ELEMENTARY MUSIC COMPETENCIES Competency 1. Performing: The student can perform with proper tone, expression, pitch, rhythmic accuracy, dynamics, and articulation. Performance Indicators: Perform music, alone and with others, with expression, technical accuracy, and appropriate interpretation. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style. Performance Indicators Scoring Criteria for Competency 1 PERFORMANCE Emerging Progressing Competent Exemplary a. Perform music, alone and with others, with expression, technical accuracy, and appropriate interpretation. (MU:Pr6.1.6a) MK-5GM.1 – Singing, alone and with others, a varied repertoire of music MK-5GM.2 - Performing on instruments, alone and with others, a varied repertoire of music MK-5GM.4 – Improvising melodies, variations, and accompaniments With substantial guidance, student demonstrates understanding of tone/technique, diction/articulation, pitch, and posture. Student, with minimal guidance, demonstrates increasing accuracy of tone/technique, diction/articulation, pitch, and posture. Student demonstrates increasing accuracy of tone/technique, diction/articulation, pitch, and posture. Student consistently demonstrates correct tone/technique, diction/articulation, pitch, and posture. c.Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).(MU:Pr4.3.5a) K-5GM.7 – Evaluating music and music performances With substantial guidance, student demonstrates understanding of expressive techniques. Student, with minimal guidance, demonstrates increasing accuracy and unification of expressive techniques. Student demonstrates increasing accuracy and unification of expressive techniques. Student consistently performs expressive techniques with accuracy and unification.
BAND COMPETENCIES GRADES 6-8 Competency 1. Performing: The student can perform with proper tone, expression, pitch, rhythmic accuracy, dynamics, and articulation. Performance Indicators (The Student can): 1. Produce consistent characteristic tone as an instrumental performer. 2. Perform appropriate music literature at an accomplished level. 3. Use music as an effective means of expression both as a listener and performer. 4. Perform accurately and expressively, with self- evaluation and personal interpretation. Performance Indicators Scoring Criteria for Competency 1 PERFORMANCE Emerging Progressing Competency Exemplary 1. Produce consistent characteristic tone as an instrumental performer. GPS MMSBB.2 GPS MMSIB.2 GPS MMSAB.2 MU:Pr4.2.E.8a MU:Pr4.2.E.Ia MU:Pr4.2.E.IIa MU:Pr4.2.E.IIIa Students can recall or demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MMSBB.2 GPS MHSBB.2 MU:Pr4.2.E.8a Students can identify and demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MMSIB.2 GPS MHSIB.2 MU:Pr4.2.E.Ia Students can consistently categorize and demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MMSAB.2 GPS MHSAB.2 MU:Pr4.2.E.IIa Students can constantly model and evaluate the fundamentals of proper tone in individual and ensemble performances. GPS MHSMB.2 MU:Pr4.2.E.IIIa
