It is that time of year again. Time for our first progress report on students' musical success. Grades are standards based this year and parents should expect growth to occur throughout the year. An amazing grade is a 3. This grade indicates a student is exactly where they should be at this time. 4s are reserved for students who should be a grade level ahead in music. In order to try and show basic guidelines for each grade number I have posted some guidelines below. Please take a moment to look at the guidelines and email me with any questions you may have at krapea@lasd.k12.pa.us. In addition, not all concepts have been covered, especially in 3rd grade, due to our coming concert on December 3. Therefore, N/A may be used for some categories.
Thanks so much,
Mr. Krape
Kindergarten
Exhibits appropriate singing skills
4- Students always sing when instructed and are always on pitch
3- Students usually sing when instructed and are usually on pitch
2- Students are often reminded to sing and are learning sing on pitch
1- Students never or rarely sing when instructed.
N/A- Students have not been graded over singing due to frequent absence to music class or recent enrollment.
Exhibits appropriate instrumental skills
4- Students play with tonal understanding and always with a steady beat.
3- Students play with a steady beat with no regard to tonal quality.
2- Students play when asked but without steady beat
1- Students have difficulty playing when instructed.
Demonstrates an understanding of rhythmic and musical concepts
4- Students can differentiate between ta and ti ti, sing with expression, and can move accurately with the beat of the music.
3- Students can play steady beats, sing with loud and soft, and can move accurately with the beat of the music.
2- Students can play steady beats sometimes, sing or play with general loud and soft control, and can move generally with the beat of the music.
1- Students struggle to play steady beats, struggle to attain any dynamic difference in singing or playing instruments and have difficulty feeling the beats as they move to music.
Participates and Follows Directions.
M- Consistently meets expectations without prompting- This student is never reminded to not talk when Mr. Krape is talking.
C- Consistently meets expectations with occasional prompting- an occasional warning is given to keep this student on task.
I- Inconsistently meets expectations. This student is talked to multiple times every class and has stayed after class to address this issue, and may have received or will receive a phone call home.
N- Not yet able to meet expectations.
First Grade
Exhibits appropriate singing skills
4- Students always sing when instructed and are always on pitch
3- Students usually sing when instructed and are usually on pitch
2- Students are often reminded to sing and are learning to sing on pitch
1- Students never or rarely sing when instructed.
N/A- Students have not been graded over singing due to frequent absence to music class or recent enrollment.
Exhibits appropriate instrumental skills
4- Students play with tonal understanding that reflects the style they are hearing and always with a steady beat.
3- Students play with a steady beat with and a general regard for dynamic contrast.
2- Students play when asked but without steady beat
1- Students have difficulty playing when instructed.
Demonstrates an understanding of rhythmic and musical concepts
4- Students can differentiate between ta and ti ti and shh, sing with expression, and can move accurately with the beat of the music.
3- Students can play steady beats, sing with loud and soft, and can move accurately with the beat of the music.
2- Students can play steady beats sometimes, sing or play with general loud and soft control, and can move generally with the beat of the music.
1- Students struggle to play steady beats, struggle to attain any dynamic difference in singing or playing instruments and have difficulty feeling the beats as they move to music.
Participates and Follows Directions.
M- Consistently meets expectations without prompting- This student is never reminded to not talk when Mr. Krape is talking.
C- Consistently meets expectations with occasional prompting- an occasional warning is given to keep this student on task.
I- Inconsistently meets expectations. This student is talked to multiple times every class and has stayed after class to address this issue, and may have received or will receive a phone call home.
N- Not yet able to meet expectations.
Second Grade
Exhibits appropriate singing skills
4- Students always sing when instructed and are always on pitch. Students also sing with superb posture and diction.
3- Students sing when instructed and are on pitch with good posture and adequate diction.
2- Students are often reminded to sing and are learning to sing on pitch
1- Students never or rarely sing when instructed.
N/A- Students have not been graded over singing due to frequent absence to music class or recent enrollment.
Exhibits appropriate instrumental skills
4- Students play with tonal understanding and always with a steady beat. In addition they are able to improvise and perform rhythms and dynamic contrasts on their instruments.
3- Students play with a steady beat and good tonal understanding. They are able to perform dynamics and improvisations when instructed by the teacher, but would not do this automatically.
2- Students play when asked with a steady beat, but not with dynamic contrast or regard to tone or beauty.
1- Students have difficulty playing when instructed and are continually reluctant to perform.
Demonstrates an understanding of rhythmic and musical concepts
4- Students can differentiate between ta and ti ti, ta-a, shh and lines and spaces on the staff, sing with expression, and can move accurately with the beat of the music. In addition, students are beginning to write their own musical works and performing new and original ideas for the teacher.
3- Students can differentiate between ta and ti ti, ta-a, shh and lines and spaces on the staff, sing with expression, and can move accurately with the beat of the music.
2- Students can play steady beats sometimes, sing or play with general loud and soft control, and can move generally with the beat of the music. They are generally able to distinguish between the notes.
1- Students struggle to play steady beats, struggle to attain any dynamic difference in singing or playing instruments and have difficulty feeling the beats as they move to music. Students in this category have little or no understanding of the concept of notes and how they are read.
Participates and Follows Directions.
M- Consistently meets expectations without prompting- This student is never reminded to not talk when Mr. Krape is talking.
C- Consistently meets expectations with occasional prompting- an occasional warning is given to keep this student on task.
I- Inconsistently meets expectations. This student is talked to multiple times every class and has stayed after class to address this issue, and may have received or will receive a phone call home.
N- Not yet able to meet expectations.
.
Third Grade
Exhibits appropriate singing skills
4- Students always sing when instructed and are always on pitch. Students also sing with superb posture, breathing, and diction. They are always singing during concert rehearsals and never choose not to participate.
