maine arts assessment initiative resource bank project ... · what are some similarities of...

Maine Arts Assessment Initiative Resource Bank Project Developed by Teachers for Teachers

adapted from Understanding by Design Wiggins and McTighe 2005 and Maine Guiding Principles Performance Assessment Development Initiative 2013

Unit Planning Template

Unit Overview

Title of Unit Music amp Story Fantasia 2000

Curriculum Area

Instrumental Music Grade Level Span

High School 9-12

Time Frame (number of sessions

minutes)

1 month 70 minute classes daily

Developed by Jake Sturtevant Developerrsquos email jsturtevantbonnyeagleorg

Summary of Unit Write a short paragraph describing unit goals and curricular context

In this unit students will work through 1 concert band piece at a level 3 performance level Students will continue to work on performance skills and interpretation of music notation through rehearsals and performances of the repertoire Students will learn about the correlations of Music amp Story through videos discussions active listening exercises and short group projects

1unitplanningtemplate32MaineArtsAssessmentInitiativeResourceBank4282014

Stage 1 ndash Desired Results

What are the deep understandings of transferable ideas and competency

at core performance tasks we want students to achieve

Standards Based Goals Choose from sources such as Maine Learning Results District Goals National Arts Standards and Career Technical

Education Standards to identify the goals for student learning Begin by citing source of standard (ie MLR VA B

1a)

Primary (assessed)

(from Maine Learning Results) MLRrsquos A1-3 B1-2 E2

Band Standards A-M

Secondary (optional not assessed) MLRrsquos C1 D1 E1 E5

Essential Questions Enduring Understandings

Students will considerhellip

Unit Concept Specific

What are some similarities of storytelling and music

How can instrumental music tell a story

bull Performance related

How can our ensemble prepare pieces for performance How do I interpret and perform music notation

Students will understand thathellip

bull Unit Concept Specific

Music is a mode of expression and a creative way to communicate the human experience


The process of preparing a piece of music for performance involves attention to musical and emotional details


Knowledge Skills

Students will knowhellip bull How to interpret a piece of music bull How to actively listen and describe a piece of music bull How to compare and contrast different piece of music

Is prior learning required If so what is it bull How to read notation and play on their instrument bull How to use and define some general music terminology

(ie dynamics articulations tempo and instruments)

Students will be able tohellip bull Students will be able to interpret describe and perform

notation in given repertoire

bull Students will be able to actively listen to an instrumental piece of music and describe it using relevant music terminology

bull Students will be able to compare and contrast the relationship between music and story

bull Students will be able to create a piece of music to tell a story

bull Students will be able to listen to their own performance and suggest ways to improve using relevant music terminology

Guiding Principles - Part of The Maine Learning Results Parameters for Essential Instruction The knowledge and skills described in the Maine Department of Education Regulation 132 support Maine students in

achieving the goals established in Mainersquos Guiding Principles Identify principles addressed in this unit

Communicate clearly and effectively Apply creative and practical approaches to solving problems Demonstrate integrative and informed thinking


Stage 2 ndash Assessment Planning

What type evidence will demonstrate student understanding of the objectives

listed above in Stage 1 Desired Results

Performance Task(s)Project(s) Performance TaskProject requires students to perform a task that results in a product (such as a sculpture or

composition) or a performance (such as a concert or dance recital) Describe tasks where students will explain

interpret apply see from the points of view empathize with andor reflect on their understanding They are

complex challenges that mirror the issues and problems faced by visual and performing artists Ranging in length

from short term tasks to long term multi-staged projects they yield one or more tangible products and

performances

TaskProject Fantasia Project Where students will develop a story and project that is a creative representation of a given piece of

music similar to what animators for Fantasia created

TaskProject (if needed)

Performance Students will perform the piece Fantasia for an audience of 3rd graders in our district and help them

to learn about the instruments in the band and what to listen for in Fantasia


Other Assessment Evidence What other evidence needs to be collected in light of objectives listed in Stage 1 Desired Results which might

include observations prompts checklists work samples quizzes tests rubrics student self-assessments and

student reflections Assessments need to reflect instruction

Formative Assessments for Learning

UnitConcepts Specific bull Fantasia Worksheet bull Fantasia Project Performance related bull Rehearsals

