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Scope and Sequence MT
Scope and Sequence MT
Michael Terrell
Fall 2014
The learner will
Creating
Performing
Responding
Connecting
CREATE
1. Compose an 8 measure piece within specified guidelines for their instrument with consistent
style, meter, and tonality.
Criteria
Students will learn about 2/4, 4/4, and 3/4 time, Classical and Baroque compositional
styles, and many key signatures including but not limited to C major, G major, D major, F
major, Bb major, A minor, E minor, and G minor.
Students will pick one of the specified meters, styles, and key areas.
Students will compose a short piece of no fewer than 8 measures in their selected meter,
style and key area.
Does not meet
Criteria - 0
No meter present.
Needs
Improvement - 1
Meter is present
but is not used
correctly.
Meets
Criteria - 2
Selected meter is
used correctly.
Music is felt and
written in desired
meter.
No compositional
style was chosen.
Style is unclear.
No key is present
Key signature is
present but not
used correctly.
Style is clear.
Baroque uses
counterpoint,
Classical used
chordal harmony
with correct
voiceleading.
Chosen key area is
used correctly. Do
of the key clearly
sounds like tonic
and harmonies are
treated
appropriately.
Meter
Style
Key
Exceeds
Criteria - 3
Meter is used
correctly and
demonstrates
advanced
knowledge of
rhythmic concepts.
Style is clear and
reflects advanced
knowledge and
familiarity with
composers
practices of that
time.
Key signature is
present and
appropriate
tonality is used
showing advanced
knowledge of
harmonic
movement.
2. Improvise a short melody over given harmonic accompaniment in a consistent style, rhythm,
and tonality.
Criteria
Students will all be given the same 8 bar chordal harmonic progression on the piano.
They will know what the progression will be far in advance.
Students will play two 8 bar phrases with consistent style. They may choose any style
that feels appropriate to them as long as it stays constant.
Students should play within the key, although passing notes, appoggiaturas, and other
decorations are allowable within reason.
Students should make purposeful use of the meter (4/4) and be able to describe the
purpose behind musical decisions which break/ conform to standard practice.
Students may choose to record their improvisation and submit it electronically. If they
choose to do so, the accompaniment will be recorded by the teacher and provided for
them to play along with. Or, they may play for a small panel of teachers in person.
Rhythm
Needs
Improvement - 1
Meter is present
but is not used
correctly.
Meets
Criteria - 2
Selected meter is
used correctly.
Music is felt and
written in desired
meter.
No compositional
style was chosen.
Style is unclear.
Style is clear.
Student uses
similar musical
idioms throughout
which exemplify
their chosen style.
No key is present.
Key signature is
present but not
used correctly.
Style
Key/
Pitch
Exceeds
Criteria - 3
Meter is used
correctly and
demonstrates
advanced
knowledge of
rhythmic concepts.
Style is clear and
reflects advanced
knowledge and
familiarity with
composers
practices of that
time.
Key signature is
present and
appropriate
tonality is used
showing advanced
knowledge of
harmonic
movement.
PERFORM
1. Play a two octave major scale with technical accuracy and correct posture, playing position
and bow control.
Criteria
Students may choose between C major, G major, D major, A major, F major, Bb major,
Eb major, A minor, E minor, and D minor.
Students will play for a small panel of teachers.
In addition to playing the correct notes at a steady tempo, students will also be graded on
technique such as posture, playing position, and bow control.
Does not meet
Criteria - 0
Notes/
Intonation
No steady tempo.
Tempo
Posture
Playing
Position
Bow
Control
Needs
Improvement 1
Played most
notes correctly
but with many
intonation
problems.
Somewhat steady
tempo but with
many pauses.
Very poor
posture.
Very poor
playing position.
Very poor bow
control.
Meets
Criteria - 2
Exceeds
Criteria - 3
Good posture
most of the time.
Good playing
position most of
the time.
Good bow
control most of
the time.
Perfect posture at
all times.
Perfect playing
position at all
times.
Perfect bow
control at all
times.
2. Play assigned excerpts from class repertoire with technical accuracy and musical expressivity
appropriate for the work being performed.
Criteria
Students will be assigned specific excerpts from their class repertoire well in advance.
Students will be graded on technical accuracy and on musical expressivity.
Students may choose to record themselves playing their excerpts and submit them
electronically, or play for a small panel of teachers in person.
Does not meet
Criteria - 0
No technical accuracy.
Needs
Improvement 1
Little accuracy.
No musicality.
Little musicality.
Technical
Accuracy
Musicality
Meets
Criteria - 2
Exceeds
Criteria - 3
Almost all
phrases are
played with
purposeful
musicality, using
bow weight, bow
speed, dynamics,
articulation, etc.
