full range of the instrument (minimum for winds and percussion: quarter note = 120; minimum for strings: quarter note = 98). Perform from memory a chromatic scale (winds and percussion), all major scales and arpeggios for the practical range of the instrument. Read minor scales and arpeggios for the practical range of the instrument (minimum for winds and percussion: quarter note = 120; minimum for strings: quarter note = 98). Perform from memory all major scales, a chromatic scale (winds and percussion) or thirteen rudiments (minimum for winds and percussion: quarter note =120; minimum for strings: quarter note = 98). Perform from memory eight major scales or eight rudiments and a chromatic scale (winds and percussion). Perform eight major scales or eight rudiments and a chromatic scale (winds and percussion). C. READ C. READ C. READ C. READ C. READ Accurately analyze and perform musical literature with a level of difficulty above the expectations of grade or course (Grade V). Notate rhythmic and melodic examples on a Grade II level when presented aurally. Accurately analyze and perform musical literature with a level of difficulty above the expectations of grade or course (Grade IV). Notate a simple melody in a major key given aurally. Accurately analyze and perform musical literature with a level of difficulty appropriate to grade or course (Grade III). Notate intervals in a major key within an octave when presented aurally Sometimes accurately analyze and perform musical literature with a level of difficulty appropriate to grade or course (Grade II or III). Notate basic rhythmic patterns when presented aurally Rarely analyze and perform musical literature accurately with a level of difficulty appropriate to grade or course (Grade II or III). Notate basic rhythmic patterns when presented aurally with minimal accuracy Sample Performance Artifacts (from rubric above) Evidence of student/ensemble adjudication: i.e. Band/Orchestra Festival, Solo and Ensemble, All-West auditions, etc. Video or audio recordings of concert to be adjudicated by blind peer committee Video or audio recording of formal or informal performance pre/interim/post assessment to show growth: i.e. Think Show. Rubric/check list of standards based assessment showing significant student growth: i.e. individual/group instrumental assessments. Student self/peer assessments of informal and/or formal performances: i.e. Checklist; student narrative review.

48 CREATE INSTRUMENTAL MUSIC GRADE Students will be able to improvise a melody within an existing chord structure at a level of mastery. Students will be able to improvise a melody within an existing chord structure at an advanced level. Students will be able to improvise a melody within an existing chord structure at a proficient level. Students will be able to improvise a melody within an existing chord structure at a somewhat proficient level. Students will be unable to improvise a melody within an existing chord structure. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at level of mastery. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion at a greatly advanced level. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at an advanced level. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel and contrary motion. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a proficient level. Students will choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion. Sample Create Artifacts Video or audio recordings of student compositions: i.e. arrangements, and/or improvisations. Written score of student composition or arrangement Documented imagery of a student s response to assigned literature. Students will be able to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels at a mostly proficient level. Students will choose a phrase from an existing melody and mostly compose a harmony part for the chosen phrase Students will be unable to improvise a rhythmic or melodic variation within specified guidelines aligned with performance levels. Students will be unable to choose a phrase from an existing melody and compose a harmony part for the chosen phrase that moves in parallel or contrary motion.

49 INSTRUMENTAL MUSIC GRADE RESPOND Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with mastery. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with advanced capabilities. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with proficiency. Students will be able to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature with limited proficiency. Students will be unable to identify, list and describe the use of musical elements, form, expressive devices, and compositional techniques in printed literature. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with mastery. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with advanced capabilities. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with proficiency. Students will be able to listen to selected examples of Western Art music, connecting and comparing it to music being sung with limited proficiency. Students will be unable to listen to selected examples of Western Art music, connecting and comparing it to music being sung. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with mastery. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with advanced capabilities. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with proficiency. Students will be able to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances with limited proficiency. Students will be unable to identify, by analyzing live or recorded performances, criteria for evaluating ensemble rehearsals and performances. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with advanced capabilities. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with proficiency. Students will be able to identify how composers manipulate musical elements to communicate in an instrumental work with limited proficiency. Respond Artifacts Student checklists for understanding, written narrative analysis and personal interpretations of musical scores from performances, or listening assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of student conducting, projects, class discussions. Students Student will be unable to identify how composers manipulate musical elements to communicate in an instrumental l work.

50 CONNECT INSTRUMENTAL MUSIC GRADE Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with mastery. Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with advanced capabilities. Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with proficiency. Students will be able to compare and contrast the use of common elements in music and an academic discipline outside the arts with limited proficiency. Students will be unable to compare and contrast the use of common elements in music and an academic discipline outside the arts. Students will be able to identify technology used to create music in a wide and advanced variety of mediums. Students will be able to identify technology used to create music in a wide variety of mediums. Students will be able to identify technology used to create music in a variety of mediums. Students will be able to identify technology used to create music in some mediums. Students will be unable to identify technology used to create music in some mediums. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with mastery. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with advanced capabilities. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with proficiency. Students will be able to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music with limited proficiency. Students will be unable to identify characteristics of the historical period or culture of music being rehearsed and its societal impact on the music. Students will be able to identify the genre and origin of selected instrumental works with mastery. Students will be able to identify the genre and origin of selected instrumental works with advanced capabilities. Connect Artifacts Examples Written narrative and checklist to field trips. Written exams over historical musicology. Samples of students work through formative phases of a unit project. Cumulative student portfolio. Students will be able to identify the genre and origin of selected instrumental works with proficiency. Students will be able to identify the genre and origin of selected instrumental works with limited proficiency. Students will be unable to identify the genre and origin of selected instrumental works.

51 PERFORM THEATRE HIGH SCHOOL - GRADE A. ACT A. ACT A. ACT A. ACT A. ACT Develop, write, and apply a character history to a performance. Develop and write a character history. Develop and write a character history using a teacher-given questionnaire. Answer questions about character history using a teacher-given questionnaire. Define character history. Perform a fully developed character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Perform a character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Identify ways to develop a character using vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Identify vocal techniques, such as inflection, pause, rate, and pitch, and physical techniques, such as posture, movement, gestures, and facial expressions Identify vocal techniques, such as inflection, pause, rate, and pitch. Create and lead vocal, physical, ensemble-building warm-ups and/or focus exercises. Lead vocal, physical, ensemblebuilding warm-ups and/or focus exercises. Participate in teacher-led vocal, physical, ensemble-building warmups and/or focus exercises. Participate in teacher-led vocal and physical warm-ups. Participate in teacher-led vocal warm-ups. Create and perform a scene or a monologue incorporating a fully developed character. Create and perform a character in a scene or a monologue. Perform a character in a monologue. Perform a character in a short scene. Perform in a short scene. Understand and apply the basic rules of improvisation to a characterdriven improvised scene. Understand and apply the basic rules of improvisation to a short improvised scene. Understand and apply the basic rules of improvisation in a teacherled exercise. Understand and apply the basic rules of improvisation. B. DIRECT B. DIRECT B. DIRECT B. DIRECT B. DIRECT Understand the basic rules of improvisation. Perform the role of a director by casting and staging a scene for performance using a variety of teacher-given production parameters (e.g., space, budget, time). Perform the role of a director by casting and staging a scene for performance. Observe and critique the directorial choices of a full-length production. Demonstrate knowledge of the role and responsibilities of the director. Identify the role and responsibilities of the director. Create a rehearsal schedule for a play. Create a rehearsal log for an inclass rehearsal process. Rehearse a scene in-class. Demonstrate knowledge of the rehearsal process. Identify stages of the rehearsal process. Perform a short scene utilizing basic blocking guidelines, stage directions, body positions, acting areas, and effective stage pictures. Apply knowledge of basic blocking guidelines, stage directions, body positions, and acting areas to tell a story utilizing effective stage pictures. Apply knowledge of basic blocking guidelines, stage directions, body positions, and acting areas to create effective stage pictures. Demonstrate knowledge of basic blocking guidelines, stage directions, body positions, and acting areas. Identify basic blocking guidelines, stage directions, body positions, and acting areas.

52 PERFORM THEATRE HIGH SCHOOL - GRADE Perform a scene utilizing a studentgenerated production concept. Analyze a play for plot, theme, and characterization. Perform a scene utilizing a teachergiven production concept. Analyze a scene for plot, theme, and characterization. Create a production concept for a scene. Identify and demonstrate knowledge of the basic components of script analysis. View a play and identify the production concept. Demonstrate knowledge of the plot, theme, and characterization of a play. Define the production concept of a play. Identify the plot, theme, and characterization of a play. Sample Performance Artifacts (from rubric above) Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Evidence of student/ensemble participation and adjudication (one-act play festivals, Orpheum High School Musical Theatre Awards, THSSDL speech tournaments, etc.) Video recording of performance (musical, one-act, or non-musical) to be adjudicated by blind peer committee Video recording of formal or informal performance (scene, improv, monologue) pre/interim/post assessment to show growth Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student work samples (written character histories, rehearsal documents, photos of the use of stage pictures, concept/skill exercises, video recording / photos of rehearsal process, original student-written scripts for scenes and/or monologues, written production concept for performance, video recording / production photos of performances, etc.) THEATRE HIGH SCHOOL - GRADE 9-12 CREATE A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING Stage an original scene that incorporates dramatic structure. Write a scene that incorporates dramatic structure. Create an outline for an original scene that identifies dramatic structure. Identify the elements of dramatic structure within a scene. Identify the elements of dramatic structure. Write and stage an original scene or an adapted scene. Use personal experience, literature, or history as inspiration for an original text. Write an original script for a scene or adapt an existing piece of nondramatic literature into a scene. View or read an example of an adapted and an original script. Identify the difference between adapted and original script writing. Write a scene that incorporates vernacular language and/or subtext. Write a short dialogue that incorporates subtext. Write a short dialogue incorporating vernacular language. Demonstrate an understanding of the use of vernacular language and subtext. Identify and define vernacular language and subtext. Identify subtext within a scripted scene.