Sectionals Practice Sheet (attached) Performance Rehearsal (Dress rehearsal)

Summative Assessments of Learning bull Concerts Elementary presentation

Final Exam Later in Trimester Performance Assessment Later in Trimester (Rubric attached)

bull Concert Reflection (attached) bull Self-Assessment Later in Trimester (attached)

Assessments and Exemplars Link to MAAI Resource Bank Assessment Planning Template for specific detailed assessments and exemplars for this

unit

Attached


Stage 3 - Lesson Planning What instructional sequences and learning experiences will enable students to achieve the

objectives


Lesson Sequence and Instructional Experiences List lessons in sequence and include daily topicsterminology

Lesson 1 Introduction to Fantasia amp Sight Reading Lesson 2 Rehearsal Symphony no 5 section amp Sonata Allegro Lesson 3 Symphony no 5 Section amp Fantasia Lesson 4 Fantasia project (Fantasia Worksheet)

Lesson Plans Link to MAAI Resource Bank Lesson Planning Template for specific detailed comprehensive lesson plans for this unit




Assessment Planning Template

Unit AssessmentsTitle of Unit Music amp Story Fantasia 2000

Curriculum Area Instrumental Music Grade SpanLevels High School 9-12


Intended Level(s) of Cognitive Rigor

Remember Understand Apply Analyze Evaluate Create

Guiding Principles

Communicate clearly and effectively Develop the habits of being a self-directed life-long learner Apply creative and practical approaches to solving problems Engage in responsible and involved citizenship Demonstrate integrative and informed thinking

Desired Results to be Assessed Assessment framed around Enduring Understandings and

Essential Questions in relation to clear goals and standards

Standards Based Goals Maine Learning Results District Goals National Arts Standards Career and Technical Education Standards etc

Primary (assessed) (from Maine Learning Results) MLRrsquos A1-3 B1-2 E2

Band Standards A-M


Performance Targets Areas in which students will demonstrate proficiency

1assessmentplanningtemplatebox31MaineArtsAssessmentInitiativeResourceBank4282014

Knowledge Students will knowhellip

bull How to interpret a piece of music bull How to actively listen and describe

a piece of music bull How to compare and contrast

different piece of music Is prior learning required If so what is it

bull How to read notation and play on their instrument

bull How to use and define some general music terminology (ie dynamics articulations tempo and instruments)

Skills Students will be able tohellip bull Students will be able to interpret

describe and perform notation in given repertoire





Assessments and Student Exemplars Assessment anchored in credible and useful evidence of the Desired Results Consider the evidence as implied by the

outcomes sought

Performance Tasks(s)Project(s) Performance TaskProject requires students to perform a task that results in a product (such as a sculpture or composition) or a performance (such as a concert or dance recital) Describe tasks where students will explain interpret apply see from the points of view empathize with andor reflect on their understanding They are complex challenges that mirror the issues and problems faced by visual and performing artists Ranging in length from short term tasks to long term multi-staged projects they yield one or more tangible products and performances


TaskProject Fantasia Project Where students will develop a story and project that is a creative representation of a given piece of music similar to what animators for Fantasia created TaskProject (if needed) Performance Students will perform the piece Fantasia for an audience of 3rd graders in our district and help them to learn about the instruments in the band and what to listen for in Fantasia

Other Assessment Evidence What other evidence needs to be collected in light of objectives listed in Stage 1 Desired Results which might include observations prompts checklists work samples quizzes tests rubrics student self-assessments and student reflections Assessments need to reflect instruction

