RoadMaps

The RoadMaps (Roseburg Oregon Assessment Documents - Musical Art Performance Samples) is a comprehensive collection of materials that support the evaluation of current State Standards in the Arts, Roseburg School District Target Goals, and the National Performance Standards for music as developed by MENC (Music Educators National Conference).

The resulting documents are the first of their kind in the State of Oregon and have been examined by other music educators as they establish music assessments. Since this project is unprecedented, it is a work in progress and open to constant review. The Roseburg Elementary Music Educators have been supported by the school district with monies and quality work time to create these documents.

  • Standards
  • Assessments
  • Scoring Guides
  • Student Reports
  • Improvement Plans
  • Music Advocacy
  • Resources

Standards:

The preexisting Oregon and MENC recommended National Stardards were aligned with the Roseburg Learning Targets. A committee examined the content for missing or repetition of skills taught. The documents are still under constant revision as the music educators implement the concepts.

MENC National Standards:

Content Standard #1:
Singing, alone and with others, a varied repertoire of music.

Content Standard #2:
Performing on instruments, alone and with others, a varied repertoire of music.

Content Standard #3:
Improvising melodies, variations, and accompaniments.

Content Standard #4:
Composing and arranging music, within specified guidelines.

Content Standard #5:
Reading and notating music.

Content Standard #6:
Listening to, analyzing, and describing music.

Content Standard #7:
Evaluating music and music performances.

Content Standard #8:
Understanding relationships between music, the other arts, and disciplines outside the arts.

Content Standard #9:
Understanding music in relation to history and culture.

 

Oregon Standards For The Arts:

Standard #1:
Aesthetics and Art Criticism - Respond to, explain and analyze works of art, based on technical, organizational and aesthetic elements.

Standard #2:
Create, Present, and Perform - Understand how works of art relate to the time periods and cultures in which they are created and how certain works of art from various time periods and cultures are related.

Standard #3:
Historical and Cultural - Use ideas, skills and techniques in the arts.

Scoring Guides

These various scoring guides were designed by committee and individuals from applications of state scoring guides in writing and math.

Music Literacy

  • Students will identify and demonstrate an understanding of music notation and terminology by reading, writing, singing, playing an instrument, moving, and/or performing.

Improvisation and Composition

  • Student's work demonstrates originality, integrity and stylistic authenticity
  • Student's work is within assigned parameter(s)
  • Student's work demonstrates organization of musical elements.

Aural Skills

  • Student demonstrates focused listening
  • Student demonstrates understanding of musical elements (may include tempo, rhythm, pitch, form, tone color, texture, dynamics, style, historical/cultural, mood, message.)

Singing Skills

  • Student performs with accuracy (pitch, rhythm, tempo, intonation)
  • Student demonstrates technique (posture, diction/articulation, tone production)
  • Student performs with expression (dynamics, phrasing, interpretation)
  • Student demonstrates stage presence (poise, facial expression, confidence)

Instrumental Performance

  • Student performs with accuracy (pitch, rhythm, intonation)
  • Student demonstrates technique (tone production, articulation, fingering, playing position, breath control)
  • Student performs with expression (dynamics, phrasing, interpretation)
  • Student demonstrates stage presence (poise, confidence)

NUMBERICAL PERFORMANCE LEVEL KEY

5

Exemplary


Exceeds the standard

Outstanding performance

Shows exceptional effort, dedication and self direction

 

4

Proficient


Meets the standard

Competent performance, average or above

Shows sustained effort and self direction

 

3

Developing


Work does not meet standard

Competence in some but not all areas

Shows some effort and some self-direction

 

2

Emerging


Work does not meet standard

Shows partial application of skills

Beginning to show some effort and self-direction

 

1

Beginning

 

Work does not meet standard

Minimal understanding, little application of skills

Some effort, does not yet show evidence of focused effort


 

NE

No Evidence

 

No product

BEAT COORDINATION SCORING GUIDE


5

Exemplary


Independently leads and initiates the beat consistently

Pats and walks the beat all the time

 

4

Proficient

 

Pats the beat independently, walks most of the time

 

3

Developing

 

Pats beats with others, not independently

 

2

Emerging

 

Pats the beat with help


1

Beginning


No concept of steady beat


NE

No Evidence


No product

SINGING SCORING GUIDE


5

Exemplary


Maintains control of voice & uses extended singing range


4

Proficient


Developing proper vocal technique and appropriate range

 

3

Developing

 

Sometimes sings in a limited range and matching pitch irregularly

 

2

Emerging

 

Starting to sing in a limited range


1

Beginning

 

Says the words or chants them, but does not sing


NE

No Evidence


No product

KEYBOARD PERFORMANCE SCORING GUIDE


5

Exemplary



Near Perfect Performance

Correct notes, rhythm, fingers, and hand position

 

4

Proficient

 

Satisfactory performance

Correct fingering and hand position

Minor mistakes in notes or rhythms

3

Developing


Below average performance

Major mistakes in hand position, notes or rhythms

2

Emerging


Makes effort with success in one of two areas:

1. correct hand position
2. notes and rhythms


1

Beginning


Makes effort with minimal success


NE

No Evidence


No product

INSTRUMENTAL PERFORMANCE SCORING GUIDE


5

Exemplary



Near Perfect Performance

Demonstrates proficient instrumental technique, correct notes and rhythms

 

4

Proficient


Satisfactory performance and meets standard

Reasonable accuracy in pitch and rhythm

Correct playing technique

3

Developing


Below average performance

Developing proper technique

Approaching accuracy in pitch and rhythm

2

Emerging


Makes effort with success in one area: technique, rhythm, pitch


1

Beginning

 

Makes effort with minimal success


NE

No Evidence


No product

 

Student Reports

Below you will find links to the Roseburg Student Music Progress Report which is based on current national, state, and district standards. This document indicates individual student progress toward state benchmarks which are directly linked to all standards. It measures the student's musical achievements in the areas of performing, listening, analyzing, creating, describing and understands music.

The format of this document includes a scoring key at the bottom of the page which is similar to scoring in other subject areas such as writing and math. The top number line is for recording the fall assessment and the bottom line is for the spring assessment by circling the appropriate scoring number.

Students are given numerous opportunities to demonstrate their knowledge in each standard and are assessed using a variety of tools and strategies. It is the intention of the Roseburg School District that this document becomes part of each studentàs portfolio. As this is a work-in-progress, it is open to constant review.

Pre-Benchmark & Benchmark 1 (Grades 1-3) Part 1

Pre-Benchmark & Benchmark 1 (Grades 1-3) Part 2

 

Pre-Benchmark & Benchmark 2 (Grades 4-5) Part 1

Pre-Benchmark & Benchmark 2 (Grades 4-5) Part 2

Improvement Plans

The following two documents were provided by the Roseburg School District to all Curriculum Development teams. These types of documents provide a mean in which to gain support and understanding to the music assessment/curriculum development to the district administrators and school board. As well as help the curriculum team maintain their focus in keeping timelines current and progress movement forward.

Music Technology

Orff Instrumentation & Implementation - Page 1

Orff Instrumentation & Implementation - Page 2

Music Advocacy

Children's Music Workshop is the number one lonline Music education resource for teachers, students, parents, and administrators

Support Music is brought to you by NAMM and MENC. This site offers effective tips for taking action and the latest evidence of music's importance.

The main goal of School Music Matters is to help music teachers protect their school music program. They include many resources to offer help.

The American Music Conference's goal is supporting music advocacy programs, research and education, especially at an early age, and to expand that portion of the population that enjoys and makes its own music.

The resources listed on this web page have been suggested by the MENC Mariachi Advisory Committee.