2. Perform appropriate music literature at an accomplished level. GPS MMSBB.3 GPS MMSIB.3 GPS MMSAB.3 MU:Pr4.1.E.8a MU:Pr4.1.E.Ia MU:Pr4.1.E.IIa MU:Pr4.1.E.IIIa Students can recall the necessary skills to perform appropriate music literature at an accomplished level. GPS MMSBB.3 GPS MHSBB.3 MU:Pr4.1.E.8a Student can execute the necessary techniques to perform appropriate music literature at an accomplished level. GPS MMSIB.3 GPS MHSIB.3 MU:Pr4.1.E.Ia Student can perform appropriate music literature at an accomplished level. GPS MMSAB.3 GPS MHSAB.3 MU:Pr4.1.E.IIa Students can critique and evaluate music literature at an accomplished level. GPS MHSMB.3 MU:Pr4.1.E.IIIa 3. Use music as an effective means of expression both as a listener and performer. GPS MMSBB.6 GPS MMSIB.6 GPS MMSAB.6 MU:Pr4.3.E.8a MU:Pr4.3.E.Ia MU:Pr4.3.E.IIa MU:Pr4.3.E.IIIa Students can recognize means of expression in music both as a listener and a performer. GPS MMSBB.6 MU:Pr4.3.E.8a Students can explain how to use music as an effective means of expression both as a listener and a performer. GPS MMSIB.6 MU:Pr4.3.E.Ia Students can utilize effective means of expression both as a listener and a performer. GPS MMSAB.6 MU:Pr4.3.E.IIa Students can critique and analyze musical expressiveness as a listener and performer. GPS MMSAB.6 MU:Pr4.3.E.IIIa
3. Identify, associate and perform music vocabulary appropriately. GPS MMSBB.1 GPS MMSBB.2 GPS MMSBB.3 GPS MMSIB.1 GPS MMSIB.2 GPS MMSIB.3 GPS MMSAB.1 GPS MMSAB.2 GPS MMSAB.3 MU:Re7.1.8a MU:Re7.2.8a MU:Re8.1.8a MU:Re7.1.E.Ia MU:Re7.2.E.Ia MU:Re8.1.E.Ia MU:Re7.1.E.IIa MU:Re7.2.E.IIa MU:Re8.1.E.IIa MU:Re7.1.E.IIIa MU:Re7.2.E.IIIa MU:Re8.1.E.IIIa Students can recognize and recall appropriate music vocabulary. GPS MMSBB.1 GPS MMSBB.2 GPS MMSBB.3 MU:Re7.1.8a MU:Re7.2.8a MU:Re8.1.8a Students can define and explain appropriate music vocabulary. GPS MMSIB.1 GPS MMSIB.2 GPS MMSIB.3 MU:Re8.1.8a MU:Re7.1.E.Ia MU:Re7.2.E.Ia Students can interpret and perform appropriate music vocabulary. GPS MMSAB.1 GPS MMSAB.2 GPS MMSAB.3 MU:Re7.1.E.IIa MU:Re7.2.E.IIa MU:Re8.1.E.IIa Students can perform and assess the appropriate use of music vocabulary. GPS MMSAB.1 GPS MMSAB.2 GPS MMSAB.3 MU:Re7.1.E.IIIa MU:Re7.2.E.IIIa MU:Re8.1.E.IIIa
4. Analyze and evaluate music using appropriate terms and musical language. GPS MMSBB.6 GPS MMSBB.7 GPS MMSIB.6 GPS MMSIB.7 GPS MMSAB.6 GPS MMSAB.7 MU:Re9.1.E.8a Students can recall and match music using appropriate terms and musical language. GPS MMSBB.6 GPS MHSBB.7 MU:Re9.1.E.8a Students can describe music using appropriate terms and musical language. GPS MMSIB.6 GPS MHSIB.7 MU:Re9.1.E.Ia Student can analyze and evaluate music using appropriate terms and musical language. GPS MMSAB.6 GPS MHSAB.7 MU:Re9.1.E.IIa Student can construct and create music using appropriate terms and musical language. GPS MMSAB.6 GPS MHSAB.7 MU:Re9.1.E.IIIa Competency 3. Professionalism: The student can perform with appropriate concert behavior, décor, and etiquette in various musical venues and settings. Performance Indicators (The student can): Participate appropriately as a performing ensemble member. 2. Demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings.