Formative (assessment for learning) bull Fantasia Worksheet - Lesson 1-3 Students will fill out guiding

questions and take notes on terminology on a corresponding worksheet that outlines many of the aspects of the music that we will discuss

bull Fantasia Project - After all lessons learning the piece and looking at attributes of the active listening In Groups of 4-5 students create a story to work with an instrumental piece of music The story can be told in any medium you wish and using any technology you would like (ie animation play narrative poem etc) All students in the group must contribute to the development of the story and help tell the story through whatever medium is chosen In a written reflection on the project each student will also describe elements of the piece using music terminology and descriptive language that helped them develop the story

bull RehearsalsSectionalsDress rehearsal- On-going assessments through observation and dialogue in rehearsals through listening to individuals and sections ensure that they can play their part and adjust as required by the music

bull Practice Sheet Periodic practice sheet to make sure they are learning practice techniques and progressing with their part on this piece


Summative (assessment of learning) bull Elementary Concert - After all lessons and their project Studentrsquos

performance takes all of their cumulative work done in rehearsals and presents it in one setting for a audience in this case a captive audience of 3rd graders

bull Concert Reflection After the elementary concert students will reflect on their concert and what things went well and what could have been better

bull Final Exam- End of the trimester or year portfolio in which they reflect on what they have learned through concepts and playing

bull Performance Assessment 1 time each trimester students have a recorded assessment to record their progress and reflecting on where they need to continue to develop Fantasia will be an option to illustrate their progress

bull Self-Assessment After students receive feedback from their performance assessment they do a self-assessment which helps them reflect on the areas they have mastered shown progress and need to continue improving with


Maine Arts Assessment Initiative- Lesson Planning Template (open)13Developed based on Maine Guiding Principles Performance Assessment Development Initiative October 2

201313Developed March 2014

Title Rehearsal Lesson Plan 1 Fantasia 2000 mvt 1 CourseSubject Music (Concert Band) Sequence of Lesson in Unit Lesson 1 Curriculum Area Instrumental Music Grade SpanLevels High School 9-12 Time frame (number of sessions minutes) 1 class 70 minutes Developed by (name amp email) Jake Sturtevant (jsturtevantbonnyeagleorg)Intended Level of Cognitive Rigor (Remember Understand Apply Analyze Evaluate Create)Guiding Principals Communicate clearly and effectively Engage in responsible and involved citizenship Demonstrate integrative and informed thinking Develop the habits of being a self-directed life-long learner Apply creative and practical approaches to solving problems Standards Primary (assessed) MLRrsquos A123 B1 Band Standards A C E F G H I K Secondary (connected but not assessed-if applicable) MLRrsquos E5 Band Standards B D J N Essential Questions (Students will consider) bull How can I prepare to sight read a piece of music bull What are the most import parts of a piece to play on the first sight read through bull What aspects of a the piece do I listen to when listening to a recorded performance to help me perform

parts better bull How does an ensemble begin rehearsing a piece to prepare for a performance Essential Understandings (Students will understand) bull Multiple steps to prepare to sight reading bull How to actively listen for your part in a recording bull How to rehearse in an ensemble Knowledge (Students will know) bull How to approach sight readingplaying a new piece bull The importance of active listening bull How to participate in a rehearsal Skills (Students will be able to)bull Sight read bull actively listen bull Rehearse a piece of music Lesson Summary Students will be introduced to the piece Fantasia 2000 in this class The students will have less then a month the prepare the piece for performance and the class is intended to help students continue their progress with how to sight read learn scales and how to begin rehearsing a piece



Lesson Detail bull Students put together instruments amp Attendance (5 min) bull Scale amp Quick Tune (2 min) bull Logistics covered (5 min)- Upcoming performance and preparation missing assignments make sure all

students have new piece concept focus bull Sight Reading Prep 1st section (10min)

bull Short discussion What things do you notice about the piece that will be helpful for Sight Reading (Note Students should have pencils prepared)

bull Key Signature= Eb major or Cmin Time Signature pick-up tempo indications allegro meno Mosso Tempo Primo Rit Dynamics Articulations slurs staccato accents marcato passages syncopations and scale patterns (4 min)

bull Key Signature scales Concert Eb Major andC minor (1 Pattern Quarter on bottom and top 2 Legato amp staccato pattern 3 dynamics on chord (2 min)