53 CREATE THEATRE HIGH SCHOOL - GRADE B. SCENE DESIGN B. SCENE DESIGN B. SCENE DESIGN B. SCENE DESIGN B. SCENE DESIGN Utilize at least one of the theatrical design elements in the performance of a scene. Evaluate the theatrical design elements within the context of a performance. Identify theatrical design elements within the context of a performance. Demonstrate knowledge of theatrical design elements and the responsibilities of various technical theatre personnel. Identify theatrical design elements and the responsibilities of various technical theatre personnel. Perform the duties of a designer, such as lighting, props, sound, costumes, or makeup for a production. Create a ground plan, a costume and/or make-up plot, or another blueprint for design. Utilize a ground plan, a costume and/or make-up plot, or another blueprint for design. Understand and use basic technical theatre vocabulary. Discuss basic technical theatre vocabulary. Perform the responsibilities of one of the primary theatre personnel. Assist with the responsibilities of one of the primary theatre personnel. Analyze the effectiveness of one of the primary theatre personnel for a production. Sample Create Artifacts Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Video recording of the performances of original or adapted student scenes Scripts of original or adapted student-written scenes Student-created designs (ground plan, rendering, costume design/collage, lighting plot, make-up plot, etc.) Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Demonstrate knowledge of the responsibilities of various theatre personnel. Identify the responsibilities of various theatre personnel. THEATRE HIGH SCHOOL - GRADE 9-12 RESPOND A. SCENE COMPREHENSION A. SCENE COMPREHENSION A. SCENE COMPREHENSION A. SCENE COMPREHENSION A. SCENE COMPREHENSION Write a critique of a live or recorded performance that incorporates Utilize constructive criticism for selfevaluation. Utilize constructive criticism in a peer review. Demonstrate an understanding of the components of constructive criticism. Define the components of constructive criticism. Write a review in a journalistic style of a live or recorded performance. Write a critique of a live or recorded performance using a teacherprovided guide. Critique and identify areas for improvement for a live or recorded production. Identify the qualities of an effective critique. View and discuss examples of effective critiques.

54 RESPOND THEATRE HIGH SCHOOL - GRADE Write and deliver a curtain speech that incorporates basic rules of audience etiquette. Write a curtain speech that incorporates basic rules of audience etiquette. Demonstrate the basic rules of audience etiquette during a live performance. Compare and contrast the basic rules of audience etiquette for live and recorded performances. B. CONTEXT B. CONTEXT B. CONTEXT B. CONTEXT B. CONTEXT Apply more than one contribution of a specific culture or historical period to a performance or design. Identify ways in which theatre, film, and/or television raise social awareness. Demonstrate an understanding of the evolution of live to recorded performance. Demonstrate an understanding of the significant impact technology has on live and recorded performances. Apply at least one of the contributions of a specific culture or historical period to a performance or design. Discuss examples of the relationship between theatre, film, and/or television and society. Identify the technological advances used in theatre, film, and/or television. Describe and discuss how the various cultures and/or given historical periods contributed to the origin of theatre. Describe and discuss the history of theatre, film, and/or television. Describe and discuss the impact of history on theatre, film, and/or television. Demonstrate an understanding of the contributions of various cultures and/or given historical periods to theatre. Demonstrate knowledge of the history of theatre, film, and/or television. Demonstrate knowledge of the impact of history on theatre, film, and/or television. Identify the basic rules of audience etiquette for live performances. Identify the contributions of various cultures and/or given historical periods to theatre. Discuss the history of theatre, film, and/or television. Discuss the impact of history on theatre, film, and/or television. Respond Artifacts Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Video and/or written script of student-created and presented curtain speech Student-written review or critique of live or recorded performance Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student work samples of designs from a specific culture or historical period Video recordings of performances from a specific cultural or historical period Video or audio recording of class discussion (i.e. about theatre, film, and television and social awareness or about the impact that technology has on live and recorded performances)

55 CONNECT THEATRE HIGH SCHOOL - GRADE 9-12 A. RESEARCH A. RESEARCH A. RESEARCH A. RESEARCH A. RESEARCH Write and perform an original scene in a specified genre or in the style of a given historical period. Analyze the production requirements of a play from a specified genre or a given historical period. Write and perform a scene based on a given theme. Utilize one of the different acting techniques associated with various genres and historical periods of theatre. Create a scene design based on a theme or motif within a published play. Compare and contrast various genres and historical periods of theatre. Perform a scene from a published work in a specified genre or from a given historical period. Write a scene based on a given theme. Discuss the different acting techniques associated with various genres and historical periods of theatre. Demonstrate an understanding of various genres and historical periods of theatre. Research, select, and perform a scene from a period play or given culture. Determine common themes within the works of a given playwright. Determine the production requirements of a play from a specified genre or a given historical period. Identify various genres and historical periods. Identify themes and motifs within a given play. Research a given historical period or culture. Define genre. Define theme and motif. Define historical period. Identify plays and/or playwrights from a given period and/or culture. B. THEATRICAL PRESENTATION B. THEATRICAL PRESENTATION B. THEATRICAL PRESENTATION B. THEATRICAL PRESENTATION B. THEATRICAL PRESENTATION Perform a scene from a musical or a scene that incorporates simple dance steps or unified movement. Modernize and perform a classic piece of dramatic literature. Perform a scene that incorporates another art form. Incorporate the use of modern technology in a scene. Use existing contemporary music in a scene (e.g., Mama Mia). Compare and contrast a classic piece of dramatic literature with its contemporary counterpart (e.g., Romeo and Juliet and West Side Story). Research and report on the evolution of lighting, sound, and/or special effects in theatrical productions. Develop a scene based on an art form, such as a work of art. Select music to underscore a performance. Discuss the canon of the major musical theatre composers and their best known works. Demonstrate an understanding of plot, theme, and characters using a teacher-given classic piece of literature. Research and report on the use of technology in a theatrical production. Identify the purpose of underscoring a scene with music. Identify the elements of musical theater. Identify plot, theme, and characters of a classic piece of literature. Identify and discuss the technical requirements of a particular production. Define underscoring. Define musical theatre. Define plot, theme, and characters of a classic piece of literature. Identify various uses of technology in theatre. 54

56 CONNECT THEATRE HIGH SCHOOL - GRADE Compare and contrast various art forms. Identify various art forms. Define an art form. Connect Artifacts Examples Student portfolios demonstrating growth Pre and Post assessment samples (projects, tests) Student self/peer assessments of informal and/or formal performances (i.e. using a rubric or narrative form) Student-created scene design based on a theme or motif within a published play Student-created script of a scene based on a given theme Video recording of performance of scene from specific genre or historical period Video recording of performance of scene that incorporates simple dance steps or unified movement Written comparison of classic piece of dramatic literature with its contemporary counterpart Video or audio recording of class discussions and/or presentations (i.e. on the comparison / contrast of various art forms or on the evolution of lighting, sound, and/or special effects in theatrical productions)