3. Listen to other performers while playing in the ensemble and blend appropriately.
Criteria
While students are playing in the ensemble, the will be observed by the instructor.
Students should be aware of the other parts and how their part is similar or independent
of those other parts.
Students should adjust their playing to create an appropriate balance and blend.
Does not meet
Criteria - 0
Balance
No attempt at balance
or to create a coherent
ensemble sound.
Needs
Improvement 1
Knows when
their part is with
another part but
Meets
Criteria - 2
Exceeds
Criteria - 3
.Knows when
their part is with
another section
Constantly aware
and attentive to
other players and
has trouble
blending to
create balance.
and attempts to
create a blended
sound.
makes musically
appropriate
adjustments.
RESPOND
1.
Develop criteria on which to assess the ensemble and the learners own playing.
Criteria
Over the course of the semester the class will discuss aspects and mechanics of music.
Students will create a rubric that can be used to assess the playing of the ensemble and
their own playing.
Students should reflect on what they know about music and musicality and decide which
aspects of music should be included in their rubric. Their rubric should show their
understanding of how to describe high and low quality performances in multiple ways.
Needs
Improvement - 1
Lists some
qualities of music
that should be
given attention
with listening to
music but they
miss several main
aspects.
Lists some
qualities of music
but not in any
particular order.
Meets
Criteria - 2
Includes many
qualities of music
that they will be
listening for and
only have one or
two
Gives logical,
sequential
continuum on
which to quantify
aspects of music.
Exceeds
Criteria - 3
(Intentional left
blank. If the
student develops
criteria, they meet
criteria)
2. Assess a recording of the learners own playing and a recording of the ensemble using their
assessment criteria and their knowledge of the principles of music including meter, rhythm,
tonality, and harmony.
Criteria
Student will listen to a recording of their own playing and a recording of the ensemble.
Students will respond to using their rubric and comment on successful and unsuccessful
musical aspects of the performance.
Score the
Recorded
Performanc
e
Give
Comments
Needs
Improvement - 1
Assigned a score
to each musical
category but it is
not supported by
comments.
Gave some
comments but
they were few in
quantity and did
not correspond to
assigned scores.
Meets
Criteria - 2
Assigned an
appropriate score
to each musical
category and
supported their
choice with
corresponding
comments.
Gave several
comments for
each category of
their rubric.
Exceeds
Criteria - 3
Includes a great
quantity of
constructive
comments which
are well thoughtout and show
deep understand
of musical
critique.
CONNECT
1. Compare in two or more arts how the characteristic material of each art (sound, visuals,
movement, and human relationships) can be used to communicate similar affects into works
of art.
Criteria
Students will be assigned an affect or emotion.
The students will find examples of this emotion or affect in two or more categories of the
arts.
The students will compare and contrast how each medium portrays their assigned
emotion. How is it made clear by the artist that they are trying to express that emotion?
What technical aspects of each work are used to portray that emotion and how is that
emotion treated differently than other emotions in the same medium?
Examples Fit
Assigned
Affect/Emotion
Analysis of
Similarities and
Differences
Needs
Improvement - 1
Many examples
chosen to
represent the
assigned affect do
not do so.
Meets
Criteria - 2
Examples chosen
show a strong
connection to the
assigned affect
with only a few
exceptions.
No analysis
given.
Comparisons do
not reflect any
understanding of
the relationship
between different
types of arts.
Comparisons
reflect thorough
effort to
understand
relationships
between different
types of arts.
Exceeds
Criteria - 3
All examples
chosen by the
student show a
deep connection
and purposeful
thought was
dedicated to
deciding which
artistic works to
use.
Student shows
advanced
knowledge of all
chosen examples
and gives a deep
analysis of many
aspect of each.
2. Classify by genre, historical period, and composer a piece of repertoire from class and
explain the exemplary characteristics of each.
Criteria
Students will pick one of the pieces which have been played by the ensemble during the
semester.
Students should identify three defining features of the work (genre, historical period and
composer) and give details on what makes it different from other works.
Genre
Compose
r
Meets
Criteria - 2
Student gives
several quality
examples of why
the piece
exemplifies the
genre to which it
belongs.
The student gives
many details about
the time period in
which the piece
was written and
points out trends
from that time
which are present
in the piece.
The student gives
several details
about the
composers life
and compositional
style that are
present in the
piece.
Exceeds
Criteria - 3
Student show deep
understanding of
the chosen genre
and gives a great
amount of detail
and background
about the piece and
the genre.
Shows deep
understanding of
the pieces
historical context
and gives many
details and
background.
Student shows
extensive
knowledge about
the composer and
the composers
background and
gives an in depth
analysis of his or
her compositional
style.
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