bull Off beat rhythm exercise on board (adapted from measure 13-19) (4 min) bull Sight Read Section 1 measure 1-79 (10 min)

bull Reflection Question amp Task What things do you know that you did not play right What could you do to help you play it better on a second read through

bull Mark your part with at least 3 things that will help you read better the second time through bull Read through 2X (2min)

bull Discussion amp Listening (5 min) bull What do we know about this piece bull Listen to a recording of this concert band arrangement

bull (BEFORE) What things should you be listening for bull (AFTER) What things did you hear that will help you learn your part better

bull Rehearsal (Remainder of class) bull Percussion part assigned but for today everyone will play all parts (those not playing timpani will

play timpani parts on mallets- then to other parts at m 25) bull Low End ff pick-up to 1-5 work on strong introduction bull Dynamic contrast and addition of high woodwinds at m 5 bull Dynamic build to m 11 bull Pick-up to 11 bull Marcato at 11 bull Pick-up to 14 (similar to beginning) bull Cascading parts in m 16 (remember dynamic contrast here again) bull Alto Flute Clarinet line with articulations in m 22 (if time) bull m 25-34 (Run parts separately to work background parts and then add melodic 8th note passages

and work on transitioning between voices) bull Addition of percussion and dynamic peak at m29 bull (If time begin work on transition and 2nd theme)

bull End Class Period (5 min) bull Run through all parts that have been rehearsed bull Remind students what we covered today and the importance to write notes in parts to help

remember what has been rehearsed bull Put away instruments

ResourcesRepetoire Piece Fantasia 2000 arr Jay Bocook Recording of Fantasia 2000 by Monarch High School 5 February 2013 Auxiliary Resources Transcribe Software- for easy playback



Sound system Terminologyvocabulary Key Signature Time Signature pick-up tempo indications allegro meno Mosso Tempo Primo Rit Dynamics Articulations slurs staccato accents marcato passages syncopations and scale patterns Unit Assessments Formative Rehearsal Sectionals Practice sheet Summative Performance Performance Reflection (optional piece for Level 1-2 Performance Assessment in February) Teacher Reflection NA



Title Rehearsal Lesson Plan 2 Fantasia 2000 mvt 1 CourseSubject Music (Concert Band) Sequence of Lesson in Unit Lesson 2 Curriculum Area Instrumental Music Grade SpanLevels High School 9-12 Time frame (number of sessions minutes) 1 class 70 minutes Developed by (name amp email) Jake Sturtevant (jsturtevantbonnyeagleorg)Intended Level of Cognitive Rigor (Remember Understand Apply Analyze Evaluate Create)Guiding Principals Communicate clearly and effectively Engage in responsible and involved citizenship Demonstrate integrative and informed thinking Develop the habits of being a self-directed life-long learner Apply creative and practical approaches to solving problems Standards Primary MLRrsquos A123 B1 Band Standards A C E F G H I K Secondary MLRrsquos E5 Band Standards B D J N Essential Questions bull How does an ensemble rehearse a piece to prepare for a performance bull How does the historical context of a piece help me better interpret how to play a piece bull What images or stories are evoked through Symphony No5 mvt 1 by Beethoven bull What is Sonata Allegro Form Essential Understandings (Students will understand) bull That active listening can be a creative act bull How to take individual responsibility in a group setting bull That music reflects life experiences Knowledge (Students will know) bull How to rehearse in an ensemble and prepare their part bull The importance of active listening bull What Sonata Allegro Form is Skills (Students will be able to)bull Actively listen through the lens of story bull Play some of their part bull Indicate sections of the Sonata Allegro Form Lesson Summary Students will work on measure 34-79 in Fantasia 2000 The focus of the rehearsal will be on hearing and developing the contrast between Theme 1 and Theme 2 Students will also learn about the the Sonata Allegro Form through the use of story Throughout the year we have been looking at the relationships of



