Partners4Results Integrated Data Platform For Learning
AP Music Theory-CA-TS-v1.0 (Aural skills-meter ID)Preview StudentPreview TeacherPreview CoursePage 1 of 1Printed: 2/10/201480.677Aural Skills-Meter Identification QuizExcerpt 1StrugglingStudent fails to findprimary beat and/oridentify proper metercategory at bothprimary andsecondary meterwithout teacherdirection EmergingStudent capable offinding primary beatwith teacher directionand properly identifyeither primary orsecondary meterindependentlyProficientStudent capable offinding primary beatwith little issue andproperly identifyprimary andsecondary meterMasteryStudent confidentlyfinds primary beat andproperly identifiesprimary andsecondary meter Excerpt 2StrugglingStudent fails to findprimary beat and/oridentify proper metercategory at bothprimary andsecondary meterwithout teacherdirectionEmergingStudent capable offinding primary beatwith teacher directionand properly identifyeither primary orsecondary meterindependentlyProficientStudent capable offinding primary beatwith little issue andproperly identifyprimary andsecondary meterMasteryStudent confidentlyfinds primary beat andproperly identifiesprimary andsecondary meter
AP Music Theory-CA-TS-v1.0 (Functional tonality quiz)Preview StudentPreview TeacherPreview CoursePage 1 of 2Printed: 2/10/201480.928Functional Harmony QuizMT 6.5b Identify and describe tendency pitches with tonic and dominant function as well as pre-dominant function ( /34 pts)A. Complete the chart demonstrating harmonic functions below.2.1 Explain the functional characteristics of chords.FunctionTonicPurpose Normative chordsviIVIiNext function(iii)TonicB. Explain the importance of the leading tone for functional tonality.3.1 Explain the responsibilities of the leading tone. C. 1. Notate the requested chords in the key of your choice below.2. Identify the normative harmonic function of each chord.2.3 Explain harmonic function in a harmonic setting. IIVVviVNormativefunction:3. Explain why the discrepancy of functional category is allowed under substitution rules. (3 pts)2.2 Explain harmonic substitution. I
AP Music Theory-CA-TS-v1.0 (Functional tonality quiz)Preview StudentPreview TeacherPreview CoursePage 2 of 2Printed: 2/10/201480.928D. Complete a harmonic analysis of the following excerpt from Mozart’s Sonata in C, K 545 including:1. Analysis of all chords by Roman numeral.2. Identification of all inversions with figured bass.3. Identification of all non-harmonic tones by circling them. Provide a notation of type of nonharmonic tone for all non-harmonic tones that are not passing or neighbor tones.2.3 Analyze a chord progression. 3.5 Analyze for non-harmonic tones.
AP Music Theory-CA-TS-v1.0 (Meter quiz)Preview StudentPreview TeacherPreview CoursePage 1 of 2Printed: 2/10/201480.703Meter QuizConcepts addressed:*A.1.1 Identify simple, compound, duple, and triple meters in aural examples based uponcharacteristics of meter.*B.1.2 Explain fundamental characteristics of time signatures in simple and compound meters.*C.1.3 Assign time signatures to an aural example based upon perceived characteristics.*D.1.5 Explain the relationship between rhythm and time signature in simple and compoundmeters.*E.1.6 Read and notate basic rhythms in simple and compound meters including up to 2 levelsof subdivision above the primary level of meter.*F.1.7 Explain and demonstrate the use of single dotted rhythms.Write the counts of the music below the notated rhythm. (A,B,D,E)What type of meter is represented in this example?What type of note is receiving the beat?5What type of meter is represented in this example?What type of note is receiving the beat?9Fill in rhythms to complete each measure. (A,B,D,E,F)What type of meter is represented in this example?What type of note is receiving the beat?
AP Music Theory-CA-TS-v1.0 (Meter quiz)Preview StudentPreview TeacherPreview CoursePage 2 of 2Printed: 2/10/201480.70314What type of meter is represented in this example?What type of note is receiving the beat?C. Identify 2 possible meters and the instrument performing at that metric level for each piece. (A,B,C)Jesu, Joy of Man’s Desiring by JS BachMeter 1Instrument performing at this metric level:Meter 2Instrument performing at this metric level:Possible time signatureGoodbye Pork Pie Hat by Charles MingusMeter 1Instrument performing at this metric level:Meter 2Instrument performing at this metric level:Possible time signatureStruggling(Identifies few ognizesoverarching metriccomponents butmisidentifiesdetails)Proficient (Errorsare sporadic andrepresentpossible, butincorrect, metricsubdivisions)Mastery (Virtuallyerror free.Mistakes areisolated and donot create moreerrors)A B C D E F
AP Music Theory-CA-TS-v1.0 (Voice leading quiz)Preview StudentPreview TeacherPreview CoursePage 1 of 2Printed: 2/10/201480.1167Voice Leading QuizPart BPart AA. For the following excerpt, complete an SATB arrangement of the provided figured bass byBach (BWV 115, #1) and complete a harmonic analysis of your completed work.3.2 Notate properresolutions to anincomplete melodic line.3.4 Notate properresolutions of root andinverted chords in anincomplete melodic line. 3.1 Explain melodic tendencies of specificchord tones, emphasizethe role of the tonic,dominant, and the leadingtone.3.3 Explain the standard voice leading tendenciesof all inversions of triadsand dominant 7 chords.
