National Coalition for Core Arts Standards
Music Theory-Composition Model Cornerstone Assessment: (Advanced Level)
Discipline: Music Theory-Composition
Artistic Processes: Create, Perform, Respond
Title: Prime Time TV Theme and Variations
Description: Students will create and describe compositions to be used as a theme song for a television show. The
compositions will consist of a theme and three variations, in which one or more musical element (rhythm, meter, tempo,
melody, dynamics, articulation, phrasing) is used differently from the theme in each variation to affect the mood or style.
Students will then select their own or a classmate’s composition to perform, and respond to a classmate’s composition.
Grade: High School
In this MCA you will find: (mark all that apply)
☒Strategies for Embedding in ☒Detailed Assessment
Instruction
Procedures
☒Knowledge, Skills and
Vocabulary
☒ Differentiation Strategies
☒ Suggested Scoring
Devices
☒ Assessment Focus Chart
☐ Benchmarked Student
Work
☒ Resources needed for
task implementation
☒ Strategies for Inclusion
☒ Task Specific Rubrics
Estimate Time for Teaching and Assessment: To be determined by the individual teacher (tasks completed over a period of time)
(Note: This task will be piloted during the 2014-2015 school year. If a time is entered below, it is to assist teachers for planning
purposes. In all cases, time estimates are to be used as a guideline. Once piloted, the estimated time may be revised.
If a time is not entered, the developers recognize the task has many purposes and implementation strategies and times are highly
teacher dependent.)
☐ Approximately _____ hours
☒ To be determined by the individual teacher
1 Strategies for Embedding in Instruction [possible sequence & strategies to embed Model Cornerstone Assessment within
a classroom unit]
Learning strategies exhibited by students for this Cornerstone Assessment may include:
Create: (to be inserted later)
Perform:
•
•
•
•
•
•
•
•
•
•
look at the music to identify performance challenges (select, analyze)
reflect on the compositional content of the music (analyze)
diagnose performance challenges and prescribe solutions (analyze, evaluate, refine)
manipulate elements in music to explore expressive options (interpret)
study historical and cultural influences on the music to inform performance choices (interpret)
create criteria for quality performance (evaluate, refine)
apply criteria for evaluating technical/stylistic/expressive performance (evaluate, refine)
explore practice strategies for specific challenges (evaluate, refine)
self-assess performance (evaluate, refine)
generate criteria for performance decorum appropriate for the context, venue, genre and style (present)
Respond: (to be inserted later)
2 Detailed Assessment Procedures
Assessment Task Directions Prime Time TV Theme and Variations – (Example only) • This assessment task is to be incorporated into classroom instruction.
• It is to be administered in a safe, appropriately supervised environment following school policy and procedures.
• Accommodations based upon student IEP, 504 Plan, etc. will determine the implementation of this assessment task for applicable students.
Materials
Students will need the following materials and resources to complete this assessment task:
• student copies of Task Instructions, Description Sheets, Improvement Plan Sheets, Glossary of Terms, and Response Sheets
• pencils and erasers
• variety of instruments including guitars, piano/keyboard, band, orchestra, barred instruments, electronic instruments, computers, tablets, etc.
• rehearsal space(s)
• performance space
• digital audio recorder
Teacher Preparation Guidelines
• This assessment is a collaborative performance, comprised of students’ creating a music composition, performing their own or a classmate’s
composition, and responding to a classmate’s composition.
• Reproduce a classroom set of student Task Instructions, Description Sheets, Improvement Plan Sheets, Glossary of Terms, and Response Sheets
• Instruct students that they may perform using their voice or any instrument, computer, tablet, etc. of their choice. The musical composition must
be able to be played by the instrument, sung, and/or performed using a computer, tablet, etc.
• Provide a variety of instruments, including guitar, piano/keyboard, band, orchestra, barred instruments, electronic instruments, computers,
tablets, etc.
• Provide appropriate paper for notating the composition (staff paper, plain paper, etc.) – enough for each student to use while working, and then
create a final copy.
• The student performances must be digitally audio recorded for this assessment.
• As an option to the written description (on the Prime Time TV Theme and Variations Description Sheet), digital audio recording may be used at
the teacher’s discretion. Students must have a copy of the Prime Time TV Theme and Variations Description Sheet when being recorded.
• The teacher’s role during the performance is to serve as the audience, and to operate the recording device. Students may use resources that are
visible in the assessment area, but the teacher may not prompt or coach students during the assessment.
• Students should be prompted to clearly say their name into the recording device before they begin their performance.
• Make sure that students who provide information in writing on the Prime Time TV Theme and Variations Description Sheet, Improvement Plan
Sheet, and Response Sheet have indicated their name on the sheets.
3 Following assessment task completion, teachers are to score each student’s music composition, performance, and response using the provided
Creating Rubric, Performing Rubric, and Responding Rubric.
Recommendation for Time Management
Teachers may administer the task in the way that is most practical for their classrooms and the allotted time periods. Each individual instructor
should tailor the implementation of the task to his/her available class time and schedule.