Performance Indicators Scoring Criteria for Competency 3 PROFESSIONALISM Emerging Progressing Competency Exemplary 1. Participate appropriately as a performing ensemble member. GPS MMSBB.7 GPS MMSIB.7 GPS MMSAB.7 MU:Cn10.0.E.8a MU:Cn10.0.E.Ia MU:Cn10.0.E.IIa MU:Cn10.0.E.IIIa Student can recognize appropriate participation as a performing ensemble member. GPS MMSBB.7 MU:Cn10.0.E.8a Student can describe appropriate participation as a performing ensemble member. GPS MMSIB.7 MU:Cn10.0.E.Ia Student can participate appropriately as a performing ensemble member. GPS MMSAB.7 MU:Cn10.0.E.IIa Student can differentiate and participate appropriately performing ensemble member. GPS MMSAB.7 MU:Cn10.0.E.IIIa 2. Demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSBB.8 GPS MMSBB.9 GPS MMSIB.8 GPS MMSIB.9 GPS MMSAB.8 GPS MMSAB.9 MU:Cn11.0.E.8a MU:Cn11.0.E.Ia MU:Cn11.0.E.IIa MU:Cn11.0.E.IIIa Students can define and describe appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSBB.8 GPS MMSBB.9 MU:Cn11.0.E.8a Students can classify and summarize appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSIB.8 GPS MMSIB.9 MU:Cn11.0.E.Ia Students can demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSAB.8 GPS MMSAB.9 MU:Cn11.0.E.IIa Students can compare, contrast, and evaluate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSMB.8 GPS MHSMB.9 MU:Cn11.0.E.IIIa
BAND COMPETENCIES GRADES 9-12 Competency 1. Performing: The student can perform with proper tone, expression, pitch, rhythmic accuracy, dynamics, and articulation. Performance Indicators (The Student can): Produce consistent characteristic tone as an instrumental performer. Perform appropriate music literature at an accomplished level. Use music as an effective means of expression both as a listener and performer. Perform accurately and expressively, with self- evaluation and personal interpretation. Performance Indicators Scoring Criteria for Competency 1 PERFORMANCE Emerging Progressing Competency Exemplary 1. Produce consistent characteristic tone as an instrumental performer. GPS MHSBB.2 GPS MHSIB.2 GPS MHSAB.2 GPS MHSMB.2 MU:Pr4.2.E.8a MU:Pr4.2.E.Ia MU:Pr4.2.E.IIa MU:Pr4.2.E.IIIa Students can recall or demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MHSBB.2 MU:Pr4.2.E.8a Students can identify and demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MHSIB.2 MU:Pr4.2.E.Ia Students can consistently categorize and demonstrate the fundamentals of proper tone in individual and ensemble performances. GPS MHSAB.2 MU:Pr4.2.E.IIa Students can constantly model and evaluate the fundamentals of proper tone in individual and ensemble performances. GPS MHSMB.2 MU:Pr4.2.E.IIIa 2. Perform appropriate music literature at an accomplished level. GPS MHSBB.3 GPS MHSIB.3 GPS MHSAB.3 GPS MHSMB.3 MU:Pr4.1.E.8a MU:Pr4.1.E.Ia, IIa, IIIa Students can recall the necessary skills to perform appropriate music literature at an accomplished level. GPS MHSBB.3 MU:Pr4.1.E.8a Student can execute the necessary techniques to perform appropriate music literature at an accomplished level. GPS MHSIB.3 MU:Pr4.1.E.Ia Student can perform appropriate music literature at an accomplished level. GPS MHSAB.3 MU:Pr4.1.E.IIa Students can critique and evaluate music literature at an accomplished level. GPS MHSMB.3 MU:Pr4.1.E.IIIa
