Band Reporting Scales and Curriculum Guidehooverbands.weebly.com/uploads/1/3/2/6/13263506/band... · 2016. 6. 15. · Double and/or triple tonguing (if idiomatic) CY Student understands:

BAND REPORTING SCALES AND CURRICULUM GUIDE

2/9/2016

Performing Arts Curriculum, Instruction, and Assessment 2100 Fleur Drive │ Des Moines, Iowa 50321 │ P: 515-242-7609 performingarts.dmschools.org

TABLE OF CONTENTS

Contents TABLE OF CONTENTS ......................................................................................................................................................................................................................................................... 1

TOPICS ......................................................................................................................................................................................................................................................................................... 2

REPORTING SCALES ............................................................................................................................................................................................................................................................. 2

DEFINITIONS OF TOPICS – Classroom learning goals .................................................................................................................................................................................................. 2

DEFINITION OF PHASES .................................................................................................................................................................................................................................................... 3

LEARNING GOALS AT A GLANCE ................................................................................................................................................................................................................................. 3

TOPIC 1: NOTES ...................................................................................................................................................................................................................................................................... 7

TOPIC 2: RHYTHM .................................................................................................................................................................................................................................................................. 9

TOPIC 3: SOUND ................................................................................................................................................................................................................................................................... 11

TOPIC 4: ARTICULATION .................................................................................................................................................................................................................................................. 13

TOPIC 5: LITERACY .............................................................................................................................................................................................................................................................. 14

TOPIC 6: ENGAGEMENT ................................................................................................................................................................................................................................................... 16

TOPICS Learning goals for all curricular areas are organized by overarching concepts called topics. Within those topics live a learning goal. All learning goals for the performing arts are guided by the 2014 National Music Standards and assessed on the provided reporting scales.

REPORTING SCALES Evidence of student learning is assessed on a four-point scale, common throughout the district. Scales are designed to measure each learning topic. The generalized scale, with student-friendly language included, is below.

SCALE

SCORE ACADEMIC DESCRIPTOR STUDENT-FRIENDLY DESCRIPTOR

4 Exceeding Standard I have demonstrated deep understanding

that goes beyond the learning goal

3 Meeting Standard I have met the learning goal

2 Developing Toward Standard I have the foundational skills and knowledge

for the learning goal and I am almost there

1 Insufficient Progress The evidence I have submitted shows I have a

long way to go to reach the learning goal

0/M No evidence of student understanding in submitted work OR

Missing – student has not submitted evidence I have not submitted evidence of learning for the learning goal

*For more information on district assessment and grading practices, please refer to the Grading Practices website http://grading.dmschools.org/teacher-resources.html

DEFINITIONS OF TOPICS – Classroom learning goals

NOTES RHYTHM SOUND ARTICULATION LITERACY ENGAGEMENT Students are able to play

their instrument in tune

and in multiple keys as

appropriate to their

proficiency level

Students are able to

recognize and accurately

perform rhythms


proficiency level

Students are able to

create demonstrate an

appropriate sound on

their instrument using

techniques that are

appropriate for their

proficiency level

Students describe and

demonstrate different

bowings and styles that

are appropriate for their

proficiency level

Students identify,

understand, and

demonstrate different

key signatures, time

signatures, dynamics,

tempos, and notions as


proficiency level

Students engage in the

process of creating

music both in the

classroom and

community as is


proficiency level

http://grading.dmschools.org/teacher-resources.html

DEFINITION OF PHASES A phase is the proficiency level of a student in any given topic. Students may be in different phases determinant on their ability to meet the tasks within each phase. Phase levels help the student track their progress in the standard and allow each student to have an individualized learning experience within the music classroom.

LEARNING GOALS AT A GLANCE

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6

NO

TES

Student demonstrates a

range of at least one

octave.

Student demonstrates music with the notes

concert A and A♭.

Student demonstrates

Concert F, B♭, and E♭ scales within one minute (octave shifts allowed).