Prime Time TV Theme and Variations Example Task Scenario and Instructions You and your classmates are composers that have been asked to provide theme songs for a television show about sibling relationships. The show’s producer requires that each member of your class compose a theme song and three variations that can be used throughout the season. A variation is a version of the original theme in which one or more musical element has been changed to affect the mood or style. The theme and variations should be created to be sung or performed using traditional instruments, electronic instruments, computers, tablets, etc.; and using the same voice, instrument, computer, or tablet for the theme and all three variations. They can be in any style or genre, including jazz, popular music, world music, etc. The producer would like each member of your class to create one theme and variations, describe their theme and variations, perform their own or a classmate’s theme and variations, and respond to a classmate’s theme and variations. The producer will give you time to practice and create and implement an improvement plan before performing your own or a classmate’s theme and variations. The producer is interested in your use of different musical elements (rhythm, meter, tempo, melody, dynamics, articulation, phrasing), and requires that you provide an explanation of the changes you made to the musical elements in creating each variation. Following your performance, the producer would like you to respond to a classmate’s theme and variations. This will help the panel to understand the theme and variations and determine their expressive intent. 4 The producer explains that you must meet the following task requirements when creating your theme and variations: • Compose an original theme song. • Identify how the theme and variations will be performed (guitar, piano/keyboard, band, orchestra, barred instruments, electronic instruments, computers, tablets, etc.) • The theme should be at least 8 measures or 30 seconds in length. • Notate your theme and variations (using the most appropriate traditional or non-­‐traditional notation for your instrumentation) so that it is readable and performable by you or others. This may include: • Choosing the appropriate clef (treble clef, bass clef, alto clef) for the voice or instrument. • Choosing a key signature. • Choosing a time signature. • Using the correct number of beats in each measure. • Demonstrating correct bar line placement. • Change the way one or more of the following musical elements is used differently from the theme in each variation: • rhythm • meter • tempo • melody • dynamics • articulation • phrasing • Each variation should be at least 8 measures or 30 seconds in length. • Title the theme and each variation, and label them accordingly on your notated final copy. The producer explains that you must meet the following task requirements in regard to performing your theme and variations or a classmate’s theme and variations: • Select a theme and variations in which at least one musical element has been used differently from the theme in each variation • Select a theme and variations with an appropriate level of performance challenge for your performance skill. • Identify and address technical, stylistic, and musical challenges of the theme and variations as they relate to your performance skill. • Apply your understanding of theoretical and structural aspects, and function and context to the performance of the theme and variations. • Develop an interpretation of the theme and variations based on your understanding of its use of the elements of music, compositional techniques, form, style, function, and context; and reflecting the creator’s intent (if the creator is someone other than you). • Develop and submit an improvement plan that details key steps/decision for your interpretation of the theme and variations. • Rehearse, evaluate, and refine your performance of the theme and variations, addressing and improving on your performance challenges. • Rehearse, evaluate, and refine your performance so that it conveys the theme and variations’ musical elements, formal design, style, and context. • Perform using your voice or traditional instrument, electronic instrument, computer, tablet, etc. of choice. 5 • Demonstrate the following performance skills: • introduce yourself • introduce the title of the theme and each variation • perform the theme and each variation without noticeable interruption • perform and express the composition as notated focusing on how the differences between the theme and each variation convey intent • use proper posture • perform in a manner appropriate to the audience and context • Demonstrate appropriate technique with your voice or instrument, computer, tablet, etc. of your choice • Perform expressively The producer explains that you must meet the following task requirements when describing your theme and variations: • State the title of the theme and each variation. • Identify the voice, instrument, computer, or tablet used in the theme and variations. • Describe how you used the musical elements in your theme (rhythm, meter, tempo, melody, dynamics, articulation, phrasing). • Describe the mood or style these musical elements create in the theme.
• Identify and describe how you changed one or more of the musical elements from your theme in each variation.
• Describe how these changes affect the mood or style. • Use music vocabulary correctly. You will create, notate, and describe your theme and variations, and practice (according to your improvement plan) before performing your own or a classmate’s theme and variations for your teacher. Your performance will be digitally audio recorded. After your performance, you will have additional time to respond to a classmate’s theme and variations. The producer explains that you must meet the following task requirements in regard to responding to a classmate’s theme and variations: • Select a theme and variations in which one or more musical elements is different between the theme and each variation; relates to the television show’s topic (sibling relationships); and can serve as a model for you as a composer in case you are asked to compose a television show’s theme song in the future. • Analyze the emphasized elements (beat, tempo, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, dynamics, style, tempo, and/or phrasing), compositional techniques, and aesthetic effectiveness of the theme song in relation to television show’s topic. • Describe how your analysis will help you to grow as a composer, in case you are asked to compose a television show’s theme song in the future. • Explain how the technical, expressive, and stylistic aspects and compositional techniques of the theme song help you to interpret its relation to the television show’s topic. • Describe how your understanding of music theory helps you evaluate the effectiveness of the technical and expressive aspects, and compositional techniques and procedures of the theme and variations. 6 Use the sheet below to describe your composition. Prime Time TV Theme and Variations Description Sheet Theme Title:
This composition will be performed using ____________________________________(voice, instrument, computer, tablet, etc.).
1) Identify how you used the following musical elements in the theme.