music and story Through this lesson students will listen to hear what might be happening for a story in Beethovenrsquos 5th Symphony mvt 1 Lesson Detail bull Pass Out Fantasia Worksheet bull Students put together instruments amp Attendance (5 min) bull Eb in 3 parts Scale amp Quick Tune (2 min) bull Review (5 min)- Play through measure 1-34 amp review what we worked on yesterday bull Rehearsal (20 min)

bull pick-up to Measure 34 and transition with dynamics bull Slurs in clarinet amp flutes (note accidentals) bull Hints from beginning for rhythmic motive in basses bull m47-51 Tenor amp bass voices transition with key (Crescendo really begins here) bull m 52-53 Weak beats 2 amp 4 bull m 54 background parts Strong 1 amp 3 become weak 2 amp 4 in m 59 bull Rit to Meno Mosso in 62-68 bull Tempo Primo- A Tempo m 68 - Dynamic contrast bull Cut off in m 65 bull m71-79 Climax bull Fermata amp transition note (concert Bb)

bull Introduction to Beethovenrsquos 5th 1804-1808 - Romantic Era bull Opening Symbolizing Fate knocking at the door or from the song of a bird

bull Sonata Allegro Form amp Story bull Introduction- bull Character 1-Theme 1 bull Character 2- Theme 2 bull Dating Development and the fighting or courting of 2 characters or bull Wedding 2 Characters are brought together = Recapitulation

bull Hearing amp Playing the sections Play through sections with attention to the introduction of each of these ldquostory elementsrdquo (Be sure to indicate that Beethoven may or may not have been hearing a story)



ResourcesRepertoire Piece Fantasia 2000 arr Jay Bocook Recording of Fantasia 2000 by Monarch High School 5 February 2013 Lesson resources Radio Broadcast- NPR Nov 19 2012- First 4 Notes Program Notes- Beyond the Score Philadelphia Orchestra Auxiliary Resources Transcribe Software- for easy playback Sound system Terminology Key Signature Time Signature pick-up tempo indications allegro meno Mosso Tempo Primo Rit Dynamics Articulations slurs staccato accents marcato passages syncopations and scale patterns Form Sonata Allegro Classical Era Romantic Era Beethoven Introduction Exposition Development Recapitulation



Related Unit Assessments Formative Fantasia Worksheet Rehearsal Sectionals Practice sheet Summative Performance Performance Reflection Fantasia Group Project (optional piece for Level 1-2 Performance Assessment in February) Teacher Reflection I had less time then I would have liked to play through sections based on the story elements If I had a chance to teacher this again I would have tried to spend less time giving a historical overview of the piece and spent more time having students try out interpreting their own story ideas through interpreting the music



Title Rehearsal Lesson Plan 3 Fantasia 2000 mvt 1 CourseSubject Music (Concert Band) Sequence of Lesson in Unit Lesson 3 Curriculum Area Instrumental Music Grade SpanLevels High School 9-12 Time frame (number of sessions minutes) 1 class 70 minutes Developed by (name amp email) Jake Sturtevant (jsturtevantbonnyeagleorg)Intended Level of Cognitive Rigor (Remember Understand Apply Analyze Evaluate Create)Guiding Principals Communicate clearly and effectively Engage in responsible and involved citizenship Demonstrate integrative and informed thinking Develop the habits of being a self-directed life-long learner Apply creative and practical approaches to solving problems Standards Primary MLRrsquos A123 B1 Band Standards A C E F G H I K Secondary MLRrsquos E5 Band Standards B D J N Essential Questions bull How does an ensemble begin rehearsing a piece to prepare for a performance bull What images or stories are evoked through Symphony No5 mvt 1 by Beethoven bull How are images interpreted by animators in this movement Essential Understandings (Students will understand) bull That active listening can be a creative act bull How to take individual responsibility in a group setting bull That interpretation is part of the artistic process Knowledge (Students will know) bull How to prepare a piece for performance bull The importance of active listening through story bull How to begin interpreting a piece of music Skills (Students will be able to)bull Actively listen through the lens of story bull Prepare their part for a performance bull Compare and contrast an interpretation of a piece of music through the lens of image and story Lesson Summary Students will solidify performance aspects of movement 1 Symphony 5 from Fantasia 2000 The focus of the rehearsal will be on using your imagination to hear music and to continue the piece through the Sorcererrsquos apprentice section of the piece Students will review Sonata Allegro Form using music terminology and story-like analogies Throughout the year we have been looking at the relationships of music and story Through this lesson students will listen to hear what might be happening for a story in Beethovenrsquos 5th Symphony mvt 1 and how Disney animators interpreted the piece in Fantasia