57 PERFORM THEATRE MIDDLE SCHOOL - GRADE A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING A. SCRIPT WRITING Collaborate and write an original short script. Combine scenes to create a script. Write a scene with a beginning, middle, and end. Write a scene using correct language arts mechanics. Identify the main components/language arts mechanics of a scene. Improvise multiple characters in various situations. Improvise a character in a given conflict situation. Improvise a character in a given scene. Discuss a dramatic situation based on a real life scenario. Identify a dramatic situation within a given scene. Collaborate and write a short script based upon group-chosen experience. Combine scenes to create a script, elaborating on a given experience. Collaborate and write a scene based on a given experience. Write an extended scene or script based on a personal experience. Write a short scene based on a personal experience. Read and analyze a play identifying elements such as dialogue and stage directions. Create a short scene based on dialogue. Read and analyze a play focusing on plot, character, and/or theme. Read and analyze a scene or play excerpt focusing on plot, character, and/or theme. Read and identify the plot, character, and/or theme of a scene or play excerpt. Write elements of plot through group improvisational activity. Use playmaking to create a written scene. Expand on an improvised scenario to write a short scene. Write a scenario based on improvisation. Use improvisation as a tool in writing a short scene. Write a short script using dialogue to demonstrate characters motivations. Determine a character s motivation by citing what he/she says explicitly as well as drawing from inferences. Identify a character s motivation from dialogue. Portray a character from a given script. Identify given character(s) in a script. B. ACTING B. ACTING B. ACTING B. ACTING B. ACTING Create character(s) as implied by a script. Analyze a character as implied by a script. Create a character through improvisational games, pantomime, and other theatre activities. Participate in improvisational games, pantomime, and other theatre activities. Create a character through observation. Demonstrate an understanding of a variety of vocal techniques, body language, and facial expressions that may be used to portray a given character. Use body movement, vocal emphasis, and facial expressions to demonstrate a given character. Demonstrate character through facial expressions. Analyze the effect of facial expressions, body movement and facial expressions on a character. Explore a variety of facial expressions, body/spatial awareness and vocal sounds to create a variety of moods or ideas. Demonstrate a well-defined character in a group improvisational activity. Improvise a scene, individually or in a group, based on a given character. Create character(s), individually or in a group, for an improvised scene. Create a character using specified guidelines of improvisation. Describe the basic rules of improvisation. Perform, for an audience, a character in a scene using proper vocal techniques and body movement. Analyze the use of vocal technique and body movement to express thought, feeling, and character in a scene. Use vocal technique and body movement to express thought, feeling, and character in theatre exercises and improvised scenes. Develop an improvised character through vocal technique or body movement to express thoughts and feelings. Perform a character using pantomime or improvisation.

58 57 DANCE- Please refer to the current TN Standards in order to match the scoring rubric for a common understanding. The Content Standards by number are the headings under each category. The overlap is a reflection of placing CLEs and SPIs in categories better corresponding to the new Perform, Create, Respond, Connect categories: Perform (Elements & Skills Current TN Content Standard #1 and Choreography Current TN Content Standard #2) Create (Choreography Current TN Content Standard #2 and Creativity & Communications Current TN Content Standard #3) Respond (Criticism & Analysis Current TN Content Standard #4 and Cultural & Historical Contexts-- Current TN Content Standard #5) Connect (Cultural & Historical Contents-- Current TN Content Standard #5, Health-- Current TN Content Standard #6, & Interdisciplinary Connections-- Current TN Content Standard #7) Course Level Expectations (CLEs) and Checks for Understanding are reflected in each row of individual tasks. Student Performance Indicators (SPIs) are reflected in the expectations column levels 1-5. Sample PERFORMANCE Evidence Evidence of student performance in class work or performance (i.e. class movement combinations, stage performances, etc) Video recordings of class work with selected emphasis: (i.e locomotor & non-locomotor, rhythmic work, elements of dance, etc) Video recordings of formal or informal performance pre/interim/post assessments Student self/peer or teacher assessments of informal and/or formal performances: i.e written/verbal assessments with specific rubrics. Sample CREATE Evidence Evidence of student or class compositions using specific themes or meanings. Video recordings of class work or performances with selected compositional themes. Video recordings of formal or informal performance pre/interim/post assessments. Student self, peer or teacher assessments of informal and/or formal performances of creative assignments: i.e. written/verbal critique with specific rubrics. Evidence showing written reflections or responses to compositional work with grade appropriate rubrics Sample RESPOND Evidence Student checklists for understanding, written narrative analysis and personal interpretations of dance presentations from class assignments. Student self/peer assessments of informal and/or formal performances: i.e. checklist; student narrative review. Video recordings of students presenting various folk or social dances in classes. Written critiques using rubrics specifying content, style, and grammar requirements. Informal written or verbal responses to performance or class assignment. Student journal samples showing increased understanding of folk or social dance work. Sample CONNECT Evidence Student checklists for understanding, written narrative analysis and personal interpretations of dance performances from academic class assignments. Visual or written presentations of healthy lifestyles. Video recordings of student presenting dance to illustrate an academic concept (math, English, social studies, science). Video recordings of student presenting dance to interpret a work of art or music. Technology presentations incorporating dance. Informal or formal written or verbal responses to performance or class assignment.

59 58 DANCE ELEMENTARY GRADES K-2 PERFORM A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS Creates & performs locomotor and nonlocomotor combinations increasing in length and complexity Demonstrates simple locomotor and non-locomotor combinations in teacher directed combination. Create and experiment with a variety of body shapes at low, medium, and high levels. Demonstrate kinesthetic awareness using personal and general space, with straight, curved, zig-zag or other pathways. Experiments with and creates unique moments of kinesthetic awareness and concentration using stillness and movement. Execute movement to different meters and changing tempos. Creates and performs movement that isolates the basic qualities of energy (i.e. smooth, sharp, free, bound, strong, light, vibratory, swinging). Experiments with and creates spatial relationships (body part to body part, individual to individual, and individual to group) i.e., beside, between, over, under, together, apart. A role model and leader who teaches peers correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) Performs given locomotor and non-locomotor combinations increasing in length and complexity. Begins to create original compositions. Create a variety of body shapes at low, medium, and high levels. Demonstrate kinesthetic awareness using personal and general space, with straight and curved pathways. Experiments with kinesthetic awareness and concentration using stillness and movement. Execute movement to a steady beat, different meters and changing tempos. Compares and contrasts the basic qualities of energy (i.e. smooth, sharp, free, bound, strong, light, vibratory, swinging). Compare and contrast spatial relationships (body part to body part, individual to individual, and individual to group) i.e., beside, between, over, under, together, apart Demonstrates and explains correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) Demonstrate a variety of body shapes at low, medium, and high levels. Demonstrate kinesthetic awareness using personal and general space. Demonstrate kinesthetic awareness and concentration using stillness and movement. Responds to a steady beat and different meters with changing tempos. Identifies and uses basic qualities of energy (i.e. smooth, sharp, free, bound, strong, light, vibratory, swinging). Demonstrate spatial relationships (body part to body part, individual to individual, and individual to group) i.e., beside, between, over, under, together, apart Demonstrates correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) with minimal exceptions. Limited use or ability to identify locomotor and non-locomoter movements in simple combinations. Demonstrates a minimal number of variety of body shapes at low, medium, and high levels. Minimally demonstrate kinesthetic awareness using personal and general space. Minimally demonstrates kinesthetic awareness and concentration using stillness and movement. Can minimally move to a steady beat Identifies and uses basic qualities of energy (i.e. smooth, sharp, vibratory, swinging). Minimal ability to move individual body parts. Inconsistent use of dance class or performance etiquette. Cannot, or is unwilling, to use or identify locomotor and nonlocomoter movements in simple combinations. Cannot, or is unwilling to, demonstrate a variety of body shapes at low, medium, and high levels. Cannot demonstrate kinesthetic awareness using personal and general space Cannot demonstrate kinesthetic awareness and concentration using stillness and movement. Cannot move to a steady beat Cannot use basic qualities of energy (i.e. smooth, sharp, vibratory, swinging). Cannot move or identify individual body parts. Shows little or no understanding of dance class or performance etiquette.

60 DANCE ELEMENTARY GRADES K-2 CREATE 59 A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY Create a movement sequence with beginning, middle and ending. Compare and contrast the beginning, middle and ending of a movement sequence. Recognize the beginning, middle and ending of a movement sequence. Interprets the following partner skills: copying, leading, following, mirroring with the creation and performance of a ABA dance. B. CREATIVITY & COMMUNICATION Revises their dance to show a more dynamic response to stories, poems, artworks and music (varying the dance elements of space, time and enegy) Analyze how dance is different from other forms of human movement (sports or everyday gestures) by comparing and contrasting the use of space, time and energy. Revise and reteach dance and perform with peers and peers explain its meaning. A role model and leader who teaches peers correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) Distinquishes between the following partner skills: copying, leading, following, mirroring. B. CREATIVITY & COMMIUNCATION Experiments with dance elements in creating movement that responds to stories, poems, artworks and music. Explain and give examples of how dance is different from other forms of human movement (sports or everyday gestures) Teach one s dance to peers and summarize its meaning. Demonstrates and explains correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) Generates movement with the following partner skills: copying, leading, following, shadowing and mirroring, B. CREATIVITY & COMMUNICATION Respond in movement to stories, poems, artworks and music. Identify how dance is different from other forms of human Movement (sports or everyday gestures) Perform one s dance to peers and explain its meaning. Demonstrates correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) with minimal exceptions. Has difficulty in identify movement sequences with beginning, middle ending with teacher prompts. Generates some movement but has no clear understanding of partner skills. B. CREATIVITY & COMMUNICATION Minimal ability to respond in movement or stories, poems, art, or music. Lack ability to identify how dance is different from other forms of human movement (sports or everyday gestures) Cannot present one s dance to peers and explain its meaning. Inconsistent use of audience or performance etiquette. Cannot follow teacher directed prompts and lacks understanding or willingness to create movement with beginning, middle, and ending. Does not generate movement or movement has no partner skills. B. CREATIVITY & COMMUNICATION Cannot respond in movement or stories, poems, art, or music. No understanding of how dance is different from sports or everyday movement. Present one s dance to peers. Shows little or no understanding of audience or performance etiquette. DANCE ELEMENTARY GRADES K-2 RESPOND