Student demonstrates music that utilizes the key of one of the identified Phase II Major Scales and incorporates some chromatics.

Student identifies the Phase II key signatures and the usage of the chromatics in appropriate literature.

Student demonstrates

Concert C, F, B♭, E♭, A♭, and Chromatic Scales within 90 seconds.

Student demonstrates music that utilizes one of the identified Phase III Major Scales and incorporates some chromatics.

Student identifies the key signatures and the usage of the chromatics in appropriate literature.

Student demonstrates music that utilizes two of the added Phase IV Major Scales and incorporates some chromatics.


Student demonstrates all defined scales in 8th notes at a metronome marking of quarter note = 88.

Student performs music that utilizes two of the added Phase V scales and incorporates some chromatics.


Student demonstrates all 12 Major Scales in 8th notes at a metronome marking of quarter note = 88 and in two or more octaves when appropriate for their instrument.

Student performs music in any key, with chromatics.

Student demonstrates all Natural Minor Scales in 8th notes at a metronome marking of quarter note = 88.

Student demonstrates all Major Scales in 16th notes at a metronome marking of quarter note = 88.


RH

YT

HM

Student demonstrates counting and playing:

Whole, Half, and Quarter Notes/Rests

Eighth Notes in pairs

Dotted Half Notes


Phase I rhythms

Dotted Quarter Notes

Eighth Notes and Rests

Eighth-Quarter-Eighth syncopation with note and rest combinations


Phase I and II rhythms

Sixteenth notes in pairs and fours

Eighth note triplets

Simple meter changes


Phase I, II and III rhythms

Half and Quarter Note triplets

Single set of Sixteenth Note Triplets

Eighth and Sixteenth Notes in any combination in simple and compound meter

Single Grace notes

Dotted Eighth-Sixteenth-Eighth in compound meter

Simple and compound meter changes


Phase I, II, III and IV rhythms

Asymmetrical meter (i.e. 7/8, 5/8, etc.)

Tuplets beyond triplets

Extended grace notes

32nd notes

Simple and compound meter changes with increasing complexity

Double dotted notes


Phase I, II, III, IV, and V rhythms

64th notes


Student transcribes music to sixteenth notes.

Student navigates frequent changes in meter, simple, compound, and asymmetric.

SOU

ND

Student demonstrates a consistent, idiomatic tone throughout a stepwise melodic line.

Student demonstrates Piano and Forte.

In addition to Phase I:

Student demonstrates a consistent sound within appropriate grade-level music.

Student demonstrates Pianissimo through Fortissimo as well as crescendos and diminuendos.

Students adjust pitch using their instrument’s tuning mechanism with a tuner.

In addition to Phase I and II:

Student demonstrates a consistent idiomatic tone during separated lines, across extended phrases and with dynamic changes.

Students hear and adjust tuning discrepancies.

In addition to Phase I-III Student:

Discriminates pitch and makes minor adjustments to match

Adjusts pitch and tone appropriately over a wide dynamic range

In addition to Phase I-IV, Student:

Demonstrates a consistent, in-tune tone over a wide dynamic range with correct articulations

Demonstrates vibrato

Discriminates pitch and partially adjusts tuning: o Based on the

tendencies of their instrument

o Within a chord

In addition to Phase I-V, Student:

Discriminates pitch based on the tendencies of their instrument and accurately adjusts tuning.

Discriminates pitches within a chord and accurately adjusts tuning.


AR

TIC

ULA

TIO

N

Student demonstrates correct articulation including:

Correct “T” sound for the front of the note

Slurs are appropriately executed for the instrument

In addition to Phase I, Student understands and demonstrates:

Accent

Staccato

In addition to Phase I and II, Student understands and demonstrates:

Tenuto

Marked (Marcato) Accent

Trills (if idiomatic)

Fortepiano

Sforzando

In addition to Phase I-III Student demonstrates:

Trills with flats and sharps (per instrument)

Tenuto Accent Student demonstrates styles:

Legato – “Doo” Tonguing

Marcato

In addition to Phase I-IV, Student demonstrates:

Turns

Mordents

All Phase I-IV articulations in combination

Student appropriately adjusts the articulations in the music according to the style of the piece

Student demonstrates Phase I-V articulations in increasingly complex rhythmic patterns Double and/or triple tonguing (if idiomatic)

LIT

ER

AC

Y

Student understands:

Repeat signs

1st and second endings

One bar repeat

Time signatures 4/4, C

Pickup note

Student identifies all learned note names

Student reviews a concert or recording (written).

