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Content Standard:
8. Understanding relationships between music, the other arts, and disciplines outside the arts
Achievement Standard:
8a. Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
Assessment strategy:
The student is asked to identify a particular event, scene, emotion, or concept and demonstrate how that event, scene, emotion, or concept might be represented in each of three arts (i.e., three from among theatre, dance, music, visual arts). Examples might include a thunderstorm, a sunrise, a tall building, sorrow, surprise, or space travel. The demonstration should consist of acting, dancing, performing music (or playing a recording), or creating a representation in a visual medium. The student should identify the event, scene, emotion, or concept and explain briefly how it is represented in the three arts.
Description of response:
Basic Level:
1. The student's demonstrations are appropriate. They reveal acceptable skills and knowledge in one art but limited skills and knowledge in the other two arts.
2. The student's explanations focus on the obvious. They reveal familiarity with the characteristic materials of one art but only superficial understanding of the materials of the other two arts.
Proficient Level:
1. The student's demonstrations are appropriate. They reveal acceptable skills and knowledge in two arts but limited skills and knowledge in the other art.
2. The student's explanations reveal familiarity with the characteristic materials of two arts but only superficial understanding of the materials of the other art.
Advanced Level:
1. The student's demonstrations are appropriate. They reveal acceptable skills and knowledge in all three arts.
2. The student's explanations reveal familiarity with the characteristic materials of all three arts.
Achievement Standard:
8b. Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music
Assessment strategy:
The student is asked to explain ways in which the skills and knowledge learned in music may be helpful in learning (1) English or foreign languages, (2) math, (3) science, or (4) history or geography, or, conversely, ways in which the skills and knowledge learned in those disciplines may be helpful in learning music. Examples might include the following: (a) familiarity with a wide variety of poems makes it easier to find a poem suitable for setting to music; (b) knowledge of French helps in understanding the "Toreador Song" from Carmen, which is being studied in music class; (c) the mathematical basis of "beats" helps in tuning instruments; (d) knowledge of the physiological process of hearing increases awareness of the dangers of a constantly loud environment; (e) works of music often illuminate particular historical or social events or movements; (f) knowledge of folk music and instruments often helps in understanding a particular people or region.
Description of response:
Basic Level:
1. The student can explain one example each from two of the four categories of disciplines cited.
2. The student's explanations are generally correct but incomplete or inaccurate in some details.
Proficient Level:
1. The student can explain a total of four examples, representing three of the four categories of disciplines cited.
2. The student's explanations are accurate and complete.
Advanced Level:
1. The student can explain a total of six examples, representing all four of the categories of disciplines cited.
2. The student's explanations reflect a high degree of knowledge and insight.
Content Standard:
9. Understanding music in relation to history and culture
Achievement Standard:
9a. Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures
Assessment strategy:
The student is asked to select three distinct genres or styles of music, bring a recorded example of each from the library (or from home) to play for the teacher or the class, and describe what there is about the music of each that is distinctive. How can one tell that type of music from other types of music? The task is to identify the distinguishing characteristics of the music and tell specifically what is different with respect to each of the distinguishing characteristics. The distinguishing characteristics may include rhythm, melody, harmony or texture, form, timbre, and expression. Examples of genres and styles might include madrigals, French Impressionist music, Gilbert and Sullivan, Irish folk music, blues, country and western, ragtime, salsa, and mariachi music.
Description of response:
Basic Level:
1. The student can explain what is distinctive about two of the distinguishing characteristics (e.g., rhythm, melody, harmony or texture, form, timbre, and expression) for one of the three genres or styles of music.
2. The student's explanations are generally correct but are incomplete or inaccurate in certain details.
Proficient Level:
1. The student can explain what is distinctive about three of the distinguishing characteristics for two of the three genres or styles of music.
2. The student's explanations are accurate and complete.
Advanced Level:
1. The student can explain what is distinctive about four of the distinguishing characteristics for all three genres or styles of music.