Rhythm:
Meter:
Tempo:
Melody:
Dynamics:
Articulation:
Phrasing:
2) Describe the mood or style these musical elements create in the theme:
Variation #1
Title:
3) Describe how you changed one or more of the following musical elements in this variation from your theme: rhythm, meter, tempo, melody,
dynamics, articulation, or phrasing:
Changed musical element(s):
4) Describe how the change(s) affected the mood or style:
7 Variation #2
Title:
5) Describe how you changed one or more of the following musical elements in this variation from your theme: rhythm, meter, tempo, melody,
dynamics, articulation, or phrasing:
Changed musical element(s):
6) Describe how the change(s) affected the mood or style:
Variation #3
Title:
7) Describe how you changed one or more of the following musical elements in this variation from your theme: rhythm, meter, tempo, melody,
dynamics, articulation, or phrasing:
Changed musical element(s):
8) Describe how the change(s) affected the mood or style:
9) In the overall Theme and Variations, describe how the technical and expressive aspects of your composition changed as you assessed and refined it in evolving drafts: 8 Prime Time TV Theme and Variations Performing Improvement Plan Sheet Detail your performing improvement plan, providing key steps/decisions for interpreting the theme and variations based on an understanding of its use of the elements of music, compositional techniques, form, style, function, and context, and explaining and justifying how the interpretive choices will reflect the creator’s (either yourself or a classmate) intent: Prime Time TV Theme and Variations Response Sheet 1. How do the differences between the musical elements (rhythm, meter, tempo, melody, dynamics, articulation, and/or phrasing) in each variation, and the compositional techniques and aesthetic effectiveness relate to television show’s topic? 2. How do the technical, expressive, and stylistic aspects and compositional techniques of the theme and variations help you to interpret its relation to the television show’s topic (sibling relationships)? 3. How does your understanding of music theory help you evaluate the effectiveness of the technical and expressive aspects, and compositional techniques and procedures of the theme and variations? 4. How will your analysis of the theme and variations help you to grow as a composer? 9 Prime Time TV Theme and Variations Glossary of Terms bar line—a vertical line on the staff separating one measure from the next bass clef (F clef)—used to notate the lowest sounding notes; the two dots surrounding the fourth line indicate a note written on that line is F beat—the steady pulse in music composition—the act of arranging the elements of music using the principles of organization to create a musical piece dynamics—the loudness and quietness of sound expression—the use of the elements of music (such as tempo, dynamics, etc.) to create a mood or feeling form—the basic structure of a musical piece key signature—the sharps or flats appearing on the left side of each staff to show the scale in which the music is written measure—the space between bar lines music elements—the basic components that make up musical work: beat/rhythm, expression (dynamics, style, phrasing, tempo), form, harmony, melody, notation, pitch, texture, timbre/tone color notation—a writing system of symbols to indicate pitch, duration, and expression phrase—a natural division of the melodic line, comparable to a sentence of speech rhythm—the pattern of musical movement through time style—the way a composition is written and performed to convey the composer’s intended feelings and emotions (e.g., mood) tempo—the pace at which a piece of music is performed theme—a composition or section of a composition on which a variation is based time signature—figures written on staff at the beginning of the composition showing the meter or the number of beats used in a measure treble clef (G clef)—used to notate the highest sounding notes; the curl of the clef surrounding the second line indicates a note written on
that line is G variation—a version of the original theme in which some musical elements have been changed to affect the mood or style Knowledge, Skills and Vocabulary
Knowledge
In order to complete these assessments, students need to know:
Create - (to be inserted later)
Perform • strategies for selecting work(s) to perform based on interest, knowledge, ability and context (select)
• personal performance strengths and weaknesses (analyze)
• how the structure and context of music influence performance (analyze)
10 •
•
•
•
•
•
•
•
•
how the elements of music and compositional techniques relate to style, function, and context (analyze)
how performers interpret musical works (interpret)
characteristics of various cultures, styles, and genres (interpret)
how to evaluate and refine performances (rehearse, evaluate, and refine)
how musicians make creative decisions (rehearse, evaluate, and refine)
when a performance is ready to present (present)
how context and the manner in which musical work is presented influence audience response (present)
appropriate techniques specific to the voice, instrument, computer, tablet, etc. used in a quality performance (rehearse,
evaluate, refine and present)
strategies for developing and refining interpretation and expressiveness for performance (rehearse, evaluate, refine and
perform)
Respond - (to be inserted later)
Skills
In order to complete these assessments, students need to be able to:
Create - (to be inserted later)
Perform –
• identify theme and variation form
• identify strengths and weaknesses in individual performance (analyze)
• develop personal interpretations that consider creators’ intent (interpret)
• make interpretative decisions based on understanding of context and expressive intent (interpret)
• develop an interpretation of a work based on an understanding of its use of the elements of music, compositional
techniques, style, function, and context (interpret)
• create a rehearsal plan (rehearse, evaluate, and refine)
• identify form, repetition and variation within form, style, and historical/cultural context within works (rehearse, evaluate, and
refine)
• Identify and apply the way(s) in which a performance uses composition techniques, and conveys a work’s formal design,
style, and historical/cultural context (rehearse, evaluate, and refine)
• Identify and implement strategies for improving the technical and expressive aspects of selected music (rehearse,
evaluate, and refine)
• rehearse independently (rehearse, evaluate, refine)
Respond - (to be inserted later)
11 Key Vocabulary
•
•
•
•
•
•
Elements of Music: rhythm, pitch, harmony, dynamics, timbre, texture, form
Expression: climax, direction, shaping, intent, interpretation, articulation, nuance, mood, style
Tone Quality: balance, intonation, clarity, blend, sonority
Melodic Line: rhythm and pitch patterns, phrases, motif
Form: same and/or contrasting sections, unity/variety, tension/release, repetition, structure
Style: idiomatic, genre, authenticity
Key vocabulary that students will use fluently throughout the assessment task (alpha order)
Use precise language and domain-specific vocabulary to inform about or explain the topic
Strategies for Inclusion (Specially designed instruction and Differentiation Strategies (Instructional approaches that
support for students with disabilities to provide equitable learning
opportunities. This may be filled in by individual teachers based
on their own students’ needs.)
