Senior High School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide

Transcription

1 Senior High School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide Division of Academic Support, Office of Academics & Transformation Miami-Dade County Public Schools

2 Contents Frequently Asked Questions... 1 Practice Test Questions... 3 Musical Terms Words Bank... 6 Musical Styles/Cultural Associations... 6 Composers/Suggested Works to be Familiar With... 7 Copyright Law... 7

3 1 Frequently Asked Questions Q: Where can I find the Florida State Standards? A: CPalms: Q: Are the Performing Arts Assessment questions based on the Florida State Standards? A: Yes. Assessment items (questions) were developed for many of the standards. Q: Will sample test guides or study guides be provided? A: Yes. Study guides will be available before the winter break. Q: What time of the year will the assessment be administered? A: Testing will occur in the spring. The timeline will run from late April through early May. Q: How many questions will be asked? A: Approximately for elementary, for both middle and high school. Q: What types of questions will be asked? A: Multiple-choice items only will be administered for the baseline year. Q: What information will be covered on the assessment? A: Elements and principles of music, techniques, styles, item identification, and copyright laws. Q: Who is responsible for developing the test form? A: The district will develop all course test forms. Q: Who will administer this assessment? A: The performing arts specialist will administer the assessment. School site test chairs will work with the art specialist on assessment preparations and administration. Q: How will the assessment be administered? A: On computers (through schoolnet software). Q: How long does the assessment take? A: Approximately 60 minutes. Q: Will students who partake in interventions participate in the assessment? A: Yes, however these students assessment results will not be calculated in the baseline scores.

4 2 Q: Will accommodations be made for students participating in ESE, ESOL, MTSS, and all students with exceptionalities? A: Yes. Q: How will students who are enrolled in the wheel or semester classes be assessed? A: For this baseline year, semesterized EOC will only be offered for term 2 courses. For example, an performing arts course that ends in January (term1) will not be assessed this year. Students enrolled in the performing arts course during term 2 will take the exam in May. However next year, the expectation will be that students will take the exam at the completion of their course. For term 1 courses that end in January, students would sit for those exams then. Q: How does this affect my teacher evaluation? A: Refer to records form number 7317 (IPEGS), front cover. Note: at least 50% of an instructional personnel s evaluation must be based on student learning growth assessed annually and measured by statewide assessments Florida State Statutes Student assessment program for public schools Personnel evaluation procedures and criteria. What are Item Specifications? Item Specifications documents define the content and format of the assessment and the assessment s items for item writers and reviewers, and indicate the alignment of items with the Florida State Standards. They also serve as a source of information for educators and the general public.

5 3 Practice Test Questions * Denotes correct answer Standard MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. Listen to the musical example. (AUDIO) How would the quality of this performance be described with regard to intonation? A. The phrases are extended and connected. B. The tone is breathy and lacked support. C. The pitch in the upper register is flat.* D. The words are clearly understood. Standard MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music. Listen to the following examples of two different performing groups. (AUDIO) Which comparison of the two groups is accurate? A. The ensemble in Example 1 has soloists, and the ensemble in Example 2 does not. B. The ensemble in Example 1 is singing on pitch, and the ensemble in Example 2 is not. C. The ensemble in Example 1 is singing softly, and the ensemble in Example 2 is singing loudly. D. The ensemble in Example 1 is hard to understand, and the ensemble in Example has clear words.

6 4 Standard MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology. Which of the following illustrates a violation of copyright law? A. Purchasing music and videos online. B. Purchasing enough copies for the full chorus. C. Getting permission to extract a sample from a recording. D. Copying choral music because there are not enough copies.* Standard MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and discuss their effect on structure. Look at an excerpt from Vivaldi s Gloria. (GRAPHIC) Which type of ensemble is most likely to perform the work? A. String trio B. Vocal Soloist C. Large choral ensemble.* D. Large instrumental ensemble Standard MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. Which style of music are Claudio Monteverdi and Thomas Morley known for composing? A. Aria B. Concerto C. Madrigal* D. Oratorio

7 5 Standard MU.912.H.1.4 Analyze how Western music has been influenced by historical and current world cultures. Listen to America from West Side Story. In what ways did world affairs influence this song? (AUDIO) A. This song has Asian influences due to the influx of Japanese immigrants into the United States. B. This song has European influences due to the influx of German immigrants into the United States. C. This song has Latin influences due to the influx of Puerto Rican immigrants into the United States.* D. This song has Middle Eastern influences due to the influx of Iraqi immigrants into the United States. Standard MU.912.H.3.1 Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance. How are the acoustics different between a performance inside on a school stage and one on an outside stage? A. The performance outside will sound softer because of the air temperature. B. The performance outside will require more singers because the area is larger. C. The performance inside will need more amplification because the stage is smaller. D. The performance inside sounds louder because of the surfaces surrounding the stage.*

8 6 Musical Terms Words Bank Scales (major, minor,) Dynamics Rubato Accelerando Largo Legato Andante Staccato Marcato Da Capo Frequency Amplitude Diaphram Pharynx Epiglottis Form (rondo, theme and var., sonata, verse/chorus) Tonality Coda Modulation Allegro Diction Romantic/Classical/Baroque Meter Etude SATB Concerto Larynx Musical Styles/Cultural Associations Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland

9 7 Composers/Suggested Works to be Familiar With Mozart:Eine Kleine Nachtmusik Sousa: Stars and Stripes Forever, Semper Fidelis Beethoven: 5 th Symphony, 9 th Symphony, Moonlight Sonata, Ode to Joy Stephen Foster: Camptown Races, Oh! Susanna Joplin: The Entertainer, Maple Leaf Rag George Gershwin: Rhapsody in Blue Leonard Bernstein: West Side Story Duke Ellington: It Don t Mean a Thing, Take the A Train* Ella Fitzgerald: Someone to Watch Over Me Handel: Messiah Haydn: Surprise Symphony, The Creation Grieg: In The Hall of The Mountain King, Peer Gynt *Composed by Billy Strayhorn, made popular and frequently performed by Ellington Copyright Law Visit for instructional resources.