Lesson Detail bull Students put together instruments amp Attendance (5 min) bull C minor in 3 parts and in 3rd skips amp Quick Tune (2 min) bull Review (5 min)- Play through measure 1-79 amp review what we worked on yesterday bull Fantasia (10 min)

bull Review Sonata Allegro Form bull Listening and hearing story through music- Listen to Beethovenrsquos 5th Symphony mvt 1 (indicate

that usually the exposition is repeated in Sonata Allegro form but for the sake of our purposes we will not have the repeat (Encourage students to try not to use Disneyrsquos Fantasia)

bull Students are to develop a story based on the music Use some of the guiding questions on the worksheet to help you orient your imagination (Listening with these concepts in mind key themes movement amp Stasis UnityVariety

bull Pair amp Share bull Play your imagination(Interpretation)

bull How can we use ideas the class developed to create our own interpretation of the story through music

bull Try a few student examples- instructor guided bull Reinforced idea This is musical interpretation Music is an imaginative tool and interpretation is

what makes music musical (Example James Earl Jones I am your Father vs Mickey Mouse) bull Fantasia

bull Introduction to Fantasia Project bull Play Fantasia- Symphony no 5 mvt 1 bull Discussion of interpretation- using worksheet as a guide

bull Rehearsal continues bull If time start Sorcererrsquos Apprentice section



Resources Piece Fantasia 2000 arr Jay Bocook Recording of Fantasia 2000 by Monarch High School 5 February 2013 Lesson resources Fantasia 2000- NPR broadcast Fantasia 2000- Symphony 5 Fantasia- Disney article Auxiliary Resources Transcribe Software- for easy playback Sound system Projector amp Computer Terminology Key Signature Time Signature pick-up tempo indications allegro meno Mosso Tempo Primo Rit Dynamics Articulations slurs staccato accents marcato passages syncopations and scale patterns Form Sonata Allegro Classical Era Romantic Era Beethoven Introduction Exposition Development Recapitulation Interpretation and Animator



Related Unit Assessments Formative Fantasia Worksheet Rehearsal Sectionals Practice sheet Summative Performance Performance Reflection Fantasia Group Project (optional piece for Level 1-2 Performance Assessment in February) Teacher Reflection I again wish I have left more time and constructed a few examples of interpreting sections of the piece to reflect a story idea

Fantasia Unit Worksheet

Name___________________________

Discussion questions amp Notes Beethovenrsquos 5th Symphony mvt 1bull What historical aspects of Beethovenrsquos famous symphony may be relevant to hear a story (ie when was it written what was

Beethoven trying to communicate bull What is Sonata Allegro Form and how might it help us to hear a story in Beethovenrsquos work (What analogy was used to help describe

this form) --Introduction Exposition Development Recapitulation Codabull What story may be being told through Beethovenrsquos work (Note Use concepts learned above on form and history to help you develop

a short story)

Discussion questions amp Notes Fantasia 2000 bull Briefly describe the Disney project of Fantasia amp Fantasia 2000 In what way was creative interpretation used bull How was Beethovenrsquos Symphony interpreted as a story in Fantasia 2000 What music elements may have sparked story ideas

(example Light colors amp butterflies= theme 2 in Eb major) Find at least 5 things and use the back terminology list to help