61 60 A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS Creates multiple ways to solve a movement problem, evaluates and explains which most effectively illustrates the idea. Determine which of multiple ways to solve a movement problem most effectively Recognizes and compares multiple solutions to a given movement Does not recognize multiple ways to solve a movement problem. Is unwilling to explore multiple ways to solve a movement problem. Shows in-depth & insightful grade level analysis of self -performance in class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Uses information to improve and revise. illustrates the idea. Explains self -performance in class or stage performance through specified rubric written self-reflection in journal or other assignments. Uses information to improve. problem/assignment. Analyze self -performance in class or stage performance through specified grade level rubric and written self-reflection in journal or other assignments. Lacks consistent self-reflection skills in class or stage performance. Little use of written or verbal reflective skills Does no self- reflection in either written or verbal assignments. Analyze & evaluate individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria (elements of dance, choreographic structures, etc.) B. CULTURAL & HISTORICAL CONTEXTS Demonstrate and compare folk dances from two different cultures and compare to our own culture. Compare and contrast individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria. (elements of dance, choreographic structures, etc.) B. CULTURAL & HISTORICAL CONTEXTS Demonstrate and compare two folk dances from different cultures. Recognize individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria (elements of dance, choreographic structures, etc.). B. CULTURAL & HISTORICAL CONTEXTS Demonstrate and compare two folk dances from the same culture. Demonstrates minimal individual opinions about dance in a grade level appropriate way through discussion and written reflections. B. CULTURAL & HISTORICAL CONTEXTS Lacks skill in identifying various characteristics of cultural/folk or social dances. Cannot form individual opinions about dance in a grade level appropriate way through discussion or written reflections. B. CULTURAL & HISTORICAL CONTEXTS Cannot identify cultural/folk or social dances. Demonstrate through performance how a given dance form expresses the feelings or mood of the society that created it. Recognize how a given dance form expresses the feelings or mood of the society that created it. Describe ways in which people used dance throughout history as part of ritual, ceremonies and entertainment as a means of social expression. Identify one way in which people used dance throughout history as part of ritual, ceremonies and entertainment as a means of social expression. Cannot identify one way people used dance throughout history as part of ritual, ceremonies and entertainment as a means of social expression. DANCE ELEMENTARY GRADES K-2 CONNECT A. CULTURAL & HISTORICAL CONTEXT Research, perform and present a folk or social dance from a chosen time A. CULTURAL & HISTORICAL CONTEXT Research, perform and present a folk or social dance from a A. CULTURAL & HISTORICAL CONTEXT Research and present a folk or social dance from a chosen time A. CULTURAL & HISTORICAL CONTEXT Cannot present a folk or social dance from a chosen time period A. CULTURAL & HISTORICAL CONTEXT Cannot identify a folk or social dance from a

62 period or culture. Discuss how it reflects the historical or cultural period or ceremony of its society. chosen time period or culture period or ceremony. period or culture. or culture. chosen time period or culture. B. HEALTH B. HEALTH B. HEALTH B. HEALTH B. HEALTH Develops and implements personal Develops personal goals for Cannot describe goals for healthy life choices. healthy life choices. healthy/unhealthy choices. Describe how healthy/unhealthy life choices affect the dancer. (Nutrition, smoking, alcohol, etc.) Lacks understanding of healthy/unhealthy choices. 61 Compares and contrasts how muscles and/or the skeletal system generates movement. Can give examples/evidence to explain reasoning. C. INTERDISCIPLINARY CONNECTIONS Uses dance in various academic areas to express concepts. Present your ideas to the class. Create, perform and discuss a dance that interprets a piece of art or music. Uses technology to create dance. Applies understanding of how muscles and/or the skeletal system generate movement. Can identify basic muscles and bones used in a specific movement.. C. INTERDISCIPLINARY CONNECTIONS Use dance to learn a concept from one or more academic areas. Present your ideas to the class. Create a dance that interprets a piece of art or music. Uses technology to present dance concepts. Understand how anatomy relates to dance through muscular and/or skeletal identification. C. INTERDISCIPLINARY CONNECTIONS Identify connections between dance and other academic areas and explain how the same idea is presented in each. Demonstrate examples of how dance can interpret a piece of art or music. Explore ways technology can be used in dance. Minimal identification of muscular and/or skeletal systems. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. List examples of how dance can interpret a piece of art or music. Does not use technology at grade level. Cannot identify muscular or skeletal systems. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. Cannot identify how dance can interpret a piece of art or music. Does not use technology at grade level.

63 DANCE ELEMENTARY GRADES 3-5 PERFORM 62 A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS Applies & experiments with the following principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery. Demonstrates & describes the following principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and Identifies & uses the following principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and Minimal ability to identify or use the following principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and Cannot identify the following principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and Creates, performs and teaches locomotor and non-locomotor combinations increasing in length and complexity (i.e twisty walk, busting leap, floating run,etc). recovery. Performs given locomotor and non-locomotor combinations increasing in length and complexity. Begins to create original compositions. recovery. Demonstrates simple locomotor and non-locomotor combinations in teacher directed combination. landing, fall and recovery. Limited use or ability to identify locomotor and non-locomoter movements in simple combinations. recovery. Cannot use or identify locomotor and nonlocomoter movements in simple combinations. Create and perform multiple rhythmic patterns from sound to the kinesthetic. Creates & experiments with a variety of basic elements of dance (i.e. space, shape, time, energy) in a duet, trio or small group setting. Develop a variety of more complex rhythmic patterns and transfer from sound to the kinesthetic. Identifies and uses a variety of basic elements of dance (i.e. space, shape, time, energy.) in a duet or trio. Develop simple rhythmic patterns and transfer from sound to the kinesthetic. Identifies and uses basic elements of dance (i.e. space, shape, time, energy.) in individual or duet setting. Limited ability to transfer rhythmic patterns from sound to the kinesthetic. Minimal use of basic elements of dance. Cannot transfer rhythmic patterns from sound to the kinesthetic Cannot identify or use basic elements of dance. Demonstrates consistent knowledge of and use of correct dance terminology both written and verbally above grade level. Always demonstrates correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) And is a role model/leader for others. Demonstrates consistent knowledge of and use of correct dance terminology both written and verbally at grade level. Consistently demonstrates correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) Demonstrates some knowledge of and use of correct dance terminology both written and verbally at grade level. Demonstrates correct dance class and performance etiquette (i.e. behavior, focus, following directions etc.) with minimal exceptions. Demonstrates minimal knowledge of dance terminology, either written or verbal. Inconsistent use of dance class or performance etiquette. Lacks basic knowledge of terms either written or verbal. Shows little or no understanding of dance class or performance etiquette. B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY Creates, memorizes, performs and teaches locomotor and non-locomotor combinations increasing in length and complexity (i.e twisty walk, busting leap, Memorizes and performs given locomotor and non-locomotor combinations increasing in length and complexity. Begins to create Demonstrates and memorizes simple locomotor and nonlocomotor combinations in teacher directed combination. Limited use or ability to identify or memorize locomotor and nonlocomoter movements in simple combinations. Cannot use or identify locomotor and nonlocomoter movements in simple combinations.

64 floating run,etc). original compositions. 63 Creates & experiments with a variety of basic elements of dance (i.e. space, shape, time, energy) in a duet, trio or small group setting. Memorizes and performs the finished composition. Identifies and uses a variety of basic elements of dance (i.e. space, shape, time, energy.) in a duet or trio. Memorizes and performs the finished composition. Identifies and uses basic elements of dance (i.e. space, shape, time, energy.) in individual or duet setting. Memorizes and performs the finished composition. Minimal use of basic elements of dance. Some ability to memorize and perform the finished composition. Cannot identify or use basic elements of dance. Lacks ability to memorize and perform the finished composition. DANCE ELEMENTARY GRADES 3-5 CREATE A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY Create and explain movement sequence or simple dance using all of the following: repetition, smooth transitions, contrast (energy, levels, etc) Create and explain movement sequence or simple dance using two of the following: repetition, smooth transitions, contrast (energy, levels, etc) Create movement sequence or simple dance using one of the following: repetition, smooth transitions, contrast (energy, levels, etc) Has difficulty in generating movement sequences with teacher prompts. Cannot follow teacher directed prompts and lacks understanding or willingness to create movement. Creates, performs and explains the following partner skill: contrasting and complementary shapes, giving & taking weight, balance & counter balance. Compose and perform complex dances or movement compositions using the choreographic elements of space, time and energy. Experiment, create and perform complex movement compositions using a variety of the basic structures. (i.e. AB, ABA, canon, call and response) Analyze and contrast the following partner skill: contrasting and complementary shapes, giving & taking weight, balance & counter balance. Categorize and compare dances or movement compositions using the choreographic elements of space, time and energy. Create movement compositions using a variety of the basic structures. (i.e. AB, ABA, canon, call and response) Demonstrates movement with the following partner skill: contrasting and complementary shapes, giving & taking weight, balance & counter balance Identify the choreographic elements of space, time and energy. Recognize and apply the basic principles & structures of choreography. (i.e. AB, ABA, canon, call and response) Generates some movement but has no clear understanding of partner skills. Minimally identifies the choreographic elements of space, time and energy. Recognize and apply a minimal number of structures of choreography. Does not generate movement or movement has no partner skills. Cannot identify the choreographic elements of space, time and energy. Does not recognize or identify any structures of choreography. Analyze and evaluate in written form (according to grade level) the choreographic structure of Describe and reproduce the choreographic structure of dance viewed in class, in the Recognize the choreographic structure of dance viewed in class, in the theater, or on Minimally recognize the choreographic structure of dance viewed in class, in the theater, or Cannot recognize the choreographic structure of dance viewed in class, in the theater, or

