BAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016

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 ACADEMIC DESCRIPTOR SCORE 4 Exceeding Standard STUDENT-FRIENDLY DESCRIPTOR I have demonstrated deep understanding that goes beyond the learning goal 3 Meeting Standard I have met the learning goal 2 Developing Toward Standard 1 Insufficient Progress No evidence of student understanding in submitted work OR Missing student has not submitted evidence 0/M I have the foundational skills and knowledge for the learning goal and I am almost there The evidence I have submitted shows I have a long way to go to reach the learning goal 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 appropriate to their 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 appropriate to their proficiency level Students engage in the process of creating music both in the classroom and community as is appropriate to their proficiency level

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 NOTES PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 Student demonstrates Student demonstrates Student demonstrates Student performs Concert F, B, and E Concert C, F, B, E, A, music that utilizes two music that utilizes two scales within one and Chromatic Scales of the added Phase IV of the added Phase V minute (octave shifts within 90 seconds. Major Scales and scales and allowed). Student demonstrates incorporates some incorporates some Student demonstrates music that utilizes one of chromatics. chromatics. music that utilizes the the identified Phase III Student identifies the Student identifies the key of one of the Major Scales and key signatures and the key signatures and the identified Phase II incorporates some usage of the usage of the Major Scales and chromatics. chromatics in chromatics in incorporates some Student identifies the key appropriate literature. appropriate literature. chromatics. signatures and the usage Student demonstrates Student demonstrates Student identifies the of the chromatics in all defined scales in 8 th all 12 Major Scales in Phase II key appropriate literature. notes at a metronome 8 th notes at a signatures and the marking of quarter metronome marking usage of the note = 88. of quarter note = 88 chromatics in and in two or more appropriate literature. octaves when appropriate for their instrument. Student demonstrates a range of at least one octave. Student demonstrates music with the notes concert A and A. Student performs music in any key, with chromatics. Student demonstrates all Natural Minor Scales in 8 th notes at a metronome marking of quarter note = 88. Student demonstrates all Major Scales in 16 th notes at a metronome marking of quarter note = 88.

RHYTHM SOUND PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 Student demonstrates Student demonstrates counting and playing: counting and playing: Whole, Half, and Phase I and II rhythms Quarter Notes/Rests Sixteenth notes in pairs Eighth Notes in pairs and fours Dotted Half Notes Eighth note triplets Simple meter changes Student demonstrates a consistent, idiomatic tone throughout a stepwise melodic line. Student demonstrates Piano and Forte. Student demonstrates counting and playing: Phase I rhythms Dotted Quarter Notes Eighth Notes and Rests Eighth-Quarter- Eighth syncopation with note and rest combinations 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. Student demonstrates counting and playing: 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 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 counting and playing: Phase I, II, III and IV rhythms Asymmetrical meter (i.e. 7/8, 5/8, etc.) Tuplets beyond triplets Extended grace notes 32 nd notes Simple and compound meter changes with increasing complexity Double dotted notes 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 demonstrates counting and playing: Phase I, II, III, IV, and V rhythms 64 th notes Simple and compound meter changes with increasing complexity Student transcribes music to sixteenth notes. Student navigates frequent changes in meter, simple, compound, and asymmetric. 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.

ARTICULATION LITERACY PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 Student demonstrates In addition to Phase I, In addition to Phase I and correct articulation Student understands and II, Student understands and including: demonstrates: demonstrates: Correct T sound for Accent Tenuto the front of the note Staccato Marked (Marcato) Accent Slurs are appropriately Trills (if idiomatic) executed for the Fortepiano instrument Sforzando Student understands: Repeat signs 1 st 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 identifies all learned note names 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 In addition to Phase I- III Student demonstrates: Trills with flats and sharps (per instrument) Tenuto Accent Student demonstrates styles: Legato Doo Tonguing Marcato 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 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 IV, Student: Demonstrates knowledge that instruments transpose and that concert scales are different depending on the transposition Understands time signature construction Student demonstrates Phase I-V articulations in increasingly complex rhythmic patterns Double and/or triple tonguing (if idiomatic) 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.

ENGAGEMENT PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 In addition to Phase In addition to Phase In addition to Phase I, Student takes notes III, the student takes IV, Student in music and opportunities to demonstrates responds to marks perform outside the leadership by appropriately. class ensemble. coordinating and Student demonstrates Student demonstrates leading small group the ability to focus preparedness for sectionals or small through rehearsals outside performances. ensembles and performances. independently. 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 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 V, Student engages with the community to create original performances independent of the school ensemble.

PHASE I PHASE II PHASE III PHASE IV PHASE V TOPIC 1: NOTES 4-Exceeding 3-Meeting 2-Developing Student improvises and describes a basic melody Student demonstrates a range of at least one Student demonstrates a range of up to 6 notes. that clearly establishes the keys of B and E octave. Major. Student demonstrates music with the notes 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. In addition to Scale Score 3: 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. In addition to Scale Score 3: Student performs all identified Major Scales, 16 th 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. In addition to Scale Score 3: 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. 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 identifies the key signatures and the usage of the chromatics in appropriate literature. Student demonstrates all defined scales in 8 th 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 identifies the key signatures and the usage of the chromatics in appropriate literature. Student demonstrates all 12 Major Scales in 8 th notes at a metronome marking of quarter note = 88 and in two or more octaves when appropriate for their instrument. Student demonstrates Concert F, B, and E scales (octave shifts allowed). Student demonstrates Concert C, F, B, E, A and Chromatic Scales in one octave. 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. 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.

PHASE VI Student demonstrates all Natural, Harmonic, and Melodic Minor Scales in 16 th notes at a metronome marking of quarter note = 88. Student performs music in any key, with chromatics. Student demonstrates all Natural Minor Scales in 8 th notes at a metronome marking of quarter note = 88. Student demonstrates all Major Scales in 16 th 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.

PHASE I PHASE II PHASE III PHASE IV TOPIC 2: RHYTHM 4-Exceeding 3-Meeting 2-Developing Student sight-reads defined rhythms on their instrument. Student sight-reads defined rhythms on their instrument. Student sight-reads defined rhythms on their instrument. Student demonstrates Dotted Quarter, Quarter, and Eighth Notes in compound meter. Student sight-reads defined rhythms on their instrument Student demonstrates counting and playing: Whole, Half, and Quarter Notes/Rests Eighth Notes in pairs Dotted Half Notes Student demonstrates counting and playing: Phase I rhythms Dotted Quarter Notes Eighth Notes and Rests Eighth-Quarter-Eighth syncopation with note and rest combinations Student demonstrates counting and playing: Phase I and II rhythms Sixteenth notes in pairs and fours Eighth note triplets Simple meter changes Student demonstrates counting and playing: 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 Student identifies and describes: Whole, Half, and Quarter Notes/Rests Eighth Notes in pairs Dotted Half Notes Student identifies and describes: Phase I rhythms Dotted Quarter Notes Eighth Notes and Rests Student identifies and describes: Phase I and II rhythms Sixteenth notes in pairs and fours Eighth note triplets Eighth-Quarter-Eighth syncopation with note and rest combinations Student identifies and describes: 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

PHASE V PHASE VI 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 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 Student demonstrates counting and playing: Phase I, II, III and IV rhythms Asymmetrical meter (i.e. 7/8, 5/8, etc.) Tuplets beyond triplets Extended grace notes 32 nd notes Simple and compound meter changes with increasing complexity Double dotted notes Student demonstrates counting and playing: Phase I, II, III, IV, and V rhythms 64 th notes Simple and compound meter changes with increasing complexity Student transcribes music to sixteenth notes. Student navigates frequent changes in meter, simple, compound, and asymmetric. Student identifies and describes: Phase I, II, III and IV rhythms Asymmetrical meter (i.e. 7/8, 5/8, etc.) Tuplets beyond triplets Extended grace notes 32 nd notes Double dotted notes Student identifies and describes: Phase I, II, III, IV, and V rhythms 64 th notes

PHASE I PHASE II PHASE III PHASE IV PHASE V TOPIC 3: SOUND 4-Exceeding 3-Meeting 2-Developing Student demonstrates a consistent, idiomatic tone Student demonstrates a consistent, idiomatic Student demonstrates a tone. and dynamics from intervals over a second and/or tone throughout a stepwise melodic line. while sight-reading. Student demonstrates Piano and Forte. Student demonstrates a consistent, idiomatic tone and dynamics while sight-reading and across their entire consistent range. Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range. Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range and/or implement vibrato. Student demonstrates a consistent, idiomatic tone while sight-reading and across their entire consistent range with vibrato. 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 Student demonstrates a loud and soft tone Student demonstrates a consistent idiomatic tone during separated lines, across extended phrases, or with dynamic changes. Students hear or adjust tuning discrepancies. 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 Student demonstrates a tone lacking control. Student understands the pitch tendencies of their instrument.

PHASE 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 demonstrates a tone lacking control. Student understands the pitch tendencies of their instrument. Student understands how pitch is affected by chord structure.

PHASE I PHASE II PHASE III PHASE IV PHASE V PHASE VI TOPIC 4: ARTICULATION 4-Exceeding 3-Meeting 2-Developing Student sight-reads tongued and slurred combinations. Student sight-reads defined Phase II articulations. Student sight-reads defined Phase III articulations and styles. Student sight-reads defined Phase IV articulations and styles. Student sight-reads defined Phase V articulations and styles. Student sight-reads any articulation. 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) Student demonstrates starting tones with the tongue. Student identifies tongued and slurred notes. In addition to Phase I, Student identifies: Accent Staccato In addition to Phase I and II, Student identifies: Tenuto Marked (Marcato) Accent Trills (if idiomatic) Fortepiano Sforzando In addition to Phase I-III, Student identifies: Trills with flats and sharps (per instrument) Tenuto Accent Student demonstrates styles: Legato Doo Tonguing Marcato In addition to Phase I-IV, Student identifies: Turns Mordents Student identifies all identified articulations in appropriate literature.

PHASE I PHASE II TOPIC 5: LITERACY 4-Exceeding 3-Meeting 2-Developing Student demonstrates the defined Phase I musical Student understands: Student identifies: instructions. Repeat signs o Repeat signs 1 st and second endings o 1 st and second endings One bar repeat o One bar repeat Time signatures 4/4, C o Time signatures 4/4, C o Pickup note Pickup note Student identifies all learned note names 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 Time signatures 3/4, 2/4 Student identifies all learned note names 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 Time signatures 3/4, 2/4

PHASE III PHASE IV PHASE V PHASE VI Student demonstrates the defined Phase III musical instructions. Student demonstrates the defined Phase IV musical instructions. Student understands transposition specific to each band instrument. Student understands composite time signatures (alternating or plus sign meter). Student writes all harmonic and melodic minor scales. Student sight-reads transposed music and music in different clefs. 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 o Crescendo/Diminuendo 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. Student identifies notes with the district fingering chart as a reference. In addition to Phase II, Student indentifies o Mezzo/Issimo o o o o Crescendo/Diminuendo Tempo Marks: Rallentando (rall.) Accelerando (accel.) Maestoso A Tempo Time signatures 6/8, cut time Enharmonics 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. Student demonstrates knowledge that instruments transpose. Student recognizes time signatures. Student writes all Major Scales. Student attempts to transpose from a different keyed instrument. Student identifies notes on Bass and Treble clefs.

PHASE I PHASE II PHASE III PHASE IV PHASE V PHASE VI TOPIC 6: ENGAGEMENT 4-Exceeding 3-Meeting 2-Developing In addition to Scale Score 3, Student anticipates Student demonstrates engagement by being and prepares for possible challenges with materials prepared with an instrument, music, pencil, and or markings. other required materials at the appropriate time time. Student marks music appropriately and responds to issues independent of instruction (metacognition). Student anticipates events for scheduling and uses prior knowledge to coordinate with events that have yet to be included into the calendar. Student takes multiple opportunities to perform outside the class ensemble and successfully prepares self and helps others prepare for the performance(s). 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. Student understands the need to be on time and prepared but is unable to demonstrate over Student maintains instrument but only with teacher support. In addition to Phase I, Student consistently brings materials but does not mark or respond to markings without support. Student understands that schedules need to be maintained, however, is unable to coordinate them independently to resolve conflicts. Student accepts opportunities to perform outside the class ensemble but shows up unprepared. 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. 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.