In addition to Phase I, Student understands: o Accidentals o Piano and Forte o Tempo Marks:

Allegro

Moderato

Andante

Ritardando (rit.)

D.C. Al Fine

D.S. Al Coda

Time signatures 3/4, 2/4


Student evaluates a concert or recording using a standard ballot.

Student identifies all notes on the basic district fingering chart at sight.

Student understands that certain instruments transpose.

In addition to Phase II, Student understands: o Mezzo/Issimo o Crescendo/Diminuendo o Tempo Marks:

Rallentando (rall.)

Accelerando (accel.)

Maestoso

A Tempo o Time signatures 6/8, cut

time o Enharmonics o Ledger lines

Student critiques a concert (written). In addition to Phase III, Student:

Understands all tempo marks as printed in the literature

Understands time signatures 9/8 and 12/8

In addition to Phase IV, Student:

Demonstrates knowledge that instruments transpose and that concert scales are different depending on the transposition

Understands time signature construction

In addition to Phase V, Student:

Student generates a paper/program notes on a teacher approved topic

Writes out all Major and Natural Minor scales

Transposes from a different-keyed instrument

Identifies notes on Bass, Treble, Alto, and Tenor clefs.


EN

GA

GEM

EN

T

Student demonstrates engagement by being prepared with an instrument, music, pencil, and other required materials at the appropriate time for rehearsals and performances.

Student maintains instrument appropriately.

Student demonstrates proper posture and concert etiquette.

In addition to Phase I, Student takes notes in music and responds to marks appropriately.

Student demonstrates the ability to focus through rehearsals and performances.

In addition to Phase II, Student demonstrates the ability to coordinate personal and school schedules by anticipating and troubleshooting possible conflicts of schedule and priority within an appropriate time.

Student performs final versions of a collection of compositions (representing a variety of forms and styles)

In addition to Phase III, the student takes opportunities to perform outside the class ensemble.

Student demonstrates preparedness for outside performances.

In addition to Phase IV, Student demonstrates leadership by coordinating and leading small group sectionals or small ensembles independently.

In addition to Phase V, Student engages with the community to create original performances independent of the school ensemble.

TOPIC 1: NOTES

4-Exceeding 3-Meeting 2-Developing

PH

ASE

I

Student improvises and describes a basic melody

that clearly establishes the keys of B♭ and E♭

Major.

Student demonstrates a range of at least one

octave.

Student demonstrates music with the notes

concert A and A♭.

Student demonstrates a range of up to 6 notes.

PH

ASE

II

In addition to Scale Score 3:

Student demonstrates Concert F, B♭, and E♭ scales in less than 45 seconds.

Student sight-reads music in Phase II keys without teacher support.

Student demonstrates Concert F, B♭, and E♭ scales within one minute (octave shifts allowed).

Student demonstrates music that utilizes the key of one of the identified Phase II Major Scales and incorporates some chromatics.

Student identifies the Phase II key signatures and the usage of the chromatics in appropriate literature.

Student demonstrates Concert F, B♭, and E♭ scales (octave shifts allowed).

PH

ASE

III


Student demonstrates Concert C, F, B♭, E♭, A♭ and Chromatic Scales in less 60 seconds.

Student sight-reads music in concert G or C without teacher support.

Student demonstrates Concert C, F, B♭, E♭, A♭, and Chromatic Scales within 90 seconds.

Student demonstrates music that utilizes one of the identified Phase III Major Scales and incorporates some chromatics.