65 dance viewed in class, in the theater, or on video/dvd. theater, or on video/dvd. Use written reflections according to grade level. video/dvd. Use written reflections according to grade level. on video/dvd. Written reflections are below grade level. on video/dvd. Written reflections are below grade level. 64 B. CREATIVITY & COMMUNICATION Creates, revises, and performs complex movement and/or a composition study to portray a specific theme. B. CREATIVITY & COMMIUNCATION Creates and discusses movement and/or a composition study to portray a specific theme. B. CREATIVITY & COMMUNICATION Identify and discuss how dance can be used to illustrate a specific theme. B. CREATIVITY & COMMUNICATION Minimal understanding or demonstration in identifying or defining ways dance can be used to convey a specific theme. B. CREATIVITY & COMMUNICATION Cannot identify ways dance can be used to illustrate a specific theme. Experiment with and create ways to transform pantomime to abstract movement. Always demonstrates correct audience and performance etiquette (i.e. behavior, focus, response etc.) And is a role model/leader for others. Compare and contrast the difference between pantomiming and creating abstract meaning through abstract movement. Consistently demonstrates correct audience and performance etiquette (i.e. behavior, focus, response etc.) Demonstrate the difference between pantomiming and creating abstract meaning through abstract movement. Demonstrates correct audience and performance etiquette (i.e. behavior, focus, response etc.) with minimal exceptions. Minimal understanding of the differences between pantomime and abstract movement. Inconsistent use of audience or performance etiquette. Cannot differentiate between pantomime and abstract movement. Shows little or no understanding of audience or performance etiquette. DANCE ELEMENTARY GRADES 3-5 RESPOND A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS Creates multiple ways to solve a movement problem, evaluates and explains which most effectively illustrates the idea. Determine which of multiple ways to solve a movement problem most effectively illustrates the idea and explains why. Recognizes and compares multiple solutions to a given movement problem/assignment. Does not recognize multiple ways to solve a movement problem. Is unwilling to explore multiple ways to solve a movement problem. Shows in-depth & insightful grade level analysis of self -performance in class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Uses information to improve. Consistently analyzes self - performance in class or stage performance through specified rubric and formal written selfreflection in journal or other assignments. Uses information to improve. Analyze self -performance in class or stage performance through specified grade level rubric and formal written selfreflection in journal or other assignments. Lacks consistent self-reflection skills in class or stage performance. Little use of written or verbal reflective skills Does no self- reflection in either written or verbal assignments.

66 Analyze & evaluate individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria. Evaluates the choreographic elements or structures in performances either through written critique or verbal analysis. Uses specific examples to support opinion in a clear and convincing manner. B. CULTURAL & HISTORICAL CONTEXTS Research and perform one folk or social dance forms and discuss how each reflects its culture. Compare and contrast individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria. Analyze the choreographic elements or structures in performances either through written critique or verbal analysis. Uses specific examples to support opinion. B. CULTURAL & HISTORICAL CONTEXTS Compare and contrast the evolution of two folk or social dance forms and how each reflects its culture. Recognize individual opinions about dance in a grade level appropriate way through discussion and written reflections using specified aesthetic criteria. Determine the choreographic elements or structures in performances either through written critique or verbal analysis. Uses specific examples from performance. B. CULTURAL & HISTORICAL CONTEXTS Describe the basic evolution of a folk or social dance form and how it reflects its culture. Demonstrates minimal individual opinions about dance in a grade level appropriate way through discussion and written reflections. Identify some examples of choreographic elements or structures. B. CULTURAL & HISTORICAL CONTEXTS Lacks skill in identifying various characteristics of cultural/folk or social dances. 65 Cannot form individual opinions about dance in a grade level appropriate way through discussion or written reflections. Cannot identify the choreographic elements or structures in performances B. CULTURAL & HISTORICAL CONTEXTS Cannot identify cultural/folk or social dances. DANCE ELEMENTARY GRADES 3-5 CONNECT A. CULTURAL & HISTORICAL CONTEXT A. CULTURAL & HISTORICAL CONTEXT Research, perform and present a folk or social Research, perform and present dance from a chosen time period or culture. a folk or social dance from a Discuss how it reflects to a historical or cultural chosen time period or culture. period. A. CULTURAL & HISTORICAL CONTEXT Research and present a folk or social dance from a chosen time period or culture. A. CULTURAL & HISTORICAL CONTEXT Cannot present a folk or social dance from a chosen time period or culture. A. CULTURAL & HISTORICAL CONTEXT Cannot identify a folk or social dance from a chosen time period or culture. B. HEALTH B. HEALTH B. HEALTH B. HEALTH B. HEALTH Develops and implements personal goals for Develops personal goals for Cannot describe healthy life choices. healthy life choices. healthy/unhealthy choices. Describe how healthy/unhealthy life choices affect the dancer. (Nutrition, smoking, alcohol, etc.) Lacks understanding of healthy/unhealthy choices. Examines a movement and evaluates which basic muscles and bones are used to perform that movement. Applies understanding of how muscles and the skeletal system generate movement. Can identify basic muscles and bones. Understand how anatomy relates to dance through muscular and skeletal identification. Minimal identification of muscular and skeletal systems. Cannot identify muscular or skeletal systems. C. INTERDISCIPLINARY CONNECTIONS C. INTERDISCIPLINARY C. INTERDISCIPLINARY C. INTERDISCIPLINARY C. INTERDISCIPLINARY

67 Explain how the same concept can be expressed in 2 different academic areas. Create, perform and defend a dance that interprets a piece of art or music. Uses technology as the inspiration to create dance. CONNECTIONS CONNECTIONS CONNECTIONS CONNECTIONS Use dance to learn a concept from another academic area Create a dance that interprets a piece of art or music. Uses technology to enhance the production of dance concepts through movement.. Identify connections between dance and other academic areas and explain how the same idea is presented in each. Demonstrate how dance can interpret a piece of art or music. Explore ways technology can be used in dance. Does not make connections between dance and other academic areas. List examples of how dance can interpret a piece of art or music. Does not use technology at grade level. Does not make connections between dance and other academic areas. 66 Cannot identify how dance can interpret a piece of art or music. Does not use technology at grade level.

68 DANCE MIDDLE SCHOOL - GRADES 6-8 PERFORM 67 A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS Consistently demonstrates self-correction and use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) without teacher prompt. Consistently demonstrates use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) with occasional teacher prompt. Demonstrates consistent use of appropriate technique using acceptable alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) with teacher prompt. Demonstrates consistent use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) Lacks consistent use of appropriate technique and alignment. appropriate body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) is missing Demonstrates strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Can generate a complex combination using a variety of both types of movements. Demonstrates strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Can generate a combination using a variety of both types of movements. Demonstrates strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Demonstrates some strength, flexibility, coordination, endurance in locomotor and non-locomotor movements but has difficulty in performing them consistently.. Lacks strength, flexibility, coordination, endurance and basic knowledge of locomotor and non-locomotor movements Demonstrates complex rhythmic acuity and musicality in a variety of combinations. Demonstrates rhythmic acuity and musicality in a variety of combinations. Demonstrates rhythmic acuity and musicality.. Demonstrates minimal rhythmic acuity and musicality. Lacks rhythmic acuity and musicality Applies & experiments with a variety of basic elements of dance (i.e. space, shape, time, energy.) in complex class work or composition. Identifies and uses a variety of basic elements of dance (i.e. space, shape, time, energy.) in complex class work or composition. Identifies and uses basic elements of dance (i.e. space, shape, time, energy.) in class work or composition. Minimal use of basic elements of dance. Cannot identify or use basic elements of dance. Consistently works to refine technique and skills through self-correction. Always carries peer or teacher corrections from class to class. Demonstrates knowledge of and use of correct dance terminology both written and verbally. Uses dance terminology in all verbal or written dance communication. Consistently works to refine technique and skills through teacher directed corrections. Can self or peer correct but does not always carry corrections from class to class Demonstrates knowledge of and use of correct dance terminology both written and verbally. Uses dance terminology in all verbal or written dance communication. Consistently works to refine technique and skills through teacher directed corrections. Demonstrates knowledge of and use of correct dance terminology both written and verbally. Does not make consistent corrections of skills Demonstrates basic knowledge of dance terminology, either written or verbal. Shows no understanding or use of teacher directed corrections. Demonstrates basic knowledge of terms either written or verbal.