Resource:
http://hepg.org/her-home/issues/harvard-educational-review-volume-83number-1/herarticle/_1229
respond to individual student needs and strengths to maximize
student learning and success.)
Resource: (sample)
http://www.ascd.org/publications/books/100216/chapters/Un
derstanding-Differentiated-Instruction@-Building-aFoundation-for-Leadership.aspx
• pre-assess to determine levels of student prior knowledge
and abilities
• determine and teach to reduce learning gaps
• create independent enrichment/enhanced work for students
who show mastery
• group students to accommodate learning needs
• use provocative, complex questioning to stimulate high level
thinking
• devise open-ended tasks to allow students of all ability levels
to achieve success at their own levels tier tasks to address
levels of abilities and support students within each tier
assure that students are given choice in tasks in order to
address their learning styles, interests, etc.
12 Resources [for task implementation]:
•
•
•
•
•
•
•
•
•
Digital audio recording device
Prime Time TV Theme and Variations Description Sheet
Prime Time TV Theme and Variations Improvement Plan Sheet
Prime Time TV Theme and Variations Response Sheet
Prime Time TV Theme and Variations Glossary of Terms
Creating Rubric
Performing Rubric
Responding Rubric
Books:
A concise guide to assessing skill and Knowledge - Darrell Walters
Assessing the developing child musician – Tim Brophy
Minds on Music – Michele Kaschub and Janice Smith
Music Outside the Lines: Ideas for Composing in K-12 Music Classrooms – Maud Hickey
Scoring Devices – (for the teacher to use):
Creating Rubric
Performing Rubric
Responding Rubric
Task-specific Rubrics
13 Creating Rubric
Criteria Imagining Planning and Making Planning and Making Evaluating and Refining Level 1 -­‐ Emerging Level 2 – Approaches Standard Generates musical ideas that are somewhat related to the Prime Time TV Theme and Variations purpose. Level 3 – Meets Standard Generates musical ideas related to the Prime Time TV Theme and Variations purpose. Level 4 – Exceeds Standard Generates musical Generates a variety of ideas, but not related musical ideas highly to the Prime Time TV related to the Prime Time Theme and Variations TV Theme and Variations purpose. purpose. Assembles Assembles and organizes Assembles and organizes Assembles and organizes disorganized musical musical ideas into a Prime musical ideas into a Prime musical ideas into a Prime ideas into a Prime Time TV Theme and Time TV Theme and Time TV Theme and Time TV Theme and Variations in which one or Variations in which one of Variations in which more Variations in which the more of the following the following musical than one of the following following musical musical elements is used elements is used musical elements is used elements are not used differently from the theme in differently from the differently from the differently from the some, but not all of the theme in each variation: theme in each variation: theme in the variations: rhythm, meter, rhythm, meter, tempo, rhythm, meter, tempo, variations: rhythm, tempo, melody, dynamics, melody, dynamics, melody, dynamics, meter, tempo, melody, articulation, phrasing articulation, phrasing. articulation, phrasing. dynamics, articulation, phrasing Offers a limited and Identifies and describes how Identifies and describes Identifies and thoroughly incomplete the musical elements how the musical elements describes how the musical identification and (rhythm, meter, tempo, (rhythm, meter, tempo, elements (rhythm, meter, description of how the melody, dynamics, melody, dynamics, tempo, melody, dynamics, musical elements articulation, phrasing) are articulation, phrasing) are articulation, phrasing) are (rhythm, meter, tempo, used differently from the used differently from the used differently from the melody, dynamics, theme in each variation; but theme in each variation; theme in each variation; articulation, phrasing) not how the changes affect and how the changes and how the changes are used differently the mood or style. affect the mood or style. affect the mood or style. from the theme in each variation. The final draft shows The final draft shows some The final draft shows The final draft shows very limited evidence evidence that the technical adequate evidence that extensive evidence that that the technical aspects of the theme and the technical aspects of the technical aspects of aspects of the theme variations were assessed the theme and variations the theme and variations and variations were and refined in evolving were assessed and refined were assessed and refined assessed and refined in drafts. in evolving drafts. in evolving drafts evolving drafts. 14 Evaluating and Refining Presenting Presenting Presenting Presenting Presenting The final draft shows very limited evidence that the expressive aspects of the theme and variations were assessed and refined in evolving drafts. Shares the theme and variations through notation that is not readable. Shares the theme and variations through notation that is not performable. The theme and variations conveys a very limited relationship to the Prime Time TV show. The theme and variations demonstrates very limited craftsmanship. The theme and variations exhibits very limited originality. The final draft shows some evidence that the expressive aspects of the Theme and variations were assessed and refined in evolving drafts. The final draft shows adequate evidence that the expressive aspects of the theme and variations were assessed and refined in evolving drafts. The final draft shows extensive evidence that the expressive aspects of the theme and variations were assessed and refined in evolving drafts. Shares the theme and variations through notation that is readable in some, but not all places. Shares the theme and variations through notation that is performable in some, but not all places. The theme and variations somewhat conveys a relationship to the Prime Time TV show. Shares the theme and variations through notation that is readable. Shares the theme and variations through notation that is extremely readable. Shares the theme and variations through notation that is extremely performable. The theme and variations conveys a clear and undeniable relationship to the Prime Time TV show. The theme and variations somewhat demonstrates craftsmanship. The theme and variations demonstrates craftsmanship. The theme and variations demonstrates exceptional craftsmanship. The theme and variations somewhat exhibits originality. The theme and variations exhibits originality. The theme and variations exhibits exceptional originality. Shares the theme and variations through notation that is performable. The theme and variations conveys a relationship to the Prime Time TV show. 15 Performing Rubric
