Fine Arts Performance Descriptors and Classroom Assessments

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Ensemble Rehearsal Techniques “Exceeds” The field test teachers suggested the following points: Musical Elements • Made many specific and appropriate references to musical elements: (e.g. talked about using bad intonation, taking breaths, in the middle of phrases, having good acoustic balance, needing more alto, tone, and portions of the piece sounding melodious) Revisions or Practice Strategies: • Suggested highly articulated practice strategies and revision: (Work on tones, take deeper breaths, work on balance, more practices with both parts together.) Critical Judgments: • Critical judgment showed evidence of complex coordination of two or more points of view and relations across one or more musical elements: (Boys sang girl’s part when it was more melodious; intonation improved but could use more alto; more balance wanted between the parts.) 86
Should You Try This At Home? Group Activity Two • Organize a group of teachers who are teaching the same grade level or same content. • Choose one of the assessments from the CD or web-site and review it carefully. • Become familiar with the RUBRIC and see if you can use it to score the student work samples given in the assessment. Do this without knowing which one is meets and which one exceeds. • All of teachers in the group should teach the lesson and give the same assessment. • The teachers should bring their student work from the assessment to a meeting and practice scoring each other’s work. Compare your scores to the scores of the other teachers in the group. See if you have the same score and similar reasons why the group came up with this score. • Keep practicing until everyone can use the RUBRIC consistently and accurately. 87
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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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Masks Across Cultures “Exceeds”
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Fruit Salad Procedures Using the me
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Fruit Salad Examples of Student Wor
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FRUIT SALAD Name __________________
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Fruit Salad Student Work Samples Wa
Page 36 and 37: Fruit Salad “Meets” The field t
Page 38 and 39: Fruit Salad “Exceeds” The field
Page 40 and 41: Procedures Three Pigs 1. In order t
Page 42 and 43: Three Pigs Examples of Student Work
Page 44 and 45: NAME ______________________________
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Page 48 and 49: Three Pigs “Meets” The field te
Page 50 and 51: Three Pigs “Exceeds” The field
Page 52 and 53: Choreographic Principles and Form P
Page 54 and 55: Choreographic Principles and Form
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Page 64 and 65: Contour Drawing Performance Standar
Page 66 and 67: Contour Drawing 2 Have students rev
Page 69 and 70: Contour Drawing Student Work Sample
Page 71 and 72: Contour Drawing “Meets” The fie
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Page 75 and 76: Ensemble Rehearsal Techniques Proce
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