69 Always demonstrates correct studio and performance etiquette (i.e. behavior, appropriate dress & hair, etc.) Consistently demonstrates correct studio and performance etiquette (i.e. behavior, appropriate dress & hair, etc.) Demonstrates correct studio and performance etiquette (i.e. behavior, appropriate dress & hair, etc.) with minimal exceptions. Inconsistent use of studio or performance etiquette. Shows little or no understanding of studio or performance etiquette. B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY Consistently applies exceptional skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using good technical skill and energy with meaning and intent. Consistently demonstrates skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using appropriate technical skill and energy with meaning and intent. Demonstrates skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using appropriate technical skill and energy with meaning and intent. Demonstrates skills in one genre of dance through class work or stage performance. Uses basic technical skill with some energy and meaning. Lacks an understanding of different genres and shows little or no skill in any genre of dance. 68 Always uses appropriate performance & audience etiquette and is an example to peers in performing in teacher s or peer s choreography. Consistently uses appropriate performance & audience etiquette and is an example to peers in performing in teacher s or peer s choreography. Uses appropriate performance & audience etiquette in performing in teacher s or peer s choreography. Inconsistent use of appropriate performance or audience etiquette in performing in teacher s or peer s choreography. Does not demonstrate appropriate performance or audience etiquette in any choreography. DANCE MIDDLE SCHOOL GRADES 6-8 CREATE A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY A. CHOREOGRAPHY Evaluates & applies sensory information (images & sounds) to generate complex and original movement through improvisation and teacher or self-directed prompt. Interprets sensory information (images & sounds) to generate movement through improvisation and teacher directed prompt. Goes above teacher directions to show Use sensory information (images & sounds) to generate movement through improvisation and teacher directed prompt. Has difficulty in generating movement through visual or auditory teacher prompts. Cannot follow teacher directed prompts and lacks understanding or willingness to create movement. Generates a variety of movement with clear intent, purpose and structure. Shows complexity in the structure. Recognize and apply the basic principles & structures of originality in using prompt. Generates a variety of movement with clear intent, purpose and structure. Recognize and apply the basic principles & structures of Generates movement with clear intent, purpose or structure. Recognize and apply the basic principles & structures Generates some movement but has no clear intent, purpose or structure. Recognize and apply a minimal number of basic structures of Does not generate movement or movement has no intent, purpose or structure Does not recognize or identify the basic principles

70 choreography. Can create complex movement compositions using a variety of structures. Can consistently create and identify complex movement compositions and choreography as relative to specific genres of dance. B. CREATIVITY & COMMUNICATION Applies & experiments in using dance as a medium to develop selfawareness & self- confidence by generating complex movement that expresses a personality trait in depth or uses various traits in complex ways. Can create various movement studies to apply the concept. Evaluates and uses multiple ways dance can communicate meaning by creating complex movement compositions using teacher or student selected themes. Creates complex movement and/or a composition study to portray a specific social issue. choreography. Can create movement compositions using a variety of structures. Can accurately identify, and use in movement compositions, the differences in choreography as relative to specific genres of dance. B. CREATIVITY & COMMIUNCATION Use dance as a medium to develop self-awareness & selfconfidence by generating movement that expresses a specific personality trait. Can create various movement studies to apply the concept. Interprets and uses multiple ways dance can communicate meaning. Creates movement and/or a composition study to portray a specific social issue. of choreography. (i.e. AB, ABA, ABAB, canon, retrograde, call/response) Understand and identify the differences in choreography as relative to specific genres of dance. B. CREATIVITY & COMMUNICATION Use dance as a medium to develop self-awareness & self- confidence by generating movement that expresses a specific personality trait. Identify multiple ways dance can communicate meaning. Identify how dance can be used to create an awareness of social issues. choreography. Can minimally identify the genres of dance B. CREATIVITY & COMMUNICATION Identifies ways dance as a medium to develop self-awareness & selfconfidence by generating movement that expresses a specific personality trait. But does not apply the concept through movement. Identify some ways dance can communicate meaning. Minimal understanding in identifying or defining ways dance can be used to create an awareness of social issue. & structures of choreography. Cannot identify the differences in choreography as relative to specific genres of dance. B. CREATIVITY & COMMUNICATION Cannot identify, nor demonstrate, ways dance is used as a medium to develop self-awareness & self- confidence. Cannot identify ways dance can communicate meaning. Cannot identify ways dance can be used to create an awareness of social issues. 69 DANCE MIDDLE SCHOOL GRADES 6-8 RESPOND A. CRITICISM & A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS ANALYSIS Shows consistent response to technical critique given in a class or rehearsal setting. Student can physically selfcorrect in class or stage work. Student works as peer Shows consistent response to technical critique given by teacher in a class or rehearsal setting. Student can physically self-correct in class or stage work. Respond to technical critique given by teacher in a class or rehearsal setting. Student begins to physically self-correct in class or stage work. Lacks consistent response to technical critique given by teacher in a class or rehearsal setting. Student does not physically self-correct in class or stage work. Does not respond to technical critique given by teacher in a class or rehearsal setting. Student does not physically self-correct in class or stage work. tutor with others to improve performance. Shows in-depth & insightful Consistently analyzes self - Analyze self -performance in Lacks consistent self-reflection Does no self- reflection in either

71 analysis of self -performance in class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Uses information to improve. Analyze & evaluate professional or student performance through complex and in-depth formal written and/or verbal critique. Uses numerous references to elements of dance with supporting evidence and formal grammar. Evaluates the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples to support opinion in a clear and convincing manner. performance in class or stage performance through specified rubric and formal written selfreflection in journal or other assignments. Uses information to improve. Analyze professional or student performance through in-depth formal written and/or verbal critique. Uses several references to elements of dance with supporting evidence. Uses appropriate and formal grammatical expression. Analyze the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples to support opinion. class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Analyze professional or student performance through formal written and/or verbal critique. Uses some reference to elements of dance with supporting evidence and clear grammar. Determine the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples from performance. skills in class or stage performance. Little use of written or verbal reflective skills Lacks skill in constructing formal written and/or verbal critique of professional or student performance. Minimal reference to elements of dance with little supporting evidence. Identify some examples of choreographic intent. written or verbal assignments. Poor formal written and/or verbal critique of professional or student performance. No reference to elements of dance with little supporting evidence. Cannot identify the choreographic intent in performances 70 B. CULTURAL & HISTORICAL CONTEXTS Determine & present reasons why characteristics of various cultural/folk dances differ throughout the world. Can perform one or more folk dance and explain its meaning. Interpret primitive and current rituals as expressed through dance (religious, social, political). Demonstrate an understanding by creating a ritualistic movement composition. B. CULTURAL & HISTORICAL CONTEXTS Compare and contrast characteristics of various cultural/folk dances. Can perform one or more folk dance and explain its meaning. Describe primitive and current rituals as expressed through dance (religious, social, political). Demonstrate an understanding by creating a ritualistic movement composition. B. CULTURAL & HISTORICAL CONTEXTS Recognize the diversity of dance throughout the world. Identify characteristics of various cultural/folk dances. Identify three or more primitive and current rituals as expressed through dance (religious, social, political) B. CULTURAL & HISTORICAL CONTEXTS Lacks skill in identifying various characteristics of cultural/folk dances. Identify two or more primitive and current rituals as expressed through dance (religious, social, political) B. CULTURAL & HISTORICAL CONTEXTS Cannot identify cultural/folk dances. Cannot define ritual or illustrate connection to dance.