Student demonstrates Concert C, F, B♭, E♭, A♭ and Chromatic Scales in one octave.

PH

ASE

IV


Student performs all identified Major Scales, 16th notes at a metronome marking of quarter note = 88.

Student demonstrates scales, as range appropriate, beyond one octave.

Student sight-reads music in one of the new identified scales without teacher support.

Student demonstrates music that utilizes two of the added Phase IV Major Scales and incorporates some chromatics.


Student demonstrates all defined scales in 8th notes at a metronome marking of quarter note = 88.

Student demonstrates an appropriate range for their instrument as defined by district curriculum.

Student demonstrates any 8 Major Scales in one octave.

Student demonstrates Chromatic Scale over their full range.

PH

ASE

V


Student demonstrates scales as range appropriate beyond one octave.

Student sight-reads music in one of the added Phase V scales without teacher support.

Student demonstrates 3 Natural Minor Scales.

Student performs music that utilizes two of the added Phase V scales and incorporates some chromatics.


Student demonstrates all 12 Major Scales in 8th notes at a metronome marking of quarter note = 88 and in two or more octaves when appropriate for their instrument.

Student demonstrates an appropriate range for their instrument as defined by district curriculum.

Student demonstrates all 12 Major Scales.

Student demonstrates Chromatic Scale over their full range.

PH

ASE

VI

Student demonstrates all Natural, Harmonic, and Melodic Minor Scales in 16th notes at a metronome marking of quarter note = 88.

Student performs music in any key, with chromatics.

Student demonstrates all Natural Minor Scales in 8th notes at a metronome marking of quarter note = 88.

Student demonstrates all Major Scales in 16th notes at a metronome marking of quarter note = 88.

Student demonstrates all Major Scales and Chromatic Scale over their full range.

Student demonstrates all Natural Minor Scales.

TOPIC 2: RHYTHM


PH

ASE

I

Student sight-reads defined rhythms on their instrument.




Dotted Half Notes

Student identifies and describes:



Dotted Half Notes

PH

ASE

II



Phase I rhythms





Phase I rhythms



PH

ASE

III


Student demonstrates Dotted Quarter, Quarter, and Eighth Notes in compound meter.





Simple meter changes






PH

ASE

IV

Student sight-reads defined rhythms on their instrument






Single Grace notes


Simple and compound meter changes






Single Grace notes


PH

ASE

V

Student is able to demonstrate Phase V Rhythms in an artistic way that is appropriate to the style in which an appropriate piece is written






32nd notes


Double dotted notes






32nd notes

Double dotted notes

PH

ASE

VI

Student is able to demonstrate Phase VI Rhythms in an artistic way that is appropriate to the style in which an appropriate piece is written



64th notes


Student transcribes music to sixteenth notes.

Student navigates frequent changes in meter, simple, compound, and asymmetric.



64th notes

TOPIC 3: SOUND


PH

ASE

I

Student demonstrates a consistent, idiomatic tone and dynamics from intervals over a second and/or while sight-reading.

Student demonstrates a consistent, idiomatic tone throughout a stepwise melodic line.

Student demonstrates Piano and Forte.

Student demonstrates a tone.

PH

ASE

II

Student demonstrates a consistent, idiomatic tone and dynamics while sight-reading and across their entire consistent range.

In addition to Phase I:

Student demonstrates a consistent sound within appropriate grade-level music.

Student demonstrates Pianissimo through Fortissimo as well as crescendos and diminuendos.

Students adjust pitch using their instrument’s tuning mechanism with a tuner.

Student demonstrates a loud and soft tone

PH

ASE

III

Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range.

In addition to Phase I and II:

Student demonstrates a consistent idiomatic tone during separated lines, across extended phrases and with dynamic changes.

Students hear and adjust tuning discrepancies.

Student demonstrates a consistent idiomatic tone during separated lines, across extended phrases, or with dynamic changes.

Students hear or adjust tuning discrepancies.

