One of the primary goals of the Model Cornerstone Assessment for Perform is to remind music teachers to foster independence,
exploration of diverse music and performing experiences in their students by focusing on the following essential questions:
• How do performers select repertoire?
• How does understanding the structure and context of musical works influence performance?
• How do performers interpret musical works?
• How do musicians prepare music in collaboration with others and independently?
• How do context and the manner in which a musical work is presented influence audience response?
Select, Analyze & Interpret
Students will:
1. Select a solo that has technical and expressive performance challenges (not ready for performance).
2. Provide a written rationale for why the music is good fit for the performer(s) in regard to student interest, musical abilities, performance context and programming.
3. Identify criteria for a meaningful performance and create a Performance Rubric
4. Analyze and describe prominent musical features (e.g., musical elements, compositional techniques), cultural/historical context of selected music and their implications for performance.
5. Develop interpretations that consider expressive intent.
Rehearse, Evaluate and Refine
Students will:
6. Discuss and develop a plan for rehearsals that identifies expectations, goals, and rehearsal strategies to address music challenges.
7. Capture (record) a performance of the music near the beginning the rehearsal process and use it to individually evaluate the performance using the Performance Rubric.
8. Implement the plan for rehearsals and document how challenges were addressed, successes, new learning and ideas for improving the music as well as the overall rehearsal process.
Present
Students will:
9. Once the music is determined to be ready for performance, capture (record) a performance (for the class or a public performance) of the music and assess the performance using the Performance Rubric.
10. Evaluate performance improvement over time by assessing differences in the first and last recording. In addition, describe how the music has changed, if the goals were met, what was learned about preparing music and personally through this experience.
exploration of diverse music and performing experiences in their students by focusing on the following essential questions:
• How do performers select repertoire?
• How does understanding the structure and context of musical works influence performance?
• How do performers interpret musical works?
• How do musicians prepare music in collaboration with others and independently?
• How do context and the manner in which a musical work is presented influence audience response?
Select, Analyze & Interpret
Students will:
1. Select a solo that has technical and expressive performance challenges (not ready for performance).
2. Provide a written rationale for why the music is good fit for the performer(s) in regard to student interest, musical abilities, performance context and programming.
3. Identify criteria for a meaningful performance and create a Performance Rubric
4. Analyze and describe prominent musical features (e.g., musical elements, compositional techniques), cultural/historical context of selected music and their implications for performance.
5. Develop interpretations that consider expressive intent.
Rehearse, Evaluate and Refine
Students will:
6. Discuss and develop a plan for rehearsals that identifies expectations, goals, and rehearsal strategies to address music challenges.
7. Capture (record) a performance of the music near the beginning the rehearsal process and use it to individually evaluate the performance using the Performance Rubric.
8. Implement the plan for rehearsals and document how challenges were addressed, successes, new learning and ideas for improving the music as well as the overall rehearsal process.
Present
Students will:
9. Once the music is determined to be ready for performance, capture (record) a performance (for the class or a public performance) of the music and assess the performance using the Performance Rubric.
10. Evaluate performance improvement over time by assessing differences in the first and last recording. In addition, describe how the music has changed, if the goals were met, what was learned about preparing music and personally through this experience.
Use the following links to help you begin:
Rationale: Consider These!
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Format: Written Expressions
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