3. Use music as an effective means of expression both as a listener and performer. GPS MHSBB.6 GPS MHSIB.6 GPS MHSAB.6 GPS MHSMB.6 MU:Pr4.3.E.8a MU:Pr4.3.E.Ia MU:Pr4.3.E.IIa MU:Pr4.3.E.IIIa Students can recognize means of expression in music both as a listener and a performer. GPS MHSBB.6 MU:Pr4.3.E.8a Students can explain how to use music as an effective means of expression both as a listener and a performer. GPS MHSIB.6 MU:Pr4.3.E.Ia Students can utilize effective means of expression both as a listener and a performer. GPS MHSAB.6 MU:Pr4.3.E.IIa Students can critique and analyze musical expressiveness as a listener and performer. GPS MHSMB.6 MU:Pr4.3.E.IIIa 4. Perform accurately and expressively, with self-evaluation and personal interpretation. GPS MHSBB.7 GPS MHSIB.7 GPS MHSAB.7 GPS MHSMB.7 MU:Pr5.1.E.8a MU:Pr5.1.E.Ia MU:Pr5.1.E.IIa MU:Pr5.1.E.IIIa Students can recognize, describe, and recall accurate and expressive performances with personal interpretation. GPS MHSBB.7 MU:Pr5.1.E.8a Students can, categorize, and explain accurate and expressive performances with personal interpretation. GPS MHSIB.7 MU:Pr5.1.E.Ia Students can prepare and demonstrate expressive performances with personal interpretation. GPS MHSAB.7 MU:Pr5.1.E.IIa Students can examine, and critique expressive performances with personal interpretation. GPS MHSMB.7 MU:Pr5.1.E.IIIa Competency 2. Music Literacy: The student can perform solo, in small group, and large ensemble while playing in different genres and variety of historical pieces. Performance Indicators (The student can):
GPS MHSBB.6 GPS MHSIB.6 GPS MHSAB.6 GPS MHSMB.6 MU:Pr4.3.E.8a MU:Pr4.3.E.Ia MU:Pr4.3.E.IIa MU:Pr4.3.E.IIIa performer. GPS MHSBB.6 MU:Pr4.3.E.8a a listener and a performer. GPS MHSIB.6 MU:Pr4.3.E.Ia GPS MHSAB.6 MU:Pr4.3.E.IIa and performer. GPS MHSMB.6 MU:Pr4.3.E.IIIa 4. Perform accurately and expressively, with self-evaluation and personal interpretation. GPS MHSBB.7 GPS MHSIB.7 GPS MHSAB.7 GPS MHSMB.7 MU:Pr5.1.E.8a MU:Pr5.1.E.Ia MU:Pr5.1.E.IIa MU:Pr5.1.E.IIIa Students can recognize, describe, and recall accurate and expressive performances with personal interpretation. GPS MHSBB.7 MU:Pr5.1.E.8a Students can, categorize, and explain accurate and expressive performances with personal interpretation. GPS MHSIB.7 MU:Pr5.1.E.Ia Students can prepare and demonstrate expressive performances with personal interpretation. GPS MHSAB.7 MU:Pr5.1.E.IIa Students can examine, and critique expressive performances with personal interpretation. GPS MHSMB.7 MU:Pr5.1.E.IIIa 4. Analyze and evaluate music using appropriate terms and musical language. GPS MHSBB.6 GPS MHSBB.7 GPS MHSIB.6 GPS MHSIB.7 GPS MHSAB.6 Students can recall and match music using appropriate terms and musical language. Students can describe music using appropriate terms and musical language. Student can analyze and evaluate music using appropriate terms and musical language. Student can construct and create music using appropriate terms and musical language.
etiquette in various musical venues or settings. GPS MMSBC.8 GPS MMSBC.9 GPS MMSIC.8 GPS MMSIC.9 GPS M8AC8 GPS M8AC9 MU:Cn11.0.E.8a MU:Cn11.0.E.Ia MU:Cn11.0.E.IIa MU:Cn11.0.E.IIIa and etiquette in various musical venues or settings. GPS MMSBC.8 GPS MMSBC.9 MU:Cn11.0.E.8a and etiquette in various musical venues or settings. GPS MMSBC.8 GPS MMSBC.9 MU:Cn11.0.E.Ia etiquette in various musical venues or settings. GPS MMSIC.8 GPS MMSIC.9 MU:Cn11.0.E.IIa behavior, décor, and etiquette in various musical venues or settings. GPS M8AC8 GPS M8AC9 MU:Cn11.0.E.IIIa CHORUS COMPETENCIES GRADES 9-12 Competency 1. Performance: The student can perform with proper tone, expression, pitch, rhythmic accuracy, dynamics, and articulation. Performance Indicators (The student can): Produce consistent characteristic tone as a vocal performer.