PH

ASE

IV

Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range and/or implement vibrato.

In addition to Phase I-III Student:

Discriminates pitch and makes minor adjustments to match

Adjusts pitch and tone appropriately over a wide dynamic range

Student demonstrates a tone lacking control.

Student understands minor adjustments can be made to match pitch.

Students understand that pitch tendencies change due to dynamics

PH

ASE

V

Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range with vibrato.

In addition to Phase I-IV, Student:

Demonstrates a consistent, in-tune tone over a wide dynamic range with correct articulations

Demonstrates vibrato

Discriminates pitch and partially adjusts tuning: o Based on the tendencies of their instrument o Within a chord


Student understands the pitch tendencies of their instrument.

PH

ASE

VI

Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range with vibrato.

In addition to Phase I-V, Student:

Discriminates pitch based on the tendencies of their instrument and accurately adjusts tuning.

Discriminates pitches within a chord and accurately adjusts tuning.


Student understands the pitch tendencies of their instrument.

Student understands how pitch is affected by chord structure.

TOPIC 4: ARTICULATION


PH

ASE

I

Student sight-reads tongued and slurred combinations.

Student demonstrates correct articulation including:

Correct “T” sound for the front of the note

Slurs are appropriately executed for the instrument

Student demonstrates starting tones with the tongue.

Student identifies tongued and slurred notes.

PH

ASE

II

Student sight-reads defined Phase II articulations. In addition to Phase I, Student understands and demonstrates:

Accent

Staccato

In addition to Phase I, Student identifies:

Accent

Staccato

PH

ASE

III

Student sight-reads defined Phase III articulations and styles.

In addition to Phase I and II, Student understands and demonstrates:

Tenuto



Fortepiano

Sforzando

In addition to Phase I and II, Student identifies:

Tenuto



Fortepiano

Sforzando

PH

ASE

IV

Student sight-reads defined Phase IV articulations and styles.

In addition to Phase I-III Student demonstrates:

Trills with flats and sharps (per instrument)

Tenuto Accent Student demonstrates styles:


Marcato

In addition to Phase I-III, Student identifies:

Trills with flats and sharps (per instrument) Tenuto Accent

Student demonstrates styles:


Marcato

PH

ASE

V

Student sight-reads defined Phase V articulations and styles.

In addition to Phase I-IV, Student demonstrates:

Turns

Mordents

All Phase I-IV articulations in combination

Student appropriately adjusts the articulations in the music according to the style of the piece

In addition to Phase I-IV, Student identifies:

Turns

Mordents

PH

ASE

VI

Student sight-reads any articulation.

Student demonstrates Phase I-V articulations in increasingly complex rhythmic patterns

Double and/or triple tonguing (if idiomatic)

Student identifies all identified articulations in appropriate literature.

TOPIC 5: LITERACY


PH

ASE

I

Student demonstrates the defined Phase I musical instructions.

Student understands:

Repeat signs

1st and second endings

One bar repeat

Time signatures 4/4, C

Pickup note


Student identifies: o Repeat signs o 1st and second endings o One bar repeat o Time signatures 4/4, C o Pickup note

PH

ASE

II

Student demonstrates the defined Phase II musical instructions.

Student reviews a concert or recording (written).

In addition to Phase I, Student understands: o Accidentals o Piano and Forte o Tempo Marks:

Allegro

Moderato

Andante

Ritardando (rit.)

D.C. Al Fine

D.S. Al Coda



In addition to Phase I, Student identifies:

Accidentals

Piano and Forte

Tempo Marks: o Allegro o Moderato o Andante o Ritardando (rit.)

D.C. Al Fine

D.S. Al Coda


PH

ASE

III

Student demonstrates the defined Phase III musical instructions.

Student evaluates a concert or recording using a standard ballot.

Student identifies all notes on the basic district fingering chart at sight.

Student understands that certain instruments transpose.

In addition to Phase II, Student understands: o Mezzo/Issimo o Crescendo/Diminuendo o Tempo Marks:

Rallentando (rall.)