Criteria Level 2 – Approaches Standard Selects a Prime Time TV Theme and Variations to perform with a moderately appropriate level of performance challenge. Level 3 – Meets Standard Selects a Prime Time TV Theme and Variations to perform with an appropriate level of performance challenge. Selecting Selects a Prime Time TV Theme and Variations to perform with an inappropriate level of performance challenge. Analyzing Selects a Prime Time TV Theme and Variations to perform in which musical elements have not been used differently from the theme in each variation Selects a Prime Time TV Theme and Variations to perform in which in which one musical element has been used differently from the theme in some of the variations Selects a Prime Time TV Theme and Variations to perform in which one musical element has been used differently from the theme in each variation Analyzing Performance inadequately demonstrates that technical, stylistic, and musical challenges have been identified and addressed. Performance demonstrates a limited understanding of theoretical and structural aspects, and function and context of the theme and variations. Submits an improvement plan with limited key steps/decisions Performance somewhat demonstrates that technical, stylistic, and musical challenges have been identified and addressed. Performance demonstrates that technical, stylistic, and musical challenges have been identified and addressed. Performance demonstrates a moderate understanding of theoretical and structural aspects, and function and context of the theme and variations. Performance demonstrates an understanding of theoretical and structural aspects, and function and context of the theme and variations. Submits an improvement plan that provides key steps/decisions Performance Performance demonstrates a Performance Analyzing Interpreting Interpreting Level 1 -­‐ Emerging Submits an improvement plan that somewhat provides key steps/decisions Level 4 – Exceeds Standard Selects a Prime Time TV Theme and Variations to perform with an extremely appropriate level of performance challenge. Selects a Prime Time TV Theme and Variations to perform in which one or more musical elements have been used differently from the theme in each variation Performance thoroughly demonstrates that technical, stylistic, and musical challenges have been identified and addressed. Performance demonstrates a thorough understanding of theoretical and structural aspects and, and function and context of the theme and variations. Submits an improvement plan that thoroughly provides key steps/decisions Performance 16 demonstrates an inadequate interpretation of the theme and variations based on a limited understanding of its use of the elements of music, compositional techniques, form, style, function, and context; and reflecting the creator’s intent (if the performer is someone other than the creator). Rehearsing, Evaluating, Performance reflects and Refining limited rehearsal in which performance challenges are inadequately addressed. demonstrates an adequate interpretation of the theme and variations based on an understanding of its use of the elements of music, compositional techniques, form, style, function, and context; and reflecting the creator’s intent (if the performer is someone other than the creator). demonstrates a meaningful interpretation of the theme and variations based on a thorough understanding of its use of the elements of music, compositional techniques, form, style, function, and context; and reflecting the creator’s intent (if the performer is someone other than the creator). Performance reflects somewhat effective rehearsal in which performance challenges are somewhat addressed and improved on. Rehearsing, Evaluating, Performance ineffectively Performance somewhat and Refining conveys the theme and effectively conveys the variations’ formal design, theme and variations’ formal style, and context. design, style, and context. Performance reflects effective rehearsal in which performance challenges are addressed and improved on. Performance reflects very effective rehearsal in which performance challenges are addressed and improved on. Performance effectively conveys the theme and variations’ formal design, style, and context. Presenting Performance very effectively conveys the theme and variations’ formal design, style, and context. Performance thoroughly reflects how the elements of music are used to convey intent. Presenting Presenting Presenting slightly inadequate interpretation of the theme and variations based on a moderate understanding of its use of the elements of music, compositional techniques, form, style, function, and context; and reflecting the creator’s intent (if the performer is someone other than the creator). Performance inadequately reflects how the elements of music are used to convey intent. Performs with limited expression. Performs with limited technical accuracy. Performance somewhat reflects how the elements of music are used to convey intent. Performance reflects how the elements of music are used to convey intent. Performance is moderately expressive. Performs with moderate technical accuracy. Performs expressively. Performs in a manner inappropriate to the audience and context. Performs in a manner moderately appropriate to the audience and context. Performs in a manner appropriate to the audience and context. Performs with technical accuracy. Performs very expressively. Performs with outstanding technical accuracy. Performs in a manner exceedingly appropriate to the audience and context. 17 Responding Rubric
Criteria Level 1 -­‐ Emerging Selecting Selects a Prime Time TV Theme and Variations in which one or more musical elements is different between the theme and each variation to respond to that would serve as an inappropriate compositional model. Selects a Prime Time TV Theme and Variations to respond to that relates poorly to the television show’s topic (sibling relationships). Inadequately analyzes the emphasized elements (beat, tempo, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, dynamics, style, tempo, and/or phrasing), compositional techniques and aesthetic effectiveness of the theme and variations in relation to the television show’s topic. Selecting Analyzing Level 2 – Approaches Standard Selects a Prime Time TV Theme and Variations in which one or more musical elements is different between the theme and each variation to respond to that can serve as a somewhat appropriate compositional model. Level 3 – Meets Standard Selects a Prime Time TV Theme and Variations in which one or more musical elements is different between the theme and each variation to respond to that can serve as an appropriate compositional model. Level 4 – Exceeds Standard Selects a Prime Time TV Theme and Variations in which one or more musical elements is different between the theme and each variation to respond to that can serve as an exceptionally appropriate compositional model. Selects a Prime Time TV Theme and Variations to respond to that somewhat relates to the television show’s topic (sibling relationships). Selects a Prime Time TV Theme and Variations to respond to that relates well to the television show’s topic (sibling relationships). Selects a Prime Time TV Theme and Variations to respond to that relates extraordinarily well to the television show’s topic (sibling relationships). Somewhat adequately analyzes the emphasized elements (beat, tempo, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, dynamics, style, tempo, and/or phrasing), compositional techniques and aesthetic effectiveness of the theme and variations in relation to the television show’s topic. Adequately analyzes the emphasized elements (beat, tempo, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, dynamics, style, tempo, and/or phrasing), compositional techniques and aesthetic effectiveness of the theme and variations in relation to the television show’s topic. Thoroughly analyzes the emphasized elements (beat, tempo, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, dynamics, style, tempo, and/or phrasing), compositional techniques and aesthetic effectiveness of the theme and variations in relation to the television show’s topic. 18 Analyzing Interpreting Interpreting Interpreting Interpreting Evaluating Evaluating Inadequately describes how the analysis will facilitate future compositional growth. Inadequately explains how the technical aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Inadequately explains how the expressive aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Inadequately explains how the stylistic aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Inadequately explains how the compositional techniques in the theme and variations help with interpreting the relationship to the television show’s topic. Inadequately describes how understanding of music theory facilitates evaluation of the technical aspects of the theme and variations. Inadequately describes how understanding of music theory facilitates Somewhat adequately describes how the analysis will facilitate future compositional growth. Somewhat adequately explains how the technical aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Somewhat adequately explains how the expressive aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Somewhat adequately explains how the stylistic aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Somewhat adequately explains how the compositional techniques in the theme and variations help with interpreting the relationship to the television show’s topic. Somewhat adequately describes how understanding of music theory facilitates evaluation of the technical aspects of the theme and variations. Somewhat adequately describes how understanding of music Adequately describes how the analysis will facilitate future compositional growth. Adequately explains how the technical aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Thoroughly describes how the analysis will facilitate future compositional growth. Thoroughly explains how the technical aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Adequately explains how the expressive aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Thoroughly explains how the expressive aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Adequately explains how the stylistic aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Thoroughly explains how the stylistic aspects of the theme and variations helps with interpreting the relationship to the television show’s topic. Adequately explains how the compositional techniques in the theme and variations help with interpreting the relationship to the television show’s topic. Adequately describes how understanding of music theory facilitates evaluation of the technical aspects of the theme and variations. Adequately describes how understanding of music theory facilitates Thoroughly explains how the compositional techniques in the theme and variations help with interpreting the relationship to the television show’s topic. Thoroughly describes how understanding of music theory facilitates evaluation of the technical aspects of the theme and variations. Thoroughly describes how understanding of music theory facilitates 19 Evaluating evaluation of the expressive aspects of the theme and variations. Inadequately describes how understanding of music theory facilitates evaluation of the compositional techniques and procedures of the theme and variations. theory facilitates evaluation of the expressive aspects of the theme and variations. evaluation of the expressive aspects of the theme and variations. evaluation of the expressive aspects of the theme and variations. Somewhat adequately describes how understanding of music theory facilitates evaluation of the compositional techniques and procedures of the theme and variations. Adequately describes how understanding of music theory facilitates evaluation of the compositional techniques and procedures of the theme and variations. Thoroughly describes how understanding of music theory facilitates evaluation of the compositional techniques and procedures of the theme and variations. 20 Assessment Focus
Anchor Standards
Enduring
Understandings
Essential
Questions
Artistic Process
or Process
Components
Key Traits
Performance Standards
(Advanced)
Creating
Common Anchor #1
Generate and
conceptualize artistic
ideas and work.