GPS MHSBC.2 GPS MHSIC.2 GPS MHSAC.2 GPS MHSMC.2 MU:Pr4.1.E.8a MU:Pr4.1.E.Ia MU:Pr4.1.E.IIa MU:Pr4.1.E.IIIa music literature at an accomplished level. GPS MHSBC.2 MU:Pr4.1.E.8a music literature at an accomplished level. GPS MHSIC.2 MU:Pr4.1.E.Ia accomplished level. GPS MHSAC.2 MU:Pr4.1.E.IIa an accomplished level. GPS MHSMC.2 MU:Pr4.1.E.IIIa 3. Use music as an effective means of expression both as a listener and performer. GPS MHSBC.6 GPS MHSIC.6 GPS MHSAC.6 GPS MHSMC.6 MU:Pr4.3.E.8a MU:Pr4.3.E.Ia MU:Pr4.3.E.IIa, IIIa Students can recognize means of expression in music both as a listener and a performer. GPS MHSBC.6 MU:Pr4.3.E.8a Students can explain how to use music as an effective means of expression both as a listener and a performer. GPS MHSIC.6 MU:Pr4.3.E.Ia Students can utilize effective means of expression both as a listener and a performer. GPS MHSAC.6 MU:Pr4.3.E.II Students can critique and analyze musical expressiveness as a listener and performer. GPS MHSMC.6 MU:Pr4.3.E.IIIa
PROFESSIONALISM Emerging Progressing Competency Exemplary 1. Participate appropriately as a performing ensemble member. GPS MHSBC.7 GPS MHSIC.7 GPS MHSAC.7 GPS MHSMS.7 MU:Cn10.0.E.8a MU:Cn10.0.E.Ia, IIa,IIIa Student can recognize appropriate participation as a performing ensemble member. GPS MHSBC.7 MU:Cn10.0.E.8a Student can describe appropriate participation as a performing ensemble member. GPS MHSIC.7 MU:Cn10.0.E.Ia Student can participate appropriately as a performing ensemble member. GPS MHSAC.7 MU:Cn10.0.E.IIa Student can differentiate and participate appropriately performing ensemble member. GPS MHSMS.7 MU:Cn10.0.E.IIIa 2. Demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSBC.8, 9 GPS MHSIC.8, 9 GPS MHSAC.8, 9 GPS MHSMC.8, 9 MU:Cn11.0.E.8a MU:Cn11.0.E.Ia, IIa, IIIa Students can define and describe appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSBC.8 GPS MHSBC.9 MU:Cn11.0.E.8a Students can classify and summarize appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSIC.8 GPS MHSIC.9 MU:Cn11.0.E.Ia Students can demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSAC.8 GPS MHSAC.9 MU:Cn11.0.E.IIa Students can compare, contrast, and evaluate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSMC.8 GPS MHSMC.9 MU:Cn11.0.E.IIIa ORCHESTRA COMPETENCIES GRADES 6-8 Competency 1. Performing: The student can perform with proper tone, expression, pitch, rhythmic accuracy, dynamics, and articulation.
listener and performer. GPS MMSBO.6 GPS MMSIO.6 GPS MMSAO.6 MU:Pr4.3.E.8a MU:Pr4.3.E.Ia MU:Pr4.3.E.IIa MU:Pr4.3.E.IIIa and a performer. GPS MMSBO.6 MU:Pr4.3.E.8a expression both as a listener and a performer. GPS MMSBO.6 MU:Pr4.3.E.Ia listener and a performer. GPS MMSIO.6 MU:Pr4.3.E.IIa listener and performer. GPS MMSAO.6 MU:Pr4.3.E.IIIa 4. Perform accurately and expressively, with self-evaluation and personal interpretation. GPS MMSBO.7 GPS MMSIO.7 GPS MMSAO.7 MU:Pr5.1.E.8a MU:Pr5.1.E.Ia MU:Pr5.1.E.IIa MU:Pr5.1.E.IIIa Students can recognize, describe, and recall accurate and expressive performances with personal interpretation. GPS MMSBO.7 MU:Pr5.1.E.8a Students can, categorize, and explain accurate and expressive performances with personal interpretation. GPS MMSBO.7 MU:Pr5.1.E.Ia Students can prepare and demonstrate expressive performances with personal interpretation. GPS MMSIO.7 MU:Pr5.1.E.IIa Students can examine, and critique expressive performances with personal interpretation. GPS MMSAO.7 MU:Pr5.1.E.IIIa
