Fine Arts Performance Descriptors and Classroom Assessments

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Ensemble Rehearsal Techniques Procedures continued 3 Immediately after the rehearsal, have students review and discuss the assessment task and how the rubric will be used to evaluate their work. Review the instructions on the “Ensemble Rehearsal Critique” task sheet. 4 Ask each student to complete the upper half of the sheet. 5 Ask each student to complete the bottom half of the task sheet while listening to the audio tape three times with two-minute pauses between each playing and five minutes after the third playing. 6 Have each student orally provide constructive feedback to the ensemble. 7 Evaluate each student’s work using the “Ensemble Rehearsal Critique Rubric” as follows: • Knowledge: Made many specific, appropriate references to musical elements in the performance (e.g., I forgot to give the half notes two beats on measure 3 but I held the quarter notes longer to make up for it). • Collaboration: The suggestions for improvement were constructive and effective. • Critique: The critique was complete, thorough, well-detailed, and wellreasoned. The suggestions addressed highly articulated practice strategies and revisions clearly linked to specific critical comments (e.g., if the flutes play staccato as the trumpets did in the first version,). Evidence of complex coordination of two or more points of view and relations across one or more musical element (e.g. after the sopranos came in, the tenors got louder and I started singing flat; the second time I sang softer and I was better in tune). 76
Ensemble Rehearsal Techniques Examples of Student Work • Meets • Exceeds Time Requirements • Three to four class periods Resources • Audio tape and recorder • Scores of individual parts of musical selection for student reference • Copies of “Ensemble Rehearsal Critique” task sheet • Ensemble Rehearsal Critique Rubric 77
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Performance Descriptors and Classro
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Topics In This Presentation !Standa
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• Goals are the most general of t
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Performance Descriptors for Illinoi
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Stage B: Goals, Standards and Perfo
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Performance Standards Performance S
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Exceeds RUBRIC: Continuum of Eviden
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Group Activity One In your group:
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Masks Across Cultures Procedures 1.
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Masks Across Cultures Examples of S
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Masks Across Cultures Student Work
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Masks Across Cultures “Meets” T
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Page 28 and 29: Fruit Salad Procedures Using the me
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Page 32 and 33: FRUIT SALAD Name __________________
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Page 44 and 45: NAME ______________________________
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Page 87 and 88: Should You Try This At Home? Group
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Fine Arts Performance Descriptors and Classroom Assessments

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