2. The student's explanations are accurate and complete. They reveal a high degree of knowledge of the music.
Achievement Standard:
9b. Students classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary
Assessment strategy:
Each student is asked to identify and report to the class on three important works of music, each of which, in the student's opinion, is exemplary of its genre; that is, each is considered to be of high quality and to be representative of its genre or style. The works may have been studied in class or learned outside class. One work should be in the tradition of Western art music; one work should be Western, but from outside the art music tradition (e.g., jazz, folk, pop); and the other work should be from a non-Western culture. Works that epitomize a genre or style are particularly appropriate. For each work, the student should play a recording (if available), explain the genre and style of the work, and (if applicable) identify its historical period, composer, and title. The student should describe each work in terms of its form; its use of melody, rhythm, and harmony or texture; and its expressive characteristics. Finally, he or she should explain in detail the specific characteristics that cause each work to be considered exemplary and should answer questions from the class and the teacher about the work.
Description of response:
Basic Level:
1. The claim that each work is exemplary is unconvincing. There are other works that the student is known to be familiar with that would provide a better example for at least one of the genres.
2. The applicable facts concerning the genre, style, period, composer, and title are generally correct, but there are significant errors or omissions.
3. The student's description of the form of each work, its use of melody, rhythm, and harmony or texture, and its expressive characteristics is generally satisfactory but lacks specific details.
4. The student's explanation of the specific characteristics that cause each work to be considered exemplary is generally correct, but it omits important characteristics that should be cited.
5. The student's answers to questions about the works are satisfactory in some respects, though inadequate in other respects.
Proficient Level:
1. The claim that each work is exemplary is convincing.
2. The applicable facts concerning the genre, style, period, composer, and title are correct and reasonably complete.
3. The student's description of the form of each work, its use of melody, rhythm, and harmony or texture, and its expressive characteristics is comprehensive and accurate.
4. The student's explanation of the specific characteristics that cause each work to be considered exemplary is logical and persuasive.
5. The student's answers to questions about the works reflect familiarity with the works, with only minor gaps.
Advanced Level:
1. Each work is an excellent example of its genre and style.
2. The applicable facts concerning the genre, style, period, composer, and title are correct and reveal a high level of knowledge about the music.
3. The student's description of the form of each work, its use of melody, rhythm, and harmony or texture, and its expressive characteristics is not only comprehensive and accurate but reveals a high level of knowledge and insight.
4. The student's explanation of the specific characteristics that cause each work to be considered exemplary is logical and persuasive. It reveals a high level of knowledge and insight.
5. The student's answers to questions about the works reflect a high level of knowledge about the genres and familiarity with each of the works.
Achievement Standard:
9c. Students compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed
Assessment strategy:
The student is asked to select three diverse cultures and, for each, describe one role performed by a musician, one function served by the music of that musician, and the conditions under which that music is typically performed. Examples might include a symphony orchestra conductor, a church organist, a composer of television commercials, a middle-school choir director, or the lead guitarist in a rock band; a "talking drum" drummer in sub-Saharan Africa; a sitar player in India; a singer in Peking opera; a player in a Japanese gagaku court orchestra; and a player in a Javanese gamelan.
Description of response:
Basic Level:
1. The student is able to describe, in general terms, three distinct roles performed by musicians in various cultures.
2. The student's response is incomplete and reveals a limited degree of familiarity with the cultural
context of music outside the Western European tradition.
Proficient Level:
1. The student is able to describe, for each of the three cultures cited, one role performed by a musician, one function served by the music of that musician, and the conditions under which that music is typically performed.
2. The student's response is reasonably complete and accurate and reveals familiarity with the cultural context of music in the various cultures.
Advanced Level:
1. The student is able to describe, for each of the three cultures cited, one role performed by a musician, one function served by the music of that musician, and the conditions under which that music is typically performed.
2. The student's response is comprehensive and accurate and reveals a high level of familiarity with the cultural context of music in the various cultures.