performing ensemble member. GPS MMSBO.7 GPS MMSIO.7 GPS MMSAO.7 MU:Cn10.0.E.8a MU:Cn10.0.E.Ia MU:Cn10.0.E.IIa MU:Cn10.0.E.IIIa as a performing ensemble member. GPS MMSBO.7 MU:Cn10.0.E.8a as a performing ensemble member. GPS MMSBO.7 MU:Cn10.0.E.Ia performing ensemble member. GPS MMSIO.7 MU:Cn10.0.E.IIa appropriately performing ensemble member. GPS MMSAO.7 MU:Cn10.0.E.IIIa PROFESSIONALISM Emerging Progressing Competency Exemplary 2. Demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSBO.8 GPS MMSBO.9 GPS MMSIO.8 GPS MMSIO.9 GPS MMSAO.8 GPS MMSAO.9 MU:Cn11.0.E.8a MU:Cn11.0.E.Ia MU:Cn11.0.E.IIa Students can define and describe appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSBO.8 GPS MMSBO.9 Students can classify and summarize appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSBO.8 GPS MMSBO.9 Students can demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSIO.8 GPS MMSIO.9 Students can compare, contrast, and evaluate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MMSAO.8 GPS MMSAO.9
GPS MHSBO.1, 2, 3 GPS MHSIO.1, 2, 3 GPS MHSAO.1, 2, 3 GPS MHSMO.1,2, 3 MU:Re7.1.8a, 7.2.8a MU:Re8.1.8a MU:Re7.1.E.Ia, 7.2.Ia MU:Re8.1.E.Ia, IIa, IIIa MU:Re7.1.E.IIa, IIIa MU:Re7.2.E.IIa, IIIa GPS MHSBO.1 GPS MHSBO.2 GPS MHSBO.3 MU:Re7.1.8a MU:Re7.2.8a MU:Re8.1.8a GPS MHSIO.1 GPS MHSIO.2 GPS MHSIO.3 MU:Re8.1.8a MU:Re7.1.E.Ia MU:Re7.2.E.Ia GPS MHSAO.1 GPS MHSAO.2 GPS MHSAO.3 MU:Re7.1.E.IIa MU:Re7.2.E.IIa MU:Re8.1.E.IIa GPS MHSMO.1 GPS MHSMO.2 GPS MHSMO.3 MU:Re7.1.E.IIIa MU:Re7.2.E.IIIa MU:Re8.1.E.IIIa MUSIC LITERACY Emerging Progressing Competency Exemplary 4. Analyze and evaluate music using appropriate terms and musical language. GPS MHSBO.6 GPS MHSBO.7 GPS MHSIO.6 GPS MHSIO.7 GPS MHSAO.6 Students can recall and match music using appropriate terms and musical language. Students can describe music using appropriate terms and musical language. Student can analyze and evaluate music using appropriate terms and musical language. Student can construct and create music using appropriate terms and musical language.
1. Participate appropriately as a performing ensemble member. GPS MHSBO.7 GPS MHSIO.7 GPS MHSAO.7 GPS MHSMO.7 MU:Cn10.0.E.8a MU:Cn10.0.E.Ia MU:Cn10.0.E.IIa MU:Cn10.0.E.IIIa Student can recognize appropriate participation as a performing ensemble member. GPS MHSBO.7 MU:Cn10.0.E.8a Student can describe appropriate participation as a performing ensemble member. GPS MHSIO.7 MU:Cn10.0.E.Ia Student can participate appropriately as a performing ensemble member. GPS MHSAO.7 MU:Cn10.0.E.IIa Student can differentiate and participate appropriately performing ensemble member. GPS MHSMO.7 MU:Cn10.0.E.IIIa PROFESSIONALISM Emerging Progressing Competency Exemplary 2. Demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. GPS MHSBO.8 GPS MHSBO.9 GPS MHSIO.8 GPS MHSIO.9 GPS MHSAO.8 GPS MHSAO.9 GPS MHSMO.8 Students can define and describe appropriate concert behavior, décor, and etiquette in various musical venues or settings. Students can classify and summarize appropriate concert behavior, décor, and etiquette in various musical venues or settings. Students can demonstrate appropriate concert behavior, décor, and etiquette in various musical venues or settings. Students can compare, contrast, and evaluate appropriate concert behavior, décor, and etiquette in various musical venues or settings.