Name___________________________

bull MUSTS bull MotionStasisbull UnityVariety bull SoundSilence bull TensionRelease bull StabilityInstability

bull Key bull Harmony

bull Cadence

bull Melodybull phrase

bull Sonata Form bull Expositionbull Developmentbull Recapitulation

bull Program Music bull DissonanceConsonance bull Texture

bull Color (Musical) bull Tempo

bull Meno Mosso bull Tempo Primobull Ritard

bull Articulations bull Marcato

bull Artistic Movementbull Creative Interpretation

Listening amp Hearing Story bull What do you hear in our the other 2 movements (Sorcererrsquos Apprentice amp Firebird) andor the original versions of the pieces that allow

listeners to hear a story (Use terminology amp descriptive language) bull Listening to an Instrumental piece what things do you hear and do you hear a story

Group Project Fantasia Project Length 1hr (10-15 min a class for 4-5 classes over 2 weeks)

bull Instructions In Groups of 4-5 students create a story to work with an instrumental piece of music The story can be told in any medium you wish and using any technology you would like (ie animation play narrative poem etc) All students in the group must contribute to the development of the story and help tell the story through whatever medium is chosen In a written reflection on the project each student will also describe elements of the piece using music terminology and descriptive language that helped them develop the story

bull Choose one of 3 representative pieces bull Each student in the group develops original ideas for the story based on their own listening (Homework) bull Develop ideas collaboratively and individually for how you can create a story to accompany the music (NOTE All students in the

group must participate in developing and finishing the project) bull Have a final Product to share with the class (ie Video performance reading etc) bull Each student should write a project description and reflection using terminology and descriptive language 1 page in length 100-200

words

Project Rubric- Fantasia (Band)Level 1-4

0-1- Does not meet 2- Partially meets 3-Meets 4-Exemplary

Project- Group work amp effort (P)

Student illustrates little to no motivation in contributing to the group efforts to complete the project and may not help complete any tasks or may not work with the group at all

Student illustrates periodic motivation in contributing to the group efforts to complete the project but may at times be off task or not contributing

Student illustrates motivation daily in contributing to the group efforts to complete the project by offering suggestions and sharing in the work

Student illustrates motivation daily in contributing and leading the group efforts to complete the project and may help others learn through the project and contributes significantly to the workload and to their own learning in the project

Project- Process amp Product (O amp I )

Studentrsquos process and product illustrate little to no understanding between simple musical components and a story Ex There may be a story but it has very little similarities with the music

Studentrsquos process and product illustrate some understanding between simple musical components and a story Ex The story may show an understanding of rhythmic gestures with a physical motion in the story

Studentrsquos process and product illustrate understanding between complex musical components and a developed story Ex The story may show an understanding of form through scene or mood changes in the story

Studentrsquos process and product illustrates a detailed understanding between complex musical components and a developed story Ex The story may show characters developing based on the development of a musical motive

Project Creativity (M)

Student illustrates little to no flexibility in problem solving and divergent thinking through the process of developing the project Ex May not know how to tell a story through still pictures and music without significant help from an outside source

Student illustrates some flexibility in problem solving and divergent thinking through the process of developing the project Ex Figure out how to represent a character through the use of still picture with music but may not find a compelling way to illustrate transformation

Student illustrates flexibility in problem solving and divergent thinking through the process of developing the project Ex Figure out how to represent the transformation of a character through the use of still picture with music

Student illustrates flexibility in problem solving and divergent thinking through the process of developing the project Ex Develops a technique or perspective to better tell the story and effect the audiencersquos experience with a characterrsquos development

Comments


Reflection Comments on Reflection Score for Assessment 15-20= 95-100 15=95 14=93 13=86 1 12=80 11=73 10=66

Project reflection Listening amp Describing (H)

Student is unable to describe simple components of the music and the project process using terminology from the worksheet Descriptions of the process may be extremely unclear and there may be little to no understanding between the connections of music and story

Student is able to describe some simple components of the music and the project process using level appropriate terminology from the worksheet Descriptions of the process may be weak and it understanding of storymusic connections may be unclear at times (ie some terms may be used incorrectly or there may be little mention of the connections between music and story)