3- - Students always sing when instructed and are always on pitch. Students also sing with adequate posture, breathing, and diction. They are always singing during concert rehearsals and never choose not to participate.
2- Students are often reminded to sing and are learning to sing on pitch.
1- Students never or rarely sing when instructed.
N/A- Students have not been graded over singing due to frequent absence to music class or recent enrollment.
Exhibits appropriate instrumental skills
4- Students play with tonal understanding and always with a steady beat. In addition they are able to improvise and perform rhythms and dynamic contrasts on their instruments.
3- Students play with a steady beat and good tonal understanding. They are able to perform dynamics and improvisations when instructed by the teacher, but would not do this automatically.
2- Students play when asked with a steady beat, but not with dynamic contrast or regard to tone or beauty.
1- Students have difficulty playing when instructed and are continually reluctant to perform for the teacher.
Demonstrates an understanding of rhythmic and musical concepts
4- Students can differentiate between eighth, quarter, half, dotted half, and whole notes as well as associated rests. Students have a thorough understanding of the note names on the treble staff and can accurately place the notes on the staff to write music. Students understand relationships between music and culture and can describe these connections in detail. Students move accurately with the beat and perform dance and body movements with perfect accuracy to the beat. In addition, students are beginning to write their own musical works and performing new and original ideas for the teacher.
3- Students can differentiate between eighth, quarter, half, dotted half, and whole notes as well as associated rests. Students have a basic understanding of the note names on the treble staff and can accurately place the notes on the staff. Students are beginning understand relationships between music and culture and can describe these connections in detail. Students move accurately with the beat and perform dance and body movements with acceptable accuracy to the beat. In addition, students are beginning to write their own musical works and performing new and original ideas for the teacher.
2- Students have a basic understanding of quarter, eighth, half and whole notes, but struggle to perform associated rests. Students are able to move to the music, but struggle to keep up even at slower tempos and end up not moving with the beat. Students never submit original works to the teacher and have no desire to sing or perform except when asked by the teacher.
1- Students struggle to play steady beats, struggle to attain any dynamic difference in singing or playing instruments and have difficulty feeling the beats as they move to music. Students in this category have little or no understanding of the concept of notes and how they are read.
Participates and Follows Directions.
M- Consistently meets expectations without prompting- This student is never reminded to not talk when Mr. Krape is talking.
C- Consistently meets expectations with occasional prompting- an occasional warning is given to keep this student on task.
I- Inconsistently meets expectations. This student is talked to multiple times every class and has stayed after class to address this issue, and may have received or will receive a phone call home.
N- Not yet able to meet expectations.
.
Fourth Grade
Exhibits appropriate singing skills
4- Students always sing when instructed and are always on pitch. Students also sing with superb posture, breathing, and diction. Although a 4 is not only given to students in chorus, it is often easier to attain this grade if one is a chorus member, due to the extra practice (approximately 2.5 hours per week) of singing.
3- - Students always sing when instructed and are always on pitch. Students also sing with adequate posture, breathing, and diction. They are always singing during class songs and rehearsals and never choose not to participate.
2- Students are often reminded to sing and are learning to sing on pitch.
1- Students never or rarely sing when instructed.
N/A- Students have not been graded over singing due to frequent absence to music class or recent enrollment.
Exhibits appropriate instrumental skills
4- Students play with tonal understanding and always with a steady beat. In addition they are able to improvise and perform rhythms and dynamic contrasts on their instruments.
3- Students play with a steady beat and adequate tonal understanding. They are able to perform dynamics and improvisations when instructed by the teacher, but would not do this automatically.
2- Students play when asked with a steady beat, but not with dynamic contrast or regard to tone or beauty.
1- Students have difficulty playing when instructed and are continually reluctant to perform for the teacher.
Demonstrates an understanding of rhythmic and musical concepts
4- Students can differentiate between eighth, quarter, half, dotted half, and whole notes as well as associated rests. When instructed they are also able to count and perform sixteenth notes. Students have a thorough understanding of the note names on the treble staff and can accurately place the notes on the staff to write music. Students understand relationships between music and culture and can describe these connections in detail. Students move accurately with the beat and perform dance and body movements with perfect accuracy to the beat. In addition, students are beginning to write their own musical works and performing new and original ideas for the teacher. Students are able to list 5 facts about each composer discussed in class and recognize their music.
3- Students can differentiate between eighth, quarter, half, dotted half, and whole notes as well as associated rests. Students have a basic understanding of the note names on the treble staff and can accurately place the notes on the staff. Students are beginning understand relationships between music and culture and can describe these connections in detail. Students move accurately with the beat and perform dance and body movements with acceptable accuracy to the beat. In addition, students are beginning to write their own musical works and performing new and original ideas for the teacher. Students have a basic understanding of composers, and their music.
2- Students have a basic understanding of quarter, eighth, half and whole notes, but struggle to perform associated rests. Students are able to move to the music, but struggle to keep up even at slower tempos and end up not moving with the beat. Students never submit original works to the teacher and have no desire to sing or perform except when asked by the teacher. Students are unable to list basic facts about composers and are unable to differentiate between compositions of different style periods.
1- Students struggle to play steady beats, struggle to attain any dynamic difference in singing or playing instruments and have difficulty feeling the beats as they move to music. Students in this category have little or no understanding of the concept of notes and how they are read.
Participates and Follows Directions.
M- Consistently meets expectations without prompting- This student is never reminded to not talk when Mr. Krape is talking.
C- Consistently meets expectations with occasional prompting- an occasional warning is given to keep this student on task.
I- Inconsistently meets expectations. This student is talked to multiple times every class and has stayed after class to address this issue, and may have received or will receive a phone call home.
N- Not yet able to meet expectations.