Create improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history a) Students individually and in groups, create characters, environments, and actions that create tension and suspense b) Students refine and record dialogue and action. a. Classifies different techniques of storytelling b. Utilizes improvisation techniques to generate script ideas a. Develops scripts by adapting appropriate ideas from personal experiences, literature and/or other forms of print media a. Identifies and articulates the elements and structure of drama in the scriptwriting process b. Incorporates the steps of the writing process into script writing process Performance Indicator Emerging Progressing Competent Exemplary
of artistic choices found in dramatic performances principles of dramatic criticism as both an audience member and participant e. Implements appropriate changes based on dramatic criticism Artistic Process Competency 4: Connecting: The student relates artistic ideas and work with personal meaning and external context. Performance Indicators (The student can): 1. Understand context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures Performance Indicators Scoring Criteria for Competency 4 Performance Indicator Emerging Progressing Competent Exemplary 1. Understand context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures a) Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects a culture a) Students explain the knowledge, skills, and discipline needed to pursue careers and avocational opportunities in theatre, film, television, and electronic media a) Students analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures b) Students explain how culture affects the content and production values of dramatic performances c) Students explain how social concepts such as cooperation, communication, collaboration, consensus, risk taking, sympathy, and empathy apply a. Describes theatre’s role in the development of global communication b. Compares and contrasts historic theatre forms with contemporary media productions c. Identifies and describes recurring cultural motifs and social themes present in a variety of theatre and media presentations d. Researches and describes cultures that influenced American theatre e. Discusses theatre’s role in reflecting the culture of a
Artistic Process Competency 1: Creating – The Student conceives and develops new artistic ideas and work. Performance Indicators (The student can): 1. Write scripts through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history (GPS TAHSFTI.2: Developing scripts through improvisation and other theatrical methods) National Standard 1 2 Design and produce by conceptualizing and realizing artistic interpretations for informal or formal productions (GPS TAHSFTI.4: Designing and executing artistic and technical elements of theatre) National Standard 3 3. Compare and integrate art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms (GPS TAHSFTI.7: Integrating various art forms, other content areas, and life experiences to create theatre) National Standard 6 Performance Indicators Scoring Criteria Graduation Competency 1 Performance Indicators Emerging Progressing Competent Exemplary 1.. The student constructs script writing through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history a.Classifies different techniques of storytelling b. Utilizes improvisation techniques to generate script ideas c. Develops scripts by adapting appropriate ideas from personal experiences, literature and/or other forms of print media d. Identifies and articulates the elements and structure of drama in the scriptwriting process e. Incorporates the steps of the writing process into script writing process a.Critiques elements of dramatic structure b. Recognizes realistic and conventional speech patterns within dialogue or dramatic verse c. Identifies and distinguishes between stock and dynamic characters d. Lists the steps in the dramatic writing process e. Differentiates between drama and traditional literary writing f. Incorporates dramatic elements through improvisation a.Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience a.Students write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action.
Performance Indicators Emerging Progressing Competent Exemplary 2. The student designs and produces by conceptualizing and realizing artistic interpretations for informal or formal productions through the application of technical skills, collaborations, analysis of the various perspective of dramatic texts, visual and aural elements to support the text, and coherent stage management. a.Applies the technical elements of theatre b. Utilizes available resources to plan for and support theatre activities c. Designs and creates scenery, props, costumes, lighting, and sound/music for theatre d. Develops a management plan for incorporating technical elements of theatre e. Incorporates artistic and technical elements into a theatre production a.Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume, makeup, marketing and business aspects) b. Recognizes and applies the basic elements and procedures involved in the construction of props, scenery, and platforms. a.Students explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup) b) Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements c) Students develop designs that use visual and aural elements to convey environments that clearly support the text d) Students apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup e) Students design coherent stage management, promotional, and business plans a. Students explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions b) Students collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions c) Students safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions d) Students create and reliably implement production schedules, stage management plans, promotional ideas, and business and front of house procedures for informal and formal theatre, film, television, or electronic media productions. Performance Indicators Emerging Progressing Competent Exemplary 3. The student compares and integrates art forms by analyzing traditional theatre, dance, music, a. Analyzes and explains common themes, content, and structure among a. Identifies the various art forms which may be integrated into theatre a) Students describe and compare the basic nature, materials, elements, and means of a) Students compare the interpretive and expressive natures of several art forms in a specific culture or
present. historic theatre forms with contemporary media productions c. Identifies and describes recurring cultural motifs and social themes present in a variety of theatre and media presentations d. Researches and describes cultures that influenced American theatre e. Discusses theatre’s role in reflecting the culture of a society Identifies and analyzes plays and dramas that are culturally diverse c. Recognizes historical events that have influenced the role of theatre d. Recognizes theatrical events that have impacted cultural development performances, and discuss how theatre can reveal universal concepts b) Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods c) Students identify cultural and historical sources of American theatre and musical theatre d) Students analyze the effect of their own cultural experiences on their dramatic work b) Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods c) Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions. Performance Indicators Emerging Progressing Competent Exemplary 2. The student compares and integrates art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms (GPS TAHSFTI.6: Researching cultural and historical information to support artistic choices) a. Supports artistic choices with cultural and historical information d. Examines how culture is defined through theatre and other media a. Defines the role of the dramaturge b. Applies the skills of the dramaturge to various scenes c. Interprets data for use in production a. Explores the use of cultural and historical information in character development b. Examines research methods used by professional actors and actresses c. Implements meaningful research efforts in developing formal and informal theatre performances a. Explores the relationship between research and theatrical production b. Engages in meaningful cultural and historical research to support formal or informal theatrical performance c. Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production Performance Indicators Emerging Progressing Competent Exemplary 3. The student explores the business of theatre. a. Examines the needs and costs associated with a media production b. a. Lists and defines the skill sets for the various theatre arts careers b. a. Examines how talent and training impact careers in acting b. Assesses the effectiveness of a. Explores careers in theatre through participation in various production roles and activities b.