Common Anchor #2
Organize and develop
artistic ideas and work
Common Anchor #3
Refine and complete
artistic work.
Common Anchor #3
Refine and complete
artistic work.
The creative ideas,
concepts, and feelings
that influence
musicians’ work
emerge from a variety
of sources
How do
musicians
generate
creative
ideas?
Imagine: Generate
musical ideas for
various purposes
and contexts
Musicians’ creative
choices are influenced
by their expertise,
context, and
expressive intent.
How do
musicians
make creative
decisions?
Plan and Make:
Select and develop
musical ideas for
defined purposes
and contexts.
Musicians evaluate
and refine their work
through openness to
new ideas,
persistence, and the
application of
appropriate criteria.
Musicians’
presentation of
creative work is the
culmination of a
process of creation
and communication
How do
musicians
improve the
quality of their
creative work?
When is
creative work
ready to
share?
Evaluate and
Refine: Evaluate
and refine selected
musical ideas to
create musical
work that meets
appropriate criteria.
Present: Share
creative musical
work that conveys
intent,
demonstrates
craftsmanship, and
exhibits originality.
•
Explores, selects, and can explain their musical reason for
choosing multiple sound sources for a composition.
•
•
Exhibits unique and original ideas.
MU:Cr1.1.C.IIIa Describe and demonstrate multiple ways in
which sounds and musical ideas can be used to represent
extended sonic experiences or abstract ideas.
Can describe expressive intent including a variety of
creative and complex compositional options.
Document musical/expressive ideas so the can be
reproduced accurately.
•
Details their plan, providing key steps/decisions for using
selected ideas .
•
Organizes musical ideas / explorations with creative and
purposeful intent.
•
Connects selected musical ideas with expressive intent
Uses music vocabulary accurately and appropriately when
describing musical decisions.
•
Uses appropriate (self-developed and/or established)
criteria to evaluate and refine musical ideas to:
• convey expressive
• intent
• improve craftsmanship
• Uses music vocabulary accurately and appropriately
The work:
• Conveys original or unique ideas that demonstrate the
creator’s expressive intent demonstrates craftsmanship in
and quality of the treatment of the music elements
• Clearly communicates intent through program notes or
verbal explanation.
MU:Cr2.1.C.IIIa Assemble and organize multiple sounds or
extended musical ideas to create initial expressive
statements of selected extended sonic experiences or
abstract ideas.
MU:Cr2.1.C.IIIb Analyze and demonstrate the development
of sounds and extended musical ideas in drafts of music
within a variety of moderately complex or complex forms.
MU:Cr3.1.C.IIIa - Research, identify, explain, and apply
personally-developed criteria to assess and refine the
technical and expressive aspects of evolving drafts leading
to final versions.
MU:Cr3.2.C.IIIa Share music through the use of notation,
solo or group performance, or technology, and demonstrate
and explain how the elements of music, compositional
techniques and processes have been employed to realize
expressive intent.
MU:Cr3.2.C.IIIb Describe a variety of possible contexts and
mediums for presenting personal works, and explain and
compare how each could impact the success of the final
composition and presentation.
Performing
Common Anchor #4:
Analyze, interpret and
select artistic work for
presentation.
Performers’ interest in and
knowledge of
musical work(s),
understanding of
their own
technical skill, and
the context for a
performance
influence the
selection of
repertoire.
How do
performers
select
repertoire?
Select:
Select varied
musical works to
present based on
interest,
knowledge,
technical skill, and
context.
Explores and selects sections from musical pieces being
learned with technical/stylistic/musical challenges.
Creates/recognizes criteria for identifying performance
challenges.
MU:Pr4.1.C.IIIa Identify and select specific sections,
movements, or entire works that express personal experiences
and interests, moods, visual images, concepts, texts, or
storylines in moderately complex or complex forms.
21 Common Anchor #4:
Analyze, interpret and
select artistic work for
presentation.
Analyzing creators’
context and how they
manipulate elements
of music provides
insight into their intent
and informs
performance.
How does
understandi
ng the
structure
and context
of musical
works
inform
performanc
e?
Analyze
Analyze the
structure and
context of varied
musical works and
their implications
for performance.
Common Anchor #4:
Analyze, interpret and
select artistic work for
presentation.
Performers make
interpretative
decisions based
on their
understanding of
context and
expressive intent.
How do
performers
interpret
musical
works?
Interpret
Develop personal
interpretations that
consider creators’
intent.
Common Anchor #5:
Develop and refine
artistic techniques
and work for
presentation.
To express their
musical ideas,
musicians analyze,
evaluate, and refine
their performance
over time through
openness to new
ideas, persistence,
and the application of
appropriate criteria.
How do
musicians
improve the
quality of
their
performanc
e?
Rehearse,
Evaluate & Refine
Evaluate and refine
personal and
ensemble
performances,
individually or in
collaboration with
others.