AP Music Theory-CA-TS-v1.0 (Voice leading quiz)Preview StudentPreview TeacherPreview CoursePage 2 of 2Printed: 2/10/201480.1167B. For the following harmonization of the same chorale, circle and number 3 significant errors invoice leading regarding leading tone resolution or improper motion and 3 errors in voice spacing,individual movement, or non-standard structure.Significant error #1—Voice(s) involvedExplain the voice leading issue.Significant error #2—Voice(s) involvedExplain the voice leading issue.Significant error #3—Voice(s) involvedExplain the voice leading issue.Execution error #1—Voice(s) involvedExplain the voice leading issue.Execution error #2—Voice(s) involvedExplain the voice leading issue.Execution error #3—Voice(s) involvedExplain the voice leading issue.
Concert Band-CA-TS-v1.0 (Solo performance rubric)Preview StudentPreview TeacherPreview CoursePage 1 of 2Printed: 2/10/201480.1266McHenry High School Music Performance RubricCategoryInsufficient skillPitch (1.2) No control ofintonation Pitch errorsthroughout Major sectionsof inconsistentintonation Large sections ofpitch errors Small sections ofinconsistentintonation Brief sections ofpitch errors Little or no pulsemaintenance Rhythm, durationand meter errorsthroughout Major sectionsof inconsistentpulse Large sections ofrhythm,duration, ormeter errors Extendedinconsistency ofproper tone andarticulation Major fluencyissuesthroughout Small sections ofinconsistentpulse Brief sections ofrhythm,duration, ormeter errors Irregularexecution ofarticulation andtone technique Major fluencyissues in aspecific registeror rhythmIrregular use ofstylistically correctarticulation/dictiontechnique andapplicationthroughoutIrregularconsistency of focusand projection of aresonant tone inspecific registersand volume levels ina stylistically correctmanner IntonationPrecisionRhythm (1.1) DurationMeterPulseTechnique(1.5) ControlFluencyPrecisionArticulation/Diction (1.3) Stylistically correctusageTimbre (1.4) ConsistencyControlResonance No apparentinterpretationPhrasingNo apparentadherence tostylistic markingsAdherence tocomposer expressiveindicationsPresence 1.5 Little or no focusand projection of aresonant tonethroughoutConsistency indeliveryPersonal inflectionStyle (2.1/2.2/2.4/2.5) Incorrectarticulation/diction techniqueand applicationthroughoutStylistically correctusageInterpretation(2.6) Broadinconsistency inarticulation andtone technique Lack of fluencythroughoutDemeanorPostureNo regard to poiseand posturethroughoutperformanceEmerging ictiontechnique andapplicationExtensiveinconsistencies offocus and projectionof a resonant tone ina stylistically correctmannerInconsistent deliveryof performerderived expressiveelements includingdynamics,articulation, andphrasing lead tomultiple possibleinterpretationsInconsistent deliveryof composerindicated expressiveelements includingdynamics,articulation, andtempo/stylemarkingsDeveloping skillProficient skillMastery Isolatedinstances ofinconsistentintonation Isolated pitcherrors Isolatedinstances ofinconsistentpulse Isolated rhythmor durationerrors Isolated issues ofexecution ofarticulation andtone technique Isolated fluencyissues in aspecific registeror rhythmIsolated ue andapplication Level appropriateexecution ofintonation. No significantpitch errorsIsolatedinconsistencies offocus and projectionof a resonant tone inspecific registersand volume levels ina stylistically correctmannerIrregular delivery ofperformer-derivedexpressive elementsincluding dynamics,articulation, andphrasing to convey asingle interpretationIsolatedinconsistencies ofperformer-derivedexpressive elementsincluding dynamics,articulation, andphrasing to convey asingle interpretationIrregular delivery ofcomposer-indicatedexpressive elementsincluding dynamics,articulation, andtempo/stylemarkingsIsolatedinconsistencies ofcomposer-indicatedexpressive elementsincluding dynamics,articulation, andtempo/stylemarkingsSignificant issueswith poise andposture throughoutperformance Consistency inpulse maintenance No significantrhythm, duration,or meter errors Consistentexecution ofproper articulationand tone technique Maintenance offluency across allregisters andrhythmsUtilization ofstylistically correctarticulation/dictiontechnique andapplicationDemonstration ofconsistent focus andprojection of aresonant tonethroughout allregisters and volumelevels in astylistically correctmannerConsistent deliveryof performerderived expressiveelements includingdynamics,articulation, andphrasing to convey asingle interpretationAccurate delivery ofcomposer-indicatedexpressive elementsincluding dynamics,articulation, andtempo/stylemarkingsAppropriate poiseand posturethroughoutperformance
Concert Band-CA-TS-v1.0 (Solo performance rubric)Preview StudentPreview TeacherPreview CourseComments:Page 2 of 2Printed: 2/10/201480.1266
Introduction to Music Theory-CA-TS-v1.0 (Chord quiz)Preview StudentPreview TeacherPreview CoursePage 1 of 1Printed: 2/10/201480.1247Chord Quiz5.4 Identifyand notate standard inversions oftriads and seventh chords.5.7 Identify and notate chords based off ofRoman numeral and figured bass identification.5.6 Explain the harmonic characteristics ofchords in major and minor key settings.No evidenceStrugglingEmergingProficientMastery
Introduction to Music Theory-CA-TS-v1.0 (Meter-Rhythm Quiz)Preview StudentPreview TeacherPreview CoursePage 1 of 2Printed: 2/10/201480.713Rhythm/Meter QuizConcepts addressed:A. 1.1 Identify simple, compound, duple, and triple meters in aural examples based upon characteristics ofmeter.B. 1.2 Explain fundamental characteristics of time signatures in simple and compound meters.C. 1.3 Assign time signatures to an aural example based upon perceived characteristics.D. 2.3 Read and notate basic rhythms in simple and compound meters including up to 2 levels of subdivisionabove the primary level of meter.E. 2.4 Explain and demonstrate the use of single dotted rhythms.(A,B,D,E)
Introduction to Music Theory-CA-TS-v1.0 (Meter-Rhythm Quiz)Preview StudentPreview TeacherPreview CoursePage 2 of 2Printed: 2/10/201480.713B. Define the following terms: (B)Simple meterDuple meterCompound meterTriple meterC. Identify the meter of the following musical examples and propose a possible time signature: (C)Peter Gunn ThemeYellow SubmarineStruggling(Identifies few ifanymetric/rhythmicelements onents butmisidentifiesdetails)Proficient(Errors are sporadicand representpossible, butincorrect, metricsubdivisions)Mastery(Virtually errorfree. Mistakes areisolated and do notcreate more errors)A B C D E
Treble Choir-CA-TS-v1.0 (Ensemble Performance Test)Preview StudentPreview TeacherPreview CourseOUTSTANDINGPitchAccuracyFew pitch errors, strong sense of key1. RhythmicAccuracySteady beat secure, few rhythmic errors2. RhythmicAlignmentRhythms between ensemble members arecohesive and the tempo is steady,fluctuations are intentional and allperformers stay together3. DictionMajority of vowels sung with soft palatespace, pucker in lips. Beginning,internal, and ending consonants areaudible.4. MusicianshipPerforms expressively with appropriatestyle, clear phrasing, dynamic contrast,and articulations consistently5. Page 1 of 2Printed: 2/10/2014211.883EXCELLENTGOODBELOWAVERAGEHalf the notes correct, averagesense of key Steady beat secure,rhythms accurate most of thetime, some duration errors Inaccuracies with rhythm and/orfluctuations of tempo distractsfrom performance Most vowels and consonants aresung accurately Performs expressively withappropriate style, clearphrasing, dynamic contrast, andarticulations most of the time POORNOTEVIDENTMissed starting pitch, no clearsense of pitch or keyNot Evident Steady beat usually erratic,rhythms rarely accurateNot Evident Ensemble tempo is inconsistentand/or rhythms are notaccurately performedNot Evident Text is not discernableNot Evident Performs expressively withappropriate style, clearphrasing, dynamic contrast,and articulations infrequentlyNot Evident
Treble Choir-CA-TS-v1.0 (Ensemble Performance Test)Preview StudentPreview TeacherPreview CourseOUTSTANDINGIntonationThe performance is consistently intune6. BalanceAppropriate balance betweensections is evident throughout;melody is clearly heard; harmonyand accompaniment are accurate andproportioned7. BlendEvery individual within the sectionsblend well to sound like one8. MemoryFew memorization errors9. Page 2 of 2Printed: 2/10/2014211.883EXCELLENTGOODBELOWAVERAGEMost of the performance is in tune Appropriate balance between sectionsis evident most of the time; melody isalmost always clearly heard; harmonyand accompaniment are proportioned;deficiencies are minor Occasional individuals stick outperform too softly Half of excerpt is not memorized POORNOTEVIDENTLittle of the performance is intuneNot Evident Balance and melodic material areoften uneven and unclear; supportmaterial has many inaccuraciescausing significant detractionsfrom the overall performanceNot Evident Individuals perform with littleregard to blendNot Evident Majority of excerpt is notmemorizedNotEvident
Goodbye Pork Pie Hat by Charles Mingus Meter 1-Instrument performing at this metric level: Meter 2-Instrument performing at this metric level: Possible time signature-Struggling (Identifies few if any metric/rhythmic elements correctly) Emerging (Recognizes overarching metric components but m
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI
Business Studies Notes Year 9 & 10 Chapter 1 The purpose of Business Activity A NEED is a good or service essential for living (food, water, shelter, education etc.). A WANT on the other hand is something we would like to have but is not essential for living (computer games, designer clothing, cars etc.). people’s wants are unlimited. The Economic Problem results from an unlimited amount of .