1. The student will select, analyze, and interpret artistic work for presentation. a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus of eyes during complex floor and air patterns or direct and indirect pathways a. Develop partner and ensemble skills that enable contrasting level changes through lifts, balances, or other means while maintaining a sense of spatial design and relationship. Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography. a. Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill level. Execute complex floor and air sequences with others while maintaining relationships through focus and intentionality. a. Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.
1. The student will select, analyze, and interpret artistic work for presentation. (cont.) b. Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms at the same time. Work with and against rhythm of accompaniment or sound environments. c. Modulate dynamics to clearly express intent while performing dance choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience. b. Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. Dance “in the moment.” c. Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase and transition smoothly out of the phrase and into the next phrase, paying close attention to its movement initiation and energy. b. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. c. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics. b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
Performance Indicators Scoring Criteria for Competency 1 Performance Indicators Emerging Progressing Competent Exemplary 2.The student will develop and refine artistic technique and work for presentation. a. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases. b. Evaluate personal healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss choices made, the effects experienced, and methods for improvement. c. Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach goals. Document personal improvement over time. a. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. b. Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals c. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others. Articulate performance goals and justify reasons for selecting particular practice strategies. a. Dance with sensibility toward other dancers while executing complex spatial, rhythmic and dynamic sequences to meet performance goals. b. Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement. Follow a personal nutrition plan that supports health for everyday life. c. Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Reflect on personal achievements. a. Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others. b. Research healthful and safe practices for dancers and modify personal practice based on findings. Discuss how research informs practice. c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.
Perceive and analyze artistic work. a. Describe, demonstrate and discuss patterns of movement and their relationships in dance in context of artistic intent. b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology. a. Analyze recurring patterns of movement and their relationships in dance in context of artistic intent. b. Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices within its cultural context to communicate intent. Use genre-specific dance terminology. a. Analyze dance works and provide examples of recurring patterns of movement and their relationships that create structure and meaning in dance. b. Analyze and compare the movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre-specific dance terminology. a. Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography. b. Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use dance terminology. Performance Indicator Scoring Criteria Graduation Competency 2 Performance Indicator Emerging Progressing Competent Exemplary The student will interpret intent and meaning in artistic work. a. Select a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique and context. Cite evidence in the dance to support your interpretation using dance terminology a. Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support intent using dance terminology. a. Analyze and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression. Use genre- specific dance terminology. a. Analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use dance terminology. Apply criteria to a. Use artistic criteria to a. Analyze the artistic a. Compare and contrast two a. Define personal artistic
Synthesize and relate knowledge and personal experiences to make art. a. Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives. b. Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics. a. Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis. b. Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures. a. Analyze a dance that is related to content learned in other subjects and research its context. Synthesize information learned and share new ideas about its impact on one’s perspective. b. Use established research methods and techniques to investigate a topic. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a piece of choreography. Discuss orally or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations. a. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth. b. Investigate various dance related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice. Performance Indicator B Scoring Criteria Graduation Competency 3 Performance Indicators Emerging Progressing Competent Exemplary
2. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people . a. Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate. a. Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, an artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate a. Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one’s dance literacy.