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Documenti di Professioni
Documenti di Cultura
HS_ChoirLevel3&4_Sightreading
English
Vetted
and
approved
HS
11-12
Choir
5623,
5624
117.311,
117.312,
117.313
From
117.311
4.A
exhibit
increasingly
mature,
characteristic
sound
appropriate
for
the
genre
while
sight
reading;
4.B
demonstrate,
refine,
and
apply
psychomotor
and
kinesthetic
skills
such
as
appropriate
posture,
breathing,
text,
diction,
articulation,
vibrato,
bowings,
fingerings,
phrasing,
independent
manual
dexterities,
and
percussion
techniques
while
sight
reading;
4.C
demonstrate
correct
articulation
and
rhythmic
accuracy
while
sight
reading
using
a
counting
system
within
an
appropriate
tempo;
4.D
demonstrate
observance
of
multiple
key
signatures
and
changing
modalities
while
sight
reading;
4.E
demonstrate
use
of
a
melodic
reading
system
such
as
solfge,
numbers,
letter
names,
note
names,
or
scale
degrees
while
sight
reading;
4.F
demonstrate
application
of
dynamics
and
phrasing
while
sight
reading
4.G
demonstrate
accurate
intonation
while
sight
reading
using
concepts
such
as
vowel
shapes,
ensemble
blend,
and
just
intonation.
Individually,
students
will
sight
read
a
selection
using
solfege
and
handsigns.
The
performance
will
be
video
recorded
and
labeled
with
the
students
name.
Reporting
Category:
Administration
Directions:
Each
student
will
be
graded
with
a
16
point
rubric.
Each
box
will
carry
a
point
Scoring
Directions:
Growth
Target:
Spreadsheet:
value,
either
a
1,
2,
3,
or
4.
For
each
skill,
clearly
mark
the
score
with
a
dark
pen
that
the
student
has
earned.
The
total
number
of
points
earned
will
be
added
up
for
the
students
final
score.
There
is
not
a
zero
column
on
the
rubric.
However,
you
may
assign
a
zero
if
there
is
no
evidence
at
all
for
the
skill
being
assessed.
Make
sure
to
mark
the
zero
score
in
line
with
the
skill
being
assessed.
Most
teachers
have
printed
a
copy
of
the
rubric
for
each
student
and
marked
the
rubric.
Then,
they
will
scan
the
graded
rubric
(with
the
students
name),
and
upload
videos
to
the
Google
Drive
as
documentation.
Students
will
make
half
the
growth
required
to
score
16.
Individual
Student
Growth
=
(16
Student
Pre-test
Score)
/2.
Please
contact
one
of
the
REACH
Core
Team
Members
by
email
for
a
customized
16
point
spreadsheet.
robert.chavez@austinisd.org,
ryan.odonnell@austinisd.org,
omar.castillo@austinisd.org,
melanie.brewer@austinisd.org
Tone
(quality,
intonation,
breath
support)
Pitch,
Solfge,
and
Handsigns
Musicianship
(artistry,
phrasing,
nuance,
dynamics)
Rhythm/
Tempo
Pitches,
solfge
syllables,
and
handsigns
are
correct
all
of
the
time.
Change
in
tonal
center
is
reflected
in
the
solfege.
The
student
performs
artistically
with
appropriate
musical
style.
The
student
is
sensitive
to
phrasing
and
shaping
of
musical
lines.
The
student
gives
obvious
attention
to
musical
nuance
and
dynamic
variation.