Maestoso

A Tempo o Time signatures 6/8, cut time o Enharmonics o Ledger lines

Student identifies notes with the district fingering chart as a reference.

In addition to Phase II, Student indentifies o Mezzo/Issimo o Crescendo/Diminuendo o Tempo Marks:

Rallentando (rall.)


Maestoso

A Tempo o Time signatures 6/8, cut time o Enharmonics

PH

ASE

IV

Student demonstrates the defined Phase IV musical instructions.

Student critiques a concert (written). In addition to Phase III, Student:

Understands all tempo marks as printed in the literature

Understands time signatures 9/8 and 12/8

Student identifies or finds all tempo marks as printed in the literature.

Student finds range appropriate ledger lines above or below the staff.

Student identifies Time signatures 9/8 and 12/8.

PH

ASE

V

Student understands transposition specific to each band instrument.

Student understands composite time signatures (alternating or plus sign meter).

In addition to Phase IV, Student:

Demonstrates knowledge that instruments transpose and that concert scales are different depending on the transposition

Understands time signature construction

Student demonstrates knowledge that instruments transpose.

Student recognizes time signatures.

PH

ASE

VI

Student writes all harmonic and melodic minor scales.

Student sight-reads transposed music and music in different clefs.

In addition to Phase V, Student:

Student generates a paper/program notes on a teacher approved topic

Writes out all Major and Natural Minor scales

Transposes from a different-keyed instrument

Identifies notes on Bass, Treble, Alto, and Tenor clefs.

Student writes all Major Scales.

Student attempts to transpose from a different keyed instrument.

Student identifies notes on Bass and Treble clefs.

TOPIC 6: ENGAGEMENT


PH

ASE

I

In addition to Scale Score 3, Student anticipates and prepares for possible challenges with materials or markings.

Student demonstrates engagement by being prepared with an instrument, music, pencil, and other required materials at the appropriate time for rehearsals and performances.

Student maintains instrument appropriately.

Student demonstrates proper posture and concert etiquette.

Student understands the need to be on time and prepared but is unable to demonstrate over time.

Student maintains instrument but only with teacher support.

PH

ASE

II

Student marks music appropriately and responds to issues independent of instruction (metacognition).

In addition to Phase I, Student takes notes in music and responds to marks appropriately.

Student demonstrates the ability to focus through rehearsals and performances.

In addition to Phase I, Student consistently brings materials but does not mark or respond to markings without support.

PH

ASE

III

Student anticipates events for scheduling and uses prior knowledge to coordinate with events that have yet to be included into the calendar.

In addition to Phase II, Student demonstrates the ability to coordinate personal and school schedules by anticipating and troubleshooting possible conflicts of schedule and priority within an appropriate time.

Student performs final versions of a collection of compositions (representing a variety of forms and styles)

Student understands that schedules need to be maintained, however, is unable to coordinate them independently to resolve conflicts.

PH

ASE

IV

Student takes multiple opportunities to perform outside the class ensemble and successfully prepares self and helps others prepare for the performance(s).

In addition to Phase III, the student takes opportunities to perform outside the class ensemble.

Student demonstrates preparedness for outside performances.

Student accepts opportunities to perform outside the class ensemble but shows up unprepared.

PH

ASE

V

Student develops opportunities to perform outside the school ensemble.

In addition to Phase IV, Student demonstrates leadership by coordinating and leading small group sectionals or small ensembles independently.

Student demonstrates leadership in small groups but is unable to prepare and lead the rehearsals.

PH

ASE

VI

Student develops an ongoing performance and rehearsal schedule in the community.

In addition to Phase V, Student engages with the community to create original performances independent of the school ensemble.

Student designs community performances but is unable to follow through.

Documents

Band Reporting Scales and Curriculum Guidehooverbands.weebly.com/uploads/1/3/2/6/13263506/band... · 2016. 6. 15. · Double and/or triple tonguing (if idiomatic) CY Student understands: