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    Samuel Mickle Elementary Grade 5 General Music Assessment Rubric for MP 2, 3 & 4

    Standard 1.3

     Elements and Principles of the Arts

    All students will demonstrate an understanding of the elements and principles of music

     Which is essential to the creative process and artistic production.

     

     

    Mastery of Standard (M)

    Working Toward Standard (W)

    Not Meeting Standards (N)

    Score

    Objectives

     

    Instruments of the Orchestra: Brass and Percussion

     
    Composer study: Ludwig Van Beethoven
     
    Music Literacy 

    -Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties. 1.1.2.B.4

     

    The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy. 1.1.5.B.2

    Student work clearly shows comprehension and demonstrates understanding of objectives

    Student work shows some comprehension and demonstrates some understanding of objectives

    Student work shows little comprehension and demonstrates little understanding of objectives

     

    Skills

     

    -Demonstrates proper understanding of orchestral instrumentation, technical musical facts, terminology and symbols. Demonstrates the proper vocal techniques used in the production of music.

    -Student demonstrates Mastery of Skills on tests, quizzes, and classroom participation.

     

    -Student demonstrates proper vocal technique and accurately reproduces pitch, rhythm, and text.

     

    -Student demonstrates acceptable vocal technique and reproduction of pitch, rhythm, and text.

     

    -Student demonstrates poor vocal technique and reproduction of pitch, rhythm, and text.

     

    Process

     

    -Participates in classroom activities while demonstrating a willingness to learn. -Works toward personal best and works cooperatively within a group.

    -Student participates in all activities: vocal singing, historical/stylistic study, music theory study

     

    -Student is always engaged, asks questions, and demonstrates a willingness to learn.

     

    -Student always works toward personal best and works cooperatively within a group

    -Student participates in most activities: vocal singing, historical/stylistic study, music theory study

    -Student is engaged often, asks questions, and most days, demonstrates a willingness to learn.

    -Student works toward personal best often, and often works cooperatively within a group

    -Student fails to participate in classroom activities.

     

    -Student is rarely engaged asks few questions, does not, demonstrate a willingness to learn.

     

    -Student does not work toward personal best, and does not work cooperatively within a group

     

     

     

     

    Product

    -Student demonstrates mastery of concepts presented on tests, quizzes, worksheets, classwork, music production and projects.

    -Student Portfolio shows success based on directions and expectations

    -Student work shows exceptional effort based on directions and expectations

     

    -Student work shows some effort based on directions and expectations

     

    -Student work shows little effort based on directions and expectations, and/or are incomplete.

     

     

                                                                                                                                                   

     

     

     

     

     

    Samuel Mickle Elementary Grade 6 General Music Assessment Rubric for MP 2, 3 & 4

    Standard 1.3

     Elements and Principles of the Arts

    All students will demonstrate an understanding of the elements and principles of music

     Which is essential to the creative process and artistic production.

     

    Mastery of Standard (M)

    Working Toward Standard (W)

    Not Meeting Standards (N)

    Score

    Objectives

     

    -Classical, Romantic, Impressionist, and Contemporary periods of music history Unit/- composer study: W. A. Mozart

    Electronic Music, synthesizers, moog, theremin, harmonium, organ, digital audio workstations 
     
    Music Literacy 

     

    Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art. 1.2.2.A.1

    -The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy. 1.1.5.B.2

    Student work clearly shows comprehension and demonstrates understanding of objectives

    Student work shows some comprehension and demonstrates some understanding of objectives

    Student work shows little comprehension and demonstrates little understanding of objectives

     

    Skills

    -Demonstrates proper understanding of Historical and technical musical facts, terminology and symbols. Demonstrates the proper vocal techniques used in the production of music.

    -Student demonstrates Mastery of Skills on tests, quizzes, and classroom participation.

     

    -Student demonstrates proper vocal technique and accurately reproduces pitch, rhythm, and text.

     

    -Student demonstrates acceptable vocal technique and reproduction of pitch, rhythm, and text.

     

    -Student demonstrates poor vocal technique and reproduction of pitch, rhythm, and text.

     

    Process

     

    Participates in classroom activities while demonstrating a willingness to learn. Works toward personal best and works cooperatively within a group.

    -Student participates in all activities: vocal singing, historical/stylistic study, music theory study

     

    -Student is always engaged, asks questions, and demonstrates a willingness to learn.

     

    -Student always works toward personal best and works cooperatively within a group

    -Student participates in most activities: vocal singing, historical/stylistic study, music theory study

     

    -Student is engaged often, asks questions, and most days, demonstrates a willingness to learn.

     

    -Student works toward personal best often, and often works cooperatively within a group

    -Student fails to participate in classroom activities.

     

    -Student is rarely engaged asks few questions, does not, demonstrate a willingness to learn.

     

    -Student does not work toward personal best, and does not work cooperatively within a group

     

     

     

     

     

     

    Product

     

    Students demonstrate mastery of concepts presented on tests, quizzes, worksheets, classwork, music production and projects.

     

    Student Portfolio shows success based on directions and expectations

     

     

    -Student projects show exceptional effort based on directions and expectations

     

     

     

    -Student projects show some effort based on directions and expectations

     

     

     

    -Student projects show little effort based on directions and expectations, and/or are incomplete.

     

     

                                                                                                                                                   

     

     

     Welcome to Instrumental Music/Band Class
     
    This is where students will learn the life-long skills which will provide the ability to read/produce/enjoy music!
     
    This is an exciting part of your son or daughter's music education. Playing a band instrument can be very rewarding but it is also a great challenge.  During these first few weeks parents can be a big help spending some time working with your child to enable them to get off to a good start.
     
    The instruction book has very clear photographs and written descriptions about how to assemble the instrument properly, how to hold it and produce the first tones. Take a few moments to review this material. You might even enjoy trying it out yourself. The first tones your child produces may not be particularly beautiful, but in time this will definitely improve.
     
    Encourage your child to practice every day. There is an assignment and practice record sheet sent home weekly on which you can record their practice time. Please monitor practice time and sign the chart each week.
     
    Don't hesitate to give me a call at school to discuss any problem your child might be having with their instrument.
     
    Sincerely,
     
    Mr. Stocker
     
     
     
     
     OPINION
     

    Is Music the Key to Success?

    By JOANNE LIPMAN
    Published: October 12, 2013      New York Times

    CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.

    Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?

    The connection isn’t a coincidence. I know because I asked. I put the question to top-flight professionals in industries from tech to finance to media, all of whom had serious (if often little-known) past lives as musicians. Almost all made a connection between their music training and their professional achievements.

    The phenomenon extends beyond the math-music association. Strikingly, many high achievers told me music opened up the pathways to creative thinking. And their experiences suggest that music training sharpens other qualities: Collaboration. The ability to listen. A way of thinking that weaves together disparate ideas. The power to focus on the present and the future simultaneously.

    Will your school music program turn your kid into a Paul Allen, the billionaire co-founder of Microsoft (guitar)? Or a Woody Allen (clarinet)? Probably not. These are singular achievers. But the way these and other visionaries I spoke to process music is intriguing. As is the way many of them apply music’s lessons of focus and discipline into new ways of thinking and communicating — even problem solving.

    Look carefully and you’ll find musicians at the top of almost any industry. Woody Allen performs weekly with a jazz band. The television broadcaster Paula Zahn (cello) and the NBC chief White House correspondent Chuck Todd (French horn) attended college on music scholarships; NBC’s Andrea Mitchell trained to become a professional violinist. Both Microsoft’s Mr. Allen and the venture capitalist Roger McNamee have rock bands. Larry Page, a co-founder of Google, played saxophone in high school. Steven Spielberg is a clarinetist and son of a pianist. The former World Bank president James D. Wolfensohn has played cello at Carnegie Hall.

    “It’s not a coincidence,” says Mr. Greenspan, who gave up jazz clarinet but still dabbles at the baby grand in his living room. “I can tell you as a statistician, the probability that that is mere chance is extremely small.” The cautious former Fed chief adds, “That’s all that you can judge about the facts. The crucial question is: why does that connection exist?”

    Paul Allen offers an answer. He says music “reinforces your confidence in the ability to create.” Mr. Allen began playing the violin at age 7 and switched to the guitar as a teenager. Even in the early days of Microsoft, he would pick up his guitar at the end of marathon days of programming. The music was the emotional analog to his day job, with each channeling a different type of creative impulse. In both, he says, “something is pushing you to look beyond what currently exists and express yourself in a new way.”

    Mr. Todd says there is a connection between years of practice and competition and what he calls the “drive for perfection.” The veteran advertising executive Steve Hayden credits his background as a cellist for his most famous work, the Apple “1984” commercial depicting rebellion against a dictator. “I was thinking of Stravinsky when I came up with that idea,” he says. He adds that his cello performance background helps him work collaboratively: “Ensemble playing trains you, quite literally, to play well with others, to know when to solo and when to follow.”

    For many of the high achievers I spoke with, music functions as a “hidden language,” as Mr. Wolfensohn calls it, one that enhances the ability to connect disparate or even contradictory ideas. When he ran the World Bank, Mr. Wolfensohn traveled to more than 100 countries, often taking in local performances (and occasionally joining in on a borrowed cello), which helped him understand “the culture of people, as distinct from their balance sheet.”

     It’s in that context that the much-discussed connection between math and music resonates most. Both are at heart modes of expression. Bruce Kovner, the founder of the hedge fund Caxton Associates and chairman of the board of Juilliard, says he sees similarities between his piano playing and investing strategy; as he says, both “relate to pattern recognition, and some people extend these paradigms across different senses.”

    Mr. Kovner and the concert pianist Robert Taub both describe a sort of synesthesia — they perceive patterns in a three-dimensional way. Mr. Taub, who gained fame for his Beethoven recordings and has since founded a music software company, MuseAmi, says that when he performs, he can “visualize all of the notes and their interrelationships,” a skill that translates intellectually into making “multiple connections in multiple spheres.”

    For others I spoke to, their passion for music is more notable than their talent. Woody Allen told me bluntly, “I’m not an accomplished musician. I get total traction from the fact that I’m in movies.”

    Mr. Allen sees music as a diversion, unconnected to his day job. He likens himself to “a weekend tennis player who comes in once a week to play. I don’t have a particularly good ear at all or a particularly good sense of timing. In comedy, I’ve got a good instinct for rhythm. In music, I don’t, really.”

    Still, he practices the clarinet at least half an hour every day, because wind players will lose their embouchure (mouth position) if they don’t: “If you want to play at all you have to practice. I have to practice every single day to be as bad as I am.” He performs regularly, even touring internationally with his New Orleans jazz band. “I never thought I would be playing in concert halls of the world to 5,000, 6,000 people,” he says. “I will say, quite unexpectedly, it enriched my life tremendously.”

    Music provides balance, explains Mr. Wolfensohn, who began cello lessons as an adult. “You aren’t trying to win any races or be the leader of this or the leader of that. You’re enjoying it because of the satisfaction and joy you get out of music, which is totally unrelated to your professional status.”

    For Roger McNamee, whose Elevation Partners is perhaps best known for its early investment in Facebook, “music and technology have converged,” he says. He became expert on Facebook by using it to promote his band, Moonalice, and now is focusing on video by live-streaming its concerts. He says musicians and top professionals share “the almost desperate need to dive deep.” This capacity to obsess seems to unite top performers in music and other fields.

    Ms. Zahn remembers spending up to four hours a day “holed up in cramped practice rooms trying to master a phrase” on her cello. Mr. Todd, now 41, recounted in detail the solo audition at age 17 when he got the second-highest mark rather than the highest mark — though he still was principal horn in Florida’s All-State Orchestra.

    “I’ve always believed the reason I’ve gotten ahead is by outworking other people,” he says. It’s a skill learned by “playing that solo one more time, working on that one little section one more time,” and it translates into “working on something over and over again, or double-checking or triple-checking.” He adds, “There’s nothing like music to teach you that eventually if you work hard enough, it does get better. You see the results.”

    That’s an observation worth remembering at a time when music as a serious pursuit — and music education — is in decline in this country.

    Consider the qualities these high achievers say music has sharpened: collaboration, creativity, discipline and the capacity to reconcile conflicting ideas. All are qualities notably absent from public life. Music may not make you a genius, or rich, or even a better person. But it helps train you to think differently, to process different points of view — and most important, to take pleasure in listening.