72 DANCE MIDDLE SCHOOL GRADES 6-8 CONNECT 71 A. CULTURAL & HISTORICAL CONTEXT A. CULTURAL & HISTORICAL CONTEXT A. CULTURAL & HISTORICAL CONTEXT A. CULTURAL & HISTORICAL CONTEXT A. CULTURAL & HISTORICAL CONTEXT Present and explain two distinctive movement compositions using two Categorize various dances according to their genres. Understand and distinguish various genres of dance and their characteristics. Can distinguish between two genres of dance and their characteristics. Cannot distinguish various genres of dance and their characteristics. different genres of dance. Analyze and interpret examples of the effects Present examples of the effects history has had on the evolution Understand historical background of dance forms Cannot define cultural, social or theatrical dance forms. Lacks understanding of dance forms. history has had on the evolution of dance forms. of dance forms. (cultural, social, theatrical, etc) B. HEALTH B. HEALTH B. HEALTH B. HEALTH B. HEALTH Develops and implements personal goals for healthy life choices. Develops personal goals for healthy life choices. Describe how healthy/unhealthy life choices affect the dancer. (Nutrition, smoking, alcohol) Cannot describe healthy/unhealthy choices. Lacks understanding of healthy/unhealthy choices. Applies understanding of how muscles generate movement and articulates such in movement and discussion. Demonstrates knowledge of skeletal system Develop and implement, via peer monitoring, a safe studio and theater environment. C. INTERDISCIPLINARY CONNECTIONS Uses dance in various academic areas to express concepts. Uses technology to create dance. Applies understanding of how muscles generate movement. Shows knowledge of skeletal system. Use proper safety measures in the studio and theater. C. INTERDISCIPLINARY CONNECTIONS Use dance to learn a concept from another academic area Uses technology to present dance concepts. Understand how anatomy relates to dance through muscular and skeletal identification. Identifies, and uses with teacher prompt, proper safety measures in the studio and theater. C. INTERDISCIPLINARY CONNECTIONS Identify connections between dance and other academic areas and explain how the same idea is presented in each. Explore ways technology can be used in dance. Minimal identification of muscular and skeletal systems. Sometimes identifies and uses, proper safety measures. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. Does not use technology at grade level. Cannot identify muscular or skeletal systems. Cannot identify, nor use, proper safety measures. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. Does not use technology at grade level.

73 DANCE HIGH SCHOOL - GRADE 9-12 PERFORM 72 A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS A. ELEMENTS & SKILLS Consistently demonstrates selfcorrection and use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) without teacher prompt. Consistently demonstrates use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) with occasional teacher prompt. Demonstrates consistent use of appropriate technique using acceptable alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) with teacher prompt. Demonstrates consistent use of appropriate technique using good alignment and body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) Lacks consistent use of appropriate technique and alignment. appropriate body part articulation in various aspects of dance (tendu, plie, rotation or parallel, etc.) is missing Demonstrates & always applies strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Can generate a complex combination using a variety of both types of movements. Demonstrates complex rhythmic acuity and musicality in a variety of combinations. Applies and experiments with a variety of basic elements of dance (i.e. space, shape, time, energy.) in complex class work or composition. Consistently works to refine technique and skills through self-correction. Always carries peer or teacher corrections from class to class. Always applies knowledge of correct dance terminology both written and verbally. Uses dance terminology in all verbal or written dance communication. Demonstrates strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Can generate a combination using a variety of both types of movements. Demonstrates rhythmic acuity and musicality in a variety of combinations. Applies a variety of basic elements of dance (i.e. space, shape, time, energy.) in complex class work or composition. Consistently works to refine technique and skills through teacher directed corrections. Can self or peer correct but does not always carry corrections from class to class Consistently demonstrates knowledge of and use of correct dance terminology both written and verbally. Uses dance terminology in all verbal or written dance communication. Demonstrates strength, flexibility, coordination, endurance in locomotor and non-locomotor movements. Demonstrates rhythmic acuity and musicality. Identifies and uses basic elements of dance (i.e. space, shape, time, energy.) in class work or composition. Consistently works to refine technique and skills through teacher directed corrections. Demonstrates knowledge of and use of correct dance terminology both written and verbally. Demonstrates some strength, flexibility, coordination, endurance in locomotor and non-locomotor movements but has difficulty in performing them consistently. Demonstrates minimal rhythmic acuity and musicality. Minimal use of basic elements of dance. Does not make consistent corrections of skills Demonstrates basic knowledge of dance terminology, either written or verbal. Lacks strength, flexibility, coordination, endurance and basic knowledge of locomotor and non-locomotor movements Lacks rhythmic acuity and musicality Cannot identify or use basic elements of dance. Shows no understanding or use of teacher directed corrections. Demonstrates basic knowledge of terms either written or verbal. Always demonstrates knowledge of and use of correct dance terminology both written Consistently demonstrates correct studio and performance etiquette (i.e. behavior, Demonstrates correct studio and performance etiquette (i.e. behavior, Inconsistent use of studio or performance etiquette. Shows little or no understanding of studio or performance etiquette.

74 and verbally. Uses dance terminology in all verbal or written dance communication. appropriate dress & hair, etc.) appropriate dress & hair, etc.) with minimal exceptions. 73 B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY B. CHOREOGRAPHY Consistently applies exceptional skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using good technical skill and energy with meaning and intent. Consistently demonstrates skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using appropriate technical skill and energy with meaning and intent. Demonstrates skills in multiple genres of dance through class work or stage performance. Performs a specific genre of dance using appropriate technical skill and energy with meaning and intent. Demonstrates skills in one genre of dance through class work or stage performance. Uses basic technical skill with some energy and meaning. Lacks an understanding of different genres and shows little or no skill in any genre of dance. Consistently uses & interprets principles of choreography (e.g., intent, form/design, theme, repetition). Always uses appropriate performance & audience etiquette and is an example to peers in performing in teacher s or peer s choreography. Identifies & experiments with principles of choreography (e.g., intent, form/design, theme, repetition). Consistently uses appropriate performance & audience etiquette and is an example to peers in performing in teacher s or peer s choreography. Identifies & performs the basic principles of choreography (e.g., intent, form/design, theme, repetition). Uses appropriate performance & audience etiquette in performing in teacher s or peer s choreography. Lacks skill in identifying or performing the basic principles of choreography (e.g., intent, form/design, theme, repetition). Inconsistent use of appropriate performance or audience etiquette in performing in teacher s or peer s choreography. Cannot identify basic principles of choreography (e.g., intent, form/design, theme, repetition). Does not demonstrate appropriate performance or audience etiquette in any choreography. CREATE DANCE HIGH SCHOOL - GRADE 9-12 A. CHOREOGRAPY Evaluates & applies sensory information (images & sounds) to generate complex and original movement through improvisation and teacher or self-directed prompt. Generates a variety of movement with clear intent, purpose and structure. Shows complexity in the structure. A. CHOREOGRAPY Interprets sensory information (images & sounds) to generate movement through improvisation and teacher directed prompt. Goes above teacher directions to show originality in using prompt. Generates a variety of movement with clear intent, purpose and structure. A. CHOREOGRAPY Use sensory information (images & sounds) to generate movement through improvisation and teacher directed prompt. Generates movement with clear intent, purpose or structure. A. CHOREOGRAPHY Has difficulty in generating movement through visual or auditory teacher prompts. Generates some movement but has no clear intent, purpose or structure. A.CHOREOGRAPHY Cannot follow teacher directed prompts and lacks understanding or willingness to create movement. Does not generate movement or movement has no intent, purpose or structure.

75 Interpret, evaluate, & apply the basic principles & structures of choreography. Can create complex movement compositions using a variety of structures. Evaluate and apply the basic principles & structures of choreography. Can create complex movement compositions using a variety of structures. Apply the basic principles & structures of choreography. Can create movement compositions using a variety of structures. Recognize and apply the basic principles & structures of choreography. Can create movement compositions using a variety of structures. Recognize and apply the basic principles & structures of choreography. (i.e. AB, ABA, ABAB, canon, retrograde, call and response) Recognize and apply the basic principles & structures of choreography. (i.e. AB, ABA, ABAB, canon, retrograde, call and response) Recognize and apply a minimal number of basic structures of choreography. Recognize and apply a minimal number of basic structures of choreography. Does not recognize or identify the basic principles & structures of choreography. Does not recognize or identify the basic principles & structures of choreography. 74 Apply and evaluate choreographic principles of a solo and /or group movement study. Apply choreographic principles of a solo and /or group movement study. B. CREATIVITY & COMMUNICATION B. CREATIVITY & COMMIUNCATION Applies & experiments in using dance as Use dance as a medium to a medium to develop self-awareness & develop self-awareness & selfself- confidence by generating complex confidence by generating movement that expresses a personality movement that expresses a trait in depth or uses various traits in specific personality trait. Can complex ways. Can create various create various movement movement studies to apply the concept. studies to apply the concept. Identifies the choreographic principles of a solo and /or group movement study. B. CREATIVITY & COMMUNICATION Use dance as a medium to develop self-awareness & selfconfidence by generating movement that expresses a specific personality trait. Can define, but not use, the choreographic principles of a solo and /or group movement study. B. CREATIVITY & COMMUNICATION Identifies ways dance as a medium to develop self-awareness & self- confidence by generating movement that expresses a specific personality trait. But does not apply the concept through movement. Cannot identify, nor use, choreographic principles of a solo and /or group movement study. B. CREATIVITY & COMMUNICATION Cannot identify, nor demonstrate, ways dance is used as a medium to develop self-awareness & selfconfidence. Evaluates and uses multiple ways dance can communicate meaning by creating complex movement compositions using teacher or student selected themes. Interprets and uses multiple ways dance can communicate meaning. Identify multiple ways dance can communicate meaning. Identify some ways dance can communicate meaning. Cannot identify ways dance can communicate meaning. Creates complex movement and/or a composition study to portray a specific social issue. Creates movement and/or a composition study to portray a specific social issue. Identify how dance can be used to create an awareness of social issues. Minimal understanding in identifying or defining ways dance can be used to create an awareness of social issue. Cannot identify ways dance can be used to create an awareness of social issues.