Common Anchor #6:
Convey meaning
through the
presentation of artistic
work.
Musicians judge
performance
based on criteria
that vary across
time, place, and
cultures.
The context and
how a work is
presented
influence the
audience
response.
When is a
performanc
e judged
ready to
present?
How do
context and
the manner
in which
musical
work is
presented
influence
audience
response?
Present
Perform
expressively, with
appropriate
interpretation and
technical accuracy,
and in a manner
appropriate to the
audience and
context.
•
Appropriately analyzes challenges resulting in
identification of specific problematic sections in a piece.
•
Sets clear and reasonable goals to address
technical/stylistic/musical challenges.
•
Demonstrates an understanding of theoretical and
structural aspects and context of a work
•
Recognizes a reasonable timeline to achieve personal
performance goals.
•
Justify their musical reason for choosing
technical/stylistic/musical challenges.
•
Details their improvement plan, providing key
steps/decisions.
•
Develops/applies appropriate criteria to evaluate
achievement/progress toward intended improvement
goals.
•
Organizes time and developmental strategies with
purposeful intent.
•
Applies appropriate rehearsal strategies to overcome
personal challenges.
•
Refers to appropriate style, genre, or historical context
when making decisions on musical interpretation.
•
Uses music vocabulary accurately and appropriately when
describing rehearsal and musical decisions.
•
Demonstrates command of technical, stylistic, and
expressive qualities demanded by the music.
•
•
Conveys appropriate expressive intent.
Performs with personal interpretation beyond what is
printed on the music.
MU:Pr4.2.C.IIIa Analyze how the elements of music
(including form), and compositional techniques of selected
works relate to the style, function, and context, and explain
and support the analysis and its implications for rehearsal
and performance.
MU:Pr4.3.C.IIIa Develop interpretations of works based on
an understanding of the use of elements of music (including
form), compositional techniques, style, function, and
context, explaining and justifying how the interpretive
choices reflect the creators’ intent.
MU:Pr5.1.C.IIIa Create rehearsal plans for works, identifying
the form, repetition and variation within the form,
compositional techniques, and the style and historical or
cultural context of the work.
MU:Pr5.1.C.IIIb Using established criteria and feedback,
identify the ways in which performances use compositional
techniques and convey the formal design, style, and
historical/cultural context of the works.
MU:Pr5.1.C.IIIb Identify, compare, and implement strategies
for improving the technical and expressive aspects of
multiple contrasting works.
MU:Pr6.1.C.IIIa Share live or recorded performances of
works (both personal and others’), and explain and/or
demonstrate understanding of how the expressive intent of
the music is conveyed.
MU:Pr6.1.C.IIIb Explain how compositions are appropriate
for a variety of audiences and contexts, and how this will
shape future compositions.
22 Responding
Individuals' selection of
musical work(s) is
influenced by their
interests, experiences,
understandings, and
purposes.
How do
individuals
choose music to
experience?
Select:
Choose music
appropriate for a
specific purpose
or context.
MU:Re7.1.C.IIIa Apply researched or personallydeveloped criteria to select music that expresses personal
experiences and interests, visual images, concepts, texts, or
storylines in moderately complex or complex forms, and
describe and justify the choice as models for composition.
Response to music is
informed by analyzing
context (social, cultural,
and historical) and how
creators and performers
manipulate the
elements of music.
How does
understanding
the structure and
context of music
inform a
response?
Analyze:
Analyze how the
structure and
context of varied
musical works
inform the
response.
MU:Re7.2.C.IIIa Analyze aurally and/or by reading the
scores of musical works the elements of music (including
form), compositional techniques and procedures, relating
them to aesthetic effectiveness, style, mood, and context;
and explain how the analysis provides models for personal
growth as composer, performer, and/or listener.
Through their use of
elements and structures
of music, creators and
performers provide
clues to their
expressive intent.
How do we
discern musical
creators’ and
performers’
expressive
intent?
MU:Re8.1.C.IIIa Develop, justify and defend interpretations
of varied works, demonstrating an understanding of the
composers’ intent by citing the use of elements of music
(including form), compositional techniques, and the
style/genre and context of each work.
The personal evaluation
of musical works and
performances is
informed by analysis,
interpretation, and
established criteria.
How do we judge
the quality of
musical work(s)
and
performance(s)?
Interpret:
Support
interpretations of
musical works
that reflects
creator’s/perform
er’s expressive
intent.
Evaluate:
Support
evaluations of
musical works
and
performances is
informed by
analysis,
interpretation,
and established
criteria.
MU:Re9.1.C.IIIa Evaluate the effectiveness of the technical
and expressive aspects of selected music and
performances, demonstrating understanding of theoretical
concepts and complex compositional techniques and
procedures.
MU:Re9.1.C.IIIb Describe and evaluate ways in which
critiquing others’ work and receiving feedback from others
have been specifically applied in the personal creative
process.
Benchmarked Student Work [Above Standard, At Standard, Near Standard and Below Standard work to illustrate expectations on web site]
(Anchor work to be collected and scored as MCA is piloted)
Copyright © 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. http://nccas.wikispaces.com 23