Student is able to describe complex components of the music and the project process using level appropriate terminology from the worksheet appropriately Descriptions of the process are detailed and it is clear that there is an understanding of the connections of music and story (ie Form dynamics melody)

Student is able to describe complex components of the music and the project process using terminology from the worksheet and beyond Descriptions of the process are detailed and well developed and it is clear that there is a clear understanding of the connections of music and story

Project reflection writing (R)

Writes reflection but may be unable to examine and relay simple ideas personal development concepts and information but organization and word choice may make the reflection difficult to understand (writing rubric-organization and word choice)

Writes reflection to examine and relay simple ideas personal development concepts and information clearly but word choice or organization may detract from conveying information accurately (writing rubric-organization and word choice)

Writes reflection to adequately examine and relay complex ideas personal development concepts and information clearly and accurately (writing rubric-organization and word choice)

Writes reflection to adequately examine and relay complex ideas personal development concepts and information clearly and accurately with a high degree of focus on organization of word choice to convey a mastery of the material (writing rubric-organization and word choice)


The story of our project was inspired by the over all heroic feel of the piece the dramatic

characteristics corresponded to a mighty battle in our mind The juxtaposition of major and minor and the varying dynamics allowed us to create a rather intricate story The form of the piece determined the actions of our hero every story development or scene change happened when a new section in the piece began The opening flashback to a battle past was inspired by the dominant low end and the intense feel and the entrance of the strings cued the entrance of our hero Leaving the intense minor section and entering a more upbeat major section cued a more pleasant part of the story awaiting the entrance of King Gabe His entrance was cued by a new section of the form with an overall royal feel characterized by forte chords brass heavy orchestration and new rhythms as opposed to the last section When the piece again turned minor and became quiet another sad story element occurred One of the twins could be knighted and upon the minor turn it was revealed the other canrsquot As the minor section continued and built (dynamics and instrumentation wise) the unknighted twin made his turn to evil The next section of the form was a reprise of the earlier upbeat ldquowaiting for the king sectionrdquo but with a more prominent bass line We represented the upbeat music with a royal ball to commemorate James being knighted and the prominent bass line with the evil twin watching on in the background Again the royal feeling section of the form was reprised and was this time represented by a royal conquest The hits in the piece were represented by literal hits-shy-shy James striking people with his sword A new intense loud thickly orchestrated section was introduced cueing the final battle between James and Eddie When Eddie fell a piano thinly orchestrated sad sounding section was represented by Jamesrsquo lament over killing his brother The immediately following forte major triumphant close of the piece was represented by cheering and rejoicing that the evil twin was killed Essentially we attempted to follow the dynamic key (majorminor) orchestration and form changes in our story line

Stage 1 ndash Desired Results

What are the deep understandings of transferable ideas and competency

at core performance tasks we want students to achieve

Standards Based Goals Choose from sources such as Maine Learning Results District Goals National Arts Standards and Career Technical

Education Standards to identify the goals for student learning Begin by citing source of standard (ie MLR VA B

1a)

Primary (assessed)

(from Maine Learning Results) MLRrsquos A1-3 B1-2 E2

Band Standards A-M


Essential Questions Enduring Understandings

Students will considerhellip

Unit Concept Specific

What are some similarities of storytelling and music

How can instrumental music tell a story


How can our ensemble prepare pieces for performance How do I interpret and perform music notation

Students will understand thathellip

bull Unit Concept Specific

Music is a mode of expression and a creative way to communicate the human experience


The process of preparing a piece of music for performance involves attention to musical and emotional details


Knowledge Skills






















performances

















unit

Attached



objectives














Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments
















Knowledge Skills






















performances

















unit

Attached



objectives














Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments
























performances

















unit

Attached



objectives














Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments


























unit

Attached



objectives














Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments

















objectives














Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments
























Guiding Principles






Band Standards A-M

















outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments





























outcomes sought

















































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments






























































































Name___________________________




a short story)




Name___________________________



bull Cadence














words


















Comments

















Name___________________________



bull Cadence














words


















Comments

































Comments
















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