76 RESPOND DANCE HIGH SCHOOL - GRADE A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS A. CRITICISM & ANALYSIS Shows consistent response to technical critique given in a class or rehearsal setting. Student can physically selfcorrect in class or stage work. Student works as peer tutor with others to improve performance. Shows consistent response to technical critique given by teacher in a class or rehearsal setting. Student can physically self-correct in class or stage work. Respond to technical critique given by teacher in a class or rehearsal setting. Student begins to physically self-correct in class or stage work. Lacks consistent response to technical critique given by teacher in a class or rehearsal setting. Student does not physically self-correct in class or stage work. Does not respond to technical critique given by teacher in a class or rehearsal setting. Student does not physically self-correct in class or stage work. Shows in-depth & insightful analysis of self -performance in class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Uses information to improve. Analyze & evaluate professional or student performance through complex and in-depth formal written and/or verbal critique. Uses numerous references to elements of dance with supporting evidence and formal grammar. Evaluates the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples to support opinion in a clear and convincing manner. Consistently analyzes self - performance in class or stage performance through specified rubric and formal written selfreflection in journal or other assignments. Uses information to improve. Analyze professional or student performance through in-depth formal written and/or verbal critique. Uses several references to elements of dance with supporting evidence. Uses appropriate and formal grammatical expression. Analyze the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples to support opinion. Analyze self -performance in class or stage performance through specified rubric and formal written self-reflection in journal or other assignments. Analyze professional or student performance through formal written and/or verbal critique. Uses some reference to elements of dance with supporting evidence and clear grammar. Determine the choreographic intent in performances either through written critique or verbal analysis. Uses specific examples from performance. Lacks consistent self-reflection skills in class or stage performance. Little use of written or verbal reflective skills Lacks skill in constructing formal written and/or verbal critique of professional or student performance. Minimal reference to elements of dance with little supporting evidence. Identify some examples of choreographic intent. Does no self- reflection in either written or verbal assignments. Poor formal written and/or verbal critique of professional or student performance. No reference to elements of dance with little supporting evidence. Cannot identify the choreographic intent in performances B. CULTURAL & HISTORICAL CONTEXTS Determine & present reasons why characteristics of various cultural/folk dances differ throughout the world. Can perform one or more folk dance and explain its meaning. B. CULTURAL & HISTORICAL CONTEXTS Compare and contrast characteristics of various cultural/folk dances. Can perform one or more folk dance and explain its meaning. B. CULTURAL & HISTORICAL CONTEXTS Recognize the diversity of dance throughout the world. Identify characteristics of various cultural/folk dances. B. CULTURAL & HISTORICAL CONTEXTS Lacks skill in identifying various characteristics of cultural/folk dances. B. CULTURAL & HISTORICAL CONTEXTS Cannot identify cultural/folk dances.

77 Interpret primitive and current rituals as expressed through dance (religious, social, political). Demonstrate an understanding by creating a ritualistic movement composition. Describe primitive and current rituals as expressed through dance (religious, social, political). Demonstrate an understanding by creating a ritualistic movement composition. Identify three or more primitive and current rituals as expressed through dance (religious, social, political) Identify two or more primitive and current rituals as expressed through dance (religious, social, political) Cannot define ritual or illustrate connection to dance. 76 Interprets and identifies historic rituals, and evaluates the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Evaluate, analyze, interpret similarities and differences of genres of dance through performance and/or discussion. Analyzes historic rituals, and lists the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Compare and contrast genres of dance through performance and/or discussion. Identifies historic rituals, and lists the purpose of these rituals (e.g., religion, fertility, harvest, hunting). Identify similarities and differences of genres of dance. Identifies some historic rituals (e.g., religion, fertility, harvest, hunting). Define similarities and differences of genres of dance. Cannot identify rituals (e.g., religion, fertility, harvest, hunting). Cannot identify or define similarities and differences of genres of dance.

78 77 DANCE HIGH SCHOOL - GRADE 9-12 CONNECT A. CULTURAL & HISTORICAL CONTEXT Evaluate & analyze how the same ideas are expressed in dance and in other art forms. A. CULTURAL & HISTORICAL CONTEXT Examine how the same ideas are expressed in dance and in other art forms. A. CULTURAL & HISTORICAL CONTEXT Describe how the same ideas are expressed in dance and in other art forms. A. CULTURAL & HISTORICAL CONTEXT List/identify how the same ideas are expressed in dance and in other art forms. A. CULTURAL & HISTORICAL CONTEXT Cannot list how the same ideas are expressed in dance and in other art forms. Analyze and interpret examples of the effects history has had on the evolution of dance forms. Present examples of the effects history has had on the evolution of dance forms. Understand historical background of dance forms (cultural, social, theatrical, etc) Cannot define cultural, social or theatrical dance forms. Lacks understanding of dance forms. Compare & contrast similarities and differences of genres of dance. Interprets & analyzes similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Compare & contrast similarities and differences of genres of dance. Examine similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Compare OR Contrast similarities and differences of genres of dance. Identifies similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. List some similarities and differences of genres of dance. Describes similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. Cannot identify similarities or differences of genres of dance. Cannot describe similarities and differences between the origins of classical, theatrical, and contemporary forms of dance. B. HEALTH B. HEALTH B. HEALTH B. HEALTH B. HEALTH Develops and implements personal goals for healthy life choices. Develops personal goals for healthy life choices. Cannot describe healthy/unhealthy choices. Describe how healthy/unhealthy life choices affect the dancer. (Nutrition, smoking, alcohol, etc.) Lacks understanding of healthy/unhealthy choices. Applies understanding of how muscles generate movement and articulates such in technique and discussion. Demonstrates knowledge of skeletal system Interprets & uses selected principles of anatomy, physiology and kinesiology related to dance. Develop and implement, via peer monitoring, a safe studio and theater environment. Applies understanding of how muscles generate movement. Demonstrates some knowledge in technique. Shows knowledge of skeletal system. Explains selected principles of anatomy, physiology and kinesiology related to dance. Use proper safety measures in the studio and theater. Understand how anatomy relates to dance through muscular and skeletal identification. Describes selected principles of anatomy, physiology and kinesiology related to dance. Identifies, and uses with teacher prompt, proper safety measures in the studio and Minimal identification of muscular and skeletal systems. Defines some selected principles of anatomy, physiology and kinesiology related to dance. Sometimes identifies and uses, proper safety measures. Cannot identify muscular or skeletal systems. Cannot identify or define selected principles of anatomy, physiology and kinesiology related to dance. Cannot identify, nor use, proper safety measures.

79 C. INTERDISCIPLINARY CONNECTIONS Uses dance in various academic areas to express concepts. Design and implement a lighting plan to enhance the student s choreographic intention. Analyze and interpret how technology can be used in the creative process. Research and demonstrate a variety of innovative uses for technology in dance, and share examples with class. C. INTERDISCIPLINARY CONNECTIONS Use dance to learn a concept from another academic area Design a lighting plan to enhance the student s choreographic intention. Discuss how technology can be used in the creative process. Research and demonstrate innovative uses for technology in dance, and share examples with class. theater. C. INTERDISCIPLINARY CONNECTIONS Identify connections between dance and other academic areas and explain how the same idea is presented in each. Research a lighting plan to enhance the student s choreographic intention. Identify how technology can be used in the creative process. Research innovative uses for technology in dance, and share examples with class. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. Describe how a lighting plan can enhance the student s choreographic intention. Identify minimal ways how technology can be used in the creative process. Minimally research innovative uses for technology in dance, and share examples with class. C. INTERDISCIPLINARY CONNECTIONS Does not make connections between dance and other academic areas. Lacks understanding of how a lighting plan can enhance the student s choreographic intention. Cannot identify how technology can be used in the creative process. Cannot research innovative uses for technology in dance, and share examples with class. 78 General Music Music Theory Music History Media Arts *If your content area is not listed above or the scoring guides do not contain indicators aligned your specific course or grade level, you may contact [email protected] for assistance. There will be several grade levels and content areas without scoring guides in this format. The TDOE State Standards for those content areas/grade levels will serve as scoring guides for rating student growth evidence. The Grade Level Expectations and Student Performance Indicators are used as indicators along the student achievement continuum, and the growth between pre- post evidence will guide the scoring process. The framework used for scoring these areas uses the same process as the tables in the Student Growth Scoring Guide Appendix.