PARK VIEW HIGH SCHOOLCHORAL DEPARTMENTGRADING POLICY
I.DAILY GRADES:
(5 Formative daily grades averaged together for 1 Summative grade every two weeks)
A.Daily Grades are given to every student according to the progress observed in five different areas or five “Learning Targets” (The “Learning Targets” Mirror the State Music SOL’s)
1)Music Theory and Literacy
2)Performance
3)Music History or Cultural Context
4)Analysis, Evaluation and Critique
5)Aesthetics
B.Each Lesson is planned with all 5 Learning Targets represented in at least ONE way and
the students are then graded on their grasp of each target according to the rubric which
is included as the last page of this policy.
1)The rubric is based on a 4 point scale from
*Non-Mastery (1 point)
*Emerging Mastery (2 points).
*Initial Mastery (3 Points)
*Mastery (4 Points)
*Beyond Mastery (5 points)
2)As you can see above, there is a Beyond Mastery Category in our grading scale. This is where
the student not only grasps and participates in all areas … but regularly applies and leads
others to apply in the 5 areas as well. This Beyond Mastery category is worth 5 points.
C.More is expected of each student as the year progresses. Thus, during the first quarter the EXPECTED 5 Target Daily Grade is 10 (working at the Emerging Mastery Category every day)
1)This EXPECTATION is increased by one mastery level each quarter
2)In the Fourth Quarter opportunities to reach the Beyond Mastery Category will be offered,
acknowledged and graded accordingly.
3)It is expected that EVERY student will move forward by one mastery level each quarter OR
(if they have already achieved mastery) to maintain a consistent Beyond Mastery level.
D.During the final quarter, the EXPECTED 5 Target Daily Grade is 25 (working at the Beyond Mastery Category every day)
II.SONGSCAPES:(This will be a SUMMATIVE grade)
A.What is it:
Writing Assignment that requires knowledge, application, analysis, evaluation and creation
B.Format:
1)Students submit work in the spiral notebook that they keep in their choral folders all year
(or consecutive years if they come back to choir the next year).
2)Students will write a profile for each song that they are performing on a concert.
So if Women's Chorale is singing 4 pieces for the winter concert then from October 2 - December 17(day of the winter concert) they are going to write four song profiles.
3)After a concert I have the students listen to the recording and compare how they did
defining the musical and textual elements they wrote aboutwith their final performance.
I have attached my student "formatting guide" for songscapeswith this packet
C.Grading the Songscape
1)I use a mastery scale:
BM -BeyondMastery - 100% (no errors or omissions, student went above the norm)
M -Mastery - 93% (few errors or missing material)
IM -Initial Mastery - 85% (some errors or missing material)
EM -Emerging Mastery - 70% (several errors or missing material)
NM -No Mastery - 0% (student did not submit completed work)
I have aattached a grading rubric with this packet
D.Here are the Questions that will be used in the student formatting guide
(These are part of a Temple University Process for Music Students)
1)Composer:
a)What are the birth and death years of the composer?
b)In what musical time period did this composer flourish?
c)What is the year of the composition? Where was it premiered?
d)Is this piece commissioned? If so - who was it commissioned for and what does that tell you about the piece?
2)Text:
a)What is the text? (be sure to watch for foreign language and provide translation)
b)Who, if anyone, composed it?
c)In what environment (artistic, social, political, religious etc) or for what purpose was it composed?
d)How well has the composer connected music to text? (give an example)
3)Music:
a)What is the instrumentation of the composition?
b)What "musical elements" does the composer use?
4)Affect:
a)What is the mood of the piece?
b)What are some adjectives to describe it and/or its sections?
A lot of this material is given in class discussions /introduction - if students are engaged there
Should not be too much individual research required.
III.WRITTEN TESTS / SINGING TESTS / ACHIEVEMENT QUIZZES:
A.Periodic written tests will be given in addition to Mid-Term and Final Exams
1.These tests will be Summative indicators of the student’s progress in the SMART goals for
the Music/Choral Department.
2.Grades will be based on the points earned averaged against total points.
B.There will be two types of Singing Tests given
1.Sight Singing Tests – These will be Summative indicators of the progress students are making in using the elements of sol-fege
2.Repertoire Singing Tests – These will be Summative indicators of the progress students
Are making learning and memorizing repertoire.
3.Points will be assigned for each correct pitch, each correct rhythm and memorized text.
Grade will be based on points earned averaged against total number of points.
C.Achievement Quizzes:
1.These will be FORMATIVE indicators of student progress in the areas outlined above.
2,These results will be published within one week after the test is given so that students can see where they are being successful and where they need some additional concentration.
IV.CHORAL INTENSIVES, DRESS REHEARSALS and CONCERTS:
A.Dress Rehearsals
1.There will be three graded dress rehearsals this year
2.These rehearsals are Summative grades for “End of Unit”
a)Dress rehearsals are the “End of Unit” exams
b)They will measure all rehearsal and performance techniques in the area of
*knowledge (have we learned everything necessary to perform)
*analysis (are we USING what we’ve learned to perform to the best of our ability)
3.The dress rehearsals are worth 400 points each.
a)They are after school but they are not “optional”
b)There is no “make-up” (dress rehearsal is a combined rehearsal with the entire
department …) – They are scheduled at the beginning of the year and should be put on
the students calendar.
B.Concerts
1.There will be three graded concerts this year
2.These concerts are Summative grades for “End of Unit”
a)Concerts are the “End of Unit” exams
b)They will measure all performance techniques in the area of
*knowledge (what we have learned )
*application (how well we use what we have learned)
*analysis (we listen and choose the best skills and knowledge to improve
performance AS we sing and in discussions AFTER we sing)
*evaluation (we listen and choose the best skills and knowledge to improve
performance AS we sing and in discussions AFTER we sing)
*creation (using what we have learned in musical, vocal and interpretive skills we will
CREATE a musical experience for an audience the welcomes them into the mind of
the poet and composer.)
3.The concerts are worth 400 points each.
a)They are after school but they are not “optional”
b)There is a “make-up” assignment available - This is a written assignment and will be
averaged in with the following grades.
*Zero earned for concert Absence.
*Daily grades for concert preparation (classes)
*Dress rehearsal attendance (if the dress rehearsal is also missed then that grade
would be a zero as well)
*Choral Intensive attendance
C.Choral Intensives:
1.These Intensives (or Boot Camps) happen twice this year (January and May) they are
Formative grades
a)The intensives are a deeper level of preparation for assessment and concerts
b)January Intensive is led by a College Choral Professor and Several College Music
Education students
*The purpose is to prepare students to achieve a superior performance level at
assessment in March AND to offer a unique educational experience to our students
c)The May Intensive is led by Mr. Sweet and some local educators
*The purpose is to give an additional period of intensive preparation for the spring
concert to help students reach a superior level of for their final performance. 2. They are worth 400 points each
a)They are outside of the normal school day hours
b)They are optional but students are strongly encouraged to attend. The things done at
these intensives cannot be found in other rehearsal styles during the year and they
cannot be “made up”.
c)The 400 points earned at each intensive is averaged in where students need some
additional grade support (such as a